Rumination and Happiness of Public School Teachers in Peru

Abstract

Teachers must adopt behaviors that should be developed since their time in university, such as emotional regulation. There are situations that can be traumatic, leading to the act of permanently repeating events or behaviors, affecting emotional balance; this can be rumination. This research sought to link rumination with happiness, drawing on contributions from Positive Psychology. A quantitative approach with a correlational study was employed to determine the association between rumination and happiness. Seventy teachers from public schools in Metropolitan Lima participated in the study. The findings allowed for the inference of a moderate relationship between the two variables, which was encouraging as regulating emotions and adopting resilient behaviors help better cope with difficulties that any individual may face in different situations.