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This study, with a quantitative approach and cross-sectional descriptive design, aimed to analyze teachers' perceptions of happiness and work engagement. The reference population consisted of 457 educators, and the non-probabilistic sample analyzed included 104 teachers from public institutions in Peru (preschool, primary, and secondary levels). The Arias et al. Happiness Scale (which measures positive sense of life, life satisfaction, personal fulfillment, and joy of living) and the Utrecht Work Engagement Scale (UWES-9) (which measures vigor, dedication, and absorption) were used. The descriptive results showed that 51% of the samples reported high happiness. Although women had slightly higher means in all dimensions of both variables, the main conclusion, supported by the Mann-Whitney U test, was the absence of statistically significant differences by gender (p > 0.05). These findings suggest that teacher happiness is an equitable experience that transcends sociodemographic variables. The research questions the assumption that gender is a primary determinant of teacher well-being, aligning with studies that emphasize the primacy of vocational factors, a sense of purpose, and organizational conditions as the true pillars of professional satisfaction and commitment. The study concludes that happiness in teaching is an experience tied to vocation and personal fulfillment and recommends focusing on improving structural working conditions to enhance collective well-being.
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