Teacher's Mental Engagement, Teacher's Happiness, and Organizational Climate: Using Two-Level Teacher-School Modeling

Job motivation enhances the ability of the teacher to enhance student efficiency in an organization as a college. This research aimed to determine the relationship between happiness and organizational climate with the motivation of teachers to the job. The present study is a descriptive-correlational one. The study sample consisted of 200 students (146 female students and 54 male students) chosen by cluster sampling method, the sample size at the second level was 20 students so that the answers of students to the organizational climate scale were engagement for each school and variables at the college level were calculated. Teachers also replied to the motivation of the educators and to the happiness scales of the teacher. An unconditional HLM (Anova model with random effect) analysis was introduced to evaluate the information. The findings showed that the job motivation of the teacher was important among distinct colleges, and 62 percent of teacher motivation modifications were due to school differences and 38 percent owing to teacher level variables. This implies that teachers' motivation is affected by the classroom setting and the organizational climate of various schools. If the factors that lead to a favorable organizational environment and students' joy are given at college, the motivation of the students can be enhanced and their efficiency enhanced in the teaching process.