Humour in Classroom: Development and Validation of Teachers Humour Orientation Scale

Abstract

The concept of humour orientation refers to how individuals utilise humour in various everyday situations. In the classroom setting, the way a teacher uses humour can significantly impact student engagement and learning. This study aimed to develop and validate a scale that measures teacher’s humour orientation. The study used students’ perception of their teacher’s sense of humour to measure humour orientation. The sample included 161 students from colleges in Punjab and Chandigarh. A list of key humour orientation measures was developed and filled out by the participants. The scale was created using exploratory factor analysis, and four dimensions were identified: “perceptivity to humour,” “use of humour,” “humorous attitude,” and “in-class humour.” These dimensions explained 64.07% of the total variance. The scale also showed good composite reliability. The results of this study provide support for the validity of the proposed teacher’s humour orientation scale, but more research is needed to better understand the attributes of a teacher’s humour orientation and its impact on classroom performance.

Keywords: Classroom, Humour Orientation, Learning, Student, Teacher

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