Causal relationship model of motivation and masculine culture influencing teachers' job engagement and performance competency in Bangkok educational service areas
Issued Date
2018
Issued Date (B.E.)
2561
Available Date
Copyright Date
Resource Type
Series
Edition
Language
eng
File Type
application/pdf
No. of Pages/File Size
262 leaves
ISBN
ISSN
eISSN
Other identifier(s)
Identifier(s)
b203149
Access Rights
Access Status
Rights
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Rights Holder(s)
Physical Location
National Institute of Development Administration. Library and Information Center
Bibliographic Citation
Citation
Lalida Kasemnet (2018). Causal relationship model of motivation and masculine culture influencing teachers' job engagement and performance competency in Bangkok educational service areas. Retrieved from: https://repository.nida.ac.th/handle/662723737/6044.
Title
Causal relationship model of motivation and masculine culture influencing teachers' job engagement and performance competency in Bangkok educational service areas
Alternative Title(s)
Author(s)
Advisor(s)
Editor(s)
item.page.dc.contrubutor.advisor
Advisor's email
Contributor(s)
Contributor(s)
Abstract
The aim of this research was to develop the causal relationship model of
motivation and masculine culture influencing teachers’ job engagement and
performance competency in Bangkok Educational Service Areas.
The researcher applied the mixed methods research approach using a quantitative approach for the major research and a qualitative approach for additional research. Questionnaires were distributed to 272 samples as part of the quantitative research who consisted of teachers under the Office of the Basic Education Commission (OBEC) in Bangkok Educational Service Areas. Key informants of the qualitative research were 12 teachers and 12 administrators who were informants who gave information and provided a wider qualitative perspective. Research tools included questionnaires and interviews. Data analysis was conducted using a computer program, LISREL, and content analysis. Statistics used for the research included frequency, percent, arithmetic mean, standard deviation and other statistical values relating to structural equation modeling.
The findings were as follows: 1) The results of the quantitative analysis revealed that 75% of performance competency was a result of motivation, masculine culture and job engagement. Key variables that had the greatest effect were job engagement, which had a direct positive effect of 0.79 at a statistical significance level of .01. The second
variable was masculine culture, which had a direct positive effect of 0. 13 at a statistical significance level of .05. However, motivation had a direct positive effect of 0.03, but did not have statistical significance.
79% of job engagement was a result of motivation and masculine culture. Key variables that had the greatest effect were motivation, which had a direct positive effect of 0.85 at a statistical significance level of .01, followed by masculine culture. Its direct positive effect was 0.16 at a statistical significance level of .05. In addition, motivation and masculine culture had an indirect effect on performance competency via job engagement, which had direct positive effects of 0.67 and 0.12 at statistical significance levels of .01 and .05, respectively.
2) The results of the qualitative research indicated that the variables relating to teachers’ performance competency consisted of ( 1) motivation, such as financial reward; ( 2) organizational culture, e. g. , brotherhood; ( 3) job engagement, e. g. , physical support; and (4) performance competency, namely teaching skills.
3) A comparison of the quantitative research and qualitative research found that four studied variables did not have similar issues but different ones. They included: (1) motivation--different issues are work importance and financial rewards, (2) Masculine culture--different issues are masculine culture and brotherhood culture, ( 3) Job engagement--different issues are psychological safety ( Guarantees) and physical support, and ( 4) Performance competency--different issues are job role perception and teaching skills.
Public administration knowledge developed from the research includes motivation, masculine culture and job engagement, which are human resource variables using mainly the concept of psychology. All of them affect performance competency. This confirms the finding that the psychological theory or psychological knowledge, which is a foundation of public administration, represents significant knowledge for public administration. The psychological theory can link performance competency and can be applied to analyze organizations.
The researcher applied the mixed methods research approach using a quantitative approach for the major research and a qualitative approach for additional research. Questionnaires were distributed to 272 samples as part of the quantitative research who consisted of teachers under the Office of the Basic Education Commission (OBEC) in Bangkok Educational Service Areas. Key informants of the qualitative research were 12 teachers and 12 administrators who were informants who gave information and provided a wider qualitative perspective. Research tools included questionnaires and interviews. Data analysis was conducted using a computer program, LISREL, and content analysis. Statistics used for the research included frequency, percent, arithmetic mean, standard deviation and other statistical values relating to structural equation modeling.
The findings were as follows: 1) The results of the quantitative analysis revealed that 75% of performance competency was a result of motivation, masculine culture and job engagement. Key variables that had the greatest effect were job engagement, which had a direct positive effect of 0.79 at a statistical significance level of .01. The second
variable was masculine culture, which had a direct positive effect of 0. 13 at a statistical significance level of .05. However, motivation had a direct positive effect of 0.03, but did not have statistical significance.
79% of job engagement was a result of motivation and masculine culture. Key variables that had the greatest effect were motivation, which had a direct positive effect of 0.85 at a statistical significance level of .01, followed by masculine culture. Its direct positive effect was 0.16 at a statistical significance level of .05. In addition, motivation and masculine culture had an indirect effect on performance competency via job engagement, which had direct positive effects of 0.67 and 0.12 at statistical significance levels of .01 and .05, respectively.
2) The results of the qualitative research indicated that the variables relating to teachers’ performance competency consisted of ( 1) motivation, such as financial reward; ( 2) organizational culture, e. g. , brotherhood; ( 3) job engagement, e. g. , physical support; and (4) performance competency, namely teaching skills.
3) A comparison of the quantitative research and qualitative research found that four studied variables did not have similar issues but different ones. They included: (1) motivation--different issues are work importance and financial rewards, (2) Masculine culture--different issues are masculine culture and brotherhood culture, ( 3) Job engagement--different issues are psychological safety ( Guarantees) and physical support, and ( 4) Performance competency--different issues are job role perception and teaching skills.
Public administration knowledge developed from the research includes motivation, masculine culture and job engagement, which are human resource variables using mainly the concept of psychology. All of them affect performance competency. This confirms the finding that the psychological theory or psychological knowledge, which is a foundation of public administration, represents significant knowledge for public administration. The psychological theory can link performance competency and can be applied to analyze organizations.
Table of contents
Description
Thesis (D.P.A.)--National Institute of Development Administration, 2018