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This article examines the relationship between different pedagogies and the happiness of teaching. It is based on several studies carried out on schools practicing alternative pedagogies as well as on experiments linked to article 34 of the “Fillon” law. Several dimensions are brought to light: the break with the ill-being experienced in traditional practices, the consistency between values and practices, the place of commitment in teachers’ past and in their personal relationships, professional development, effects on students, closer relations with families, and social recognition.