In a society, educational institutions have a significant impact on social change and development. School stakeholders on the educational institution and educational services may have positive impacts as well as negative ones. The success of education workers is related to their professional satisfaction and happiness. The happiness of the employees in educational institutions directly affects the efficiency and productivity of the employees as well as the institution. The happiness of the employees brings success for the organization and the employees, and positive emotions have an important place in the realization of organizational goals. The aim of this study is to understand the awareness of "organizational happiness" in private schools where teachers, who are indispensable elements of the education field, work, to examine the effect of teachers' perceptions on organizational happiness, and to determine what kind of measures are needed to increase the level of organizational happiness. Private education institutions have become widespread and developed in Turkey in recent years. The happiness or unhappiness of teachers working in private schools will directly affect their performance positively or negatively. Unhappy teachers will reduce the success and efficiency of the school, and perhaps they will not work in that school next year. For this reason, this study aims to determine the reasons that affect the happiness of teachers working in private schools and to determine the organizational happiness perception levels of teachers. From this point of view, describing private school teachers' happiness will help determine the variables that will make them happy. In line with this aim, the researchers have consulted the opinions of private school teachers in Sivas. This study is a qualitative study with phenomenology method. The researchers have determined the study group using the maximum diversity sampling method, one of the purposive sampling methods, and have conducted interviews with twenty teachers working in six private schools in Sivas city center through "the interview method". The researchers have developed "semi-structured interview form", and have used content analysis to transform and analyze the data into text. As a result of the study, four themes have emerged, namely, happiness, organizational happiness, the effects of organizational happiness on teachers' lives, and increasing teachers' organizational happiness levels. The results have indicated that the factors affecting the happiness of teachers are "Emotions, Work Environment, Success, Respect, Private Living Space". The participants' opinions on the meaning of Organizational Happiness are "Focus on Work and Work Efficiency, Management Structure and Expectations, Human Relations and Unhappy Situations in the Organization". Private school teachers' opinions on the effects of organizational happiness on teachers' lives have emerged in two sub-categories as "Positive Effects, Negative Effects". The findings obtained from the private school teachers' opinions on what can be done to increase teachers' organizational happiness levels are grouped under five dimensions/categories. These dimensions/categories are "Communication and Collaborative Work, Economic Expectations, Social Activities, Physical Needs, and Expectations from the Management". The fifth category, Expectations from the Management, is divided into two sub-categories as "Concrete Expectations and Psychological Expectations". The results have indicated that the organizational communication and collaborative work, openness, accuracy, good job performance, adequate feedback, and information about performance have affected the happiness and performance of the employees in the organization. The results have indicated that teacher happiness is affected by the school management structure, the human relations approach is primarily accepted as a dominant value in school management, and recognition, dignity and success are related to happiness. For this reason, it can be concluded that the management structure in schools needs an understanding, value-oriented relationship network based on human relations. [ABSTRACT FROM AUTHOR]