Applying CIPO indicators to examine the implementation of a happy school model in Vietnam

In the context of global educational reform, fostering positive and supportive school environments has become a key priority. The Happy School Model (HSM), which emphasizes holistic student development by integrating emotional well-being, creativity, and student engagement, has gained attention as a transformative educational approach. In Vietnam, the Ministry of Education and Training (MOET) has acknowledged the importance of HSM; yet, its practical implementation faces challenges related to resource allocation, teacher capacity, and policy alignment. This study aims to assess the implementation of HSM in Vietnamese primary schools by applying the Context, Input, Process, and Outcome (CIPO) framework. Specifically, it examines administrators' and teachers' perceptions regarding the feasibility and effectiveness of HSM indicators. Data were collected from 513 participants (124 administrators and 389 teachers) across diverse school settings in Vietnam. A structured questionnaire based on the CIPO framework was developed and validated, utilizing a five-point Likert scale. The data analysis involved Exploratory Factor Analysis (EFA) to identify the underlying structure of HSM dimensions, Confirmatory Factor Analysis (CFA) to validate factor relationships, and Structural Equation Modeling (SEM) to assess the direct and indirect effects of CIPO components on school happiness. Findings indicate that Context and Process play a crucial role in shaping student well-being, while Input significantly influences Process but has a limited direct effect on Outcome. These results highlight the need for a holistic approach that integrates strategic vision, effective pedagogy, and stakeholder collaboration to enhance HSM implementation. The study offers policy recommendations for improving teacher training, stakeholder engagement, and resource management to create a more inclusive and engaging learning environment in Vietnamese primary schools.