Investigating the Relationship among Preschool Curriculum, Upbringing Styles, and Happiness of Students

Abstract

The purpose of this study was to investigate the relationship among preschool curriculum, upbringing style, and happiness of preschool students. This study is a descriptive-correlational research from research methodology perspective. The statistical population of this study includes teachers of preschools in the city of Isfahan. The population consists of 540 members. A sample of 200 teachers was selected randomly. In order to collect the research data, a researcher-developed questionnaire and two standardized questionnaires (curriculum questionnaire of Argil and upbringing questionnaire of Baumrind) were employed. The Cronbach’s Alpha Coefficient of curriculum, upbringing, and happiness questionnaires was 0.95, 0.84, and 0.89 relatively. In order to summarize and analyze the research data, both descriptive and inferential statistics were used. The findings revealed that there is a significant positive relationship between curriculum and happiness. Also the findings showed that there is a significant negative relationship between upbringing and happiness. The findings also indicated that the average of all research variables (except arbitrary and convenience styles) was higher than moderate level. A significant positive relationship was observed between curriculum and happiness and a significant negative relationship was observed between upbringing and happiness. In addition, significant positive relationships were observed among goals, teaching methods, content, and evaluation with happiness. On the other hand, significant negative relationships were observed among arbitrary and convenience styles with happiness. Also significant relationships were observed among content and evaluation with happiness. Finally, any significant relationships were not observed between arbitrary style and happiness.

Keywords: Curriculum, Upbringing Styles, Happiness