Teacher Motivation and Operational Effectiveness of Leading Secondary Schools in Thailand

Abstract

Teacher motivation is of great importance to the quality of education. Therefore, the purpose of this research was to determine whether teacher motivation influences school effectiveness and whether it affects the school's O-net score. This research is quantitative research. Data were collected by questionnaires sent by mail to schools with the highest average O-net scores of 1-400 of Thailand in 2016. The 1,408 questionnaires were recovered sufficiently to analyze 171 schools, most of them. It is an extra-large and large school. distributed in every region teachers who answered the questionnaire belonged to 8 subject groups of that school. Data were analyzed using descriptive statistics and hypothesis tested by ANOVA and Multiple Regression Analysis.

The analysis of the data, it was found that the overall school effectiveness was high. When classified from high to low as follows: 1. The ability to produce high-achieving students 2. The ability to solve problems within the school 3. The ability to change and develop the school. with the environment and 4. the ability to develop students to have a positive attitude. The overall motivation is high. The mean of the motivation factor was slightly higher than the supporting factor when considering each aspect of the 16 aspects of motivation, it was found that in descending order as follows: 1. Achievements at work (M1) 2. Position status (H9) 3. Job advancement (M5) 4. Relationships with colleagues (H6) 5. Methods of governance (H2) 6. Self-progress (M6) 7. Relationship with supervisors (H3)  8. Work stability (H10) 9. Work characteristics (M4) 10. Respect (M2) 11. Responsibility (M3) 12. Personal life (H7) 13. Working conditions (H4) 14. Relationship with subordinates (H8) 15. Salary and compensation (H5) 16 Policy and administration (H1)

The hypothesis testing found that 1) supporting factors influenced school effectiveness at a high level 2) The 6 factors were 1. Method of governance (H2) 2. Relationship with peers (H6) 3. Correlation with the director. (H3), 4. Advancement in work (M5), 5. Responsibility (M3), and 6. Working conditions (H4), in descending order, combined influence on the effectiveness of high school at a high level. Together, 58.3% of the dependent variables were described (R2=.583). 3) Four types of schools were classified according to the differences in the combination of Herzberg's theoretical motivation and support factors. It does not make a difference in the average scores of the O-net test results of each school. In other words, no matter what kind of motivation a school has, the school's O-net score is no different. Overall, it was concluded that the Hygiene/Context factors had a greater influence on effectiveness than the Motivation/Content factors.