Discouragement in Work Performance of Teacher

8/6/2019 Discouragement in Work Performance of Teacher

1/7

RELATIONSHIP BETWEEN SOME FACTORS AFFECTING

DISCOURAGEMENT IN WORK PERFORMANCE OF TEACHER

Somprasong Senarat1

Benjamaporn Senarat2

The purpose of this research were to study the relationship between predictor variable

and the discouragement in duty performance of teachers; and to construct predictive equations

of discouragement in duty performance of teachers. The sample were 421 teachers from

seventeen schools in South Thonburi school district of the Bangkok metropolis. Two-stage

random sampling technique was used for selecting the sample during the year 2004. The

instruments were the questionnaires considering Work experience, Work load, Teaching

capability awareness, Work satisfaction, Role conflict, World perspective strength, and

Discouragement in duty performance. The findings were as follows: firstly, the factors negatively

and significantly related to Discouragement in duty performance of teachers were Work

experience, Teaching capability awareness, Work satisfaction, Role conflict, and World

perspective strength; and the factor positively and significantly related to Discouragement in

duty performance of teachers was Work load. and secondly, the factors with predicting powers

were Work load (x2) Teaching capability awareness (x3),Role conflict (x5) and Worldperspective

strength (X6); and respectively with multiple correlation coefficient (R) was .525 and predicting

power of Discouragement in duty performanceof teachers (R2 adj) at 26.90 percent. Predictiveequations of Discouragement in duty performanceof teachers could be constructed in standardscore as follows: Z'y = .144 Z2 - .318 Z3 -.244 Z5 -.089 Z6

Key words: Discouragement in duty performance, Work experience, Work load, Teaching

capability awareness, Work satisfaction, Role conflict, World perspective strength, MultipleRegression Analysis

1doctoral student, educational research and evaluation, Mahasarakham university, Thailand

2education college, Roi-et Rajabhat University, Thailand


2/7

Introduction

Teacher is ones of career to public service, they must works hard and interaction

with anotherall times. So they will confront stress from role or duty and various environment;

for instance problem of discipline learner, uninterested learning, inappropriate climate classroom,

teaching overload, lack of support from administrator and the cost of living problem. Furthermore,

they have many special jobs; account and finance officer, reception, the general affairs

department, administrative department, and academic department etc. As a results teachers work

hard and high responsibility. Also, a restriction of time and Variety of teaching methods, Lack of

knowledge and understanding about learning reform and Learning process of students changed, but

measurement and evaluation methods of were unchanged. (Wongwanich, S. & Wiratchai, N. 1999 :

14.; Office of the Education Council. 2002 : 54), teacher feels conflict about expected and facts.

Affecting to stress, pressure and role conflict in organization (Schwab & Iwanicki. 1982: 60-72).

By the learning reform, learning center, resource integrations, local knowledge and classroom action

research etc. cause of some teacher can not adapt (Rajabhat Institue Phranakhon Si Ayutthaya.

2003 : 18). If teacher confronts these problem in long term. It is affect to health and mental refer to

the discouragement in duty performance (Maslach, C. 1978: 16). When teacher feels

discouragement, it is influence to practice in school; the low effectiveness in work, the prepare for

instruction were decrease.

Statement of the problem

A review of research literature indicated that the Discouragement in duty performance

wereimportance and involved in work; Administration,Works System and mental health. If teachers

are discouragement in duty performance then effectiveness of teaching and leaning performance.

Therefore, the predictor variable; Work experience,Work load, Teaching capability awareness,

Work satisfaction,Role conflict andWorld perspective strengthrefer toDiscouragement in duty

performance.

Conceptual Framework

A review of research literature was made to identify conceptual framework for research

are presented in Figure 1.


3/7


4/7

Section 1 The questionnaires have four open ended items of personally; Sex, Age,

Works experience and Level of education.

Section2 The questionnaires of the Discouragement in duty performance was developed

by Siriya summawat (1991) and a five-point Likert scale with a reliability value of 0.90.

Section3 The questionnaires of the works load. It was a open ended items.Section4 The questionnaires of the Teaching capability awareness was developed by

researcher and a five-point Likert scale with a reliability value of 0.83.

Section5 The questionnaires of the Work satisfaction was developed by researcher and a

five-point Likert scale with a reliability value of 0.87.

Section6 The questionnaires of the Role conflict was developed by researcher and a five-

point Likert scale with a reliability value of 0.75.

Section7 The questionnaires of the World perspective strength was developed by Huttaya

Mattayat (1998) and a five-point Likert scale with a reliability value of 0.92.

Procedure for data collection

The questionnaires was sent to the each of the four hundreds and twenty-one teachers

from seventeen schools in South Thonburi school district of the Bangkok metropolis and four

hundreds and twenty-one completed questionnaires were returned, reaching a satisfactory

response rate (100%).. Two-stage random sampling technique was used for selecting the

sample during the year 2004. The basic data were analyzed by Microsoft office Excel Program

version 2003 whiles the stepwise multiple regression were analyzed by LISREL Program

version 8.50.

Results

From table 1 it can be seen that, the mean values of the teachers in South Thonburi

school district of the Bangkok metropolis; were work experience (mean: 15.39 decimal years) ,

Work load (mean: 7.14 hour per day) , Teaching capability awarenessis relatively high(mean:

3.61) But, the Work satisfaction (mean: 3.22), Role conflict(mean: 3.40)and World perspective

strength(mean: 3.24)are medium and the Discouragement in duty performance is relatively

small(mean: 1.19).


5/7

Table 1 Basics statistics of predictor variable and Discouragement in duty performance of the

teachers in South Thonburi school district of the Bangkok metropolis

variable

X .S.D Work experience (X1) 15.39 11.06

Work load (X2) 7.14 1.05Teaching capability awareness(X3) 3.61 0.55Work satisfaction(X4) 3.22 0.41

Role conflict(X5) 3.40 0.61World perspective strength(X6) 3.24 0.39

Discouragement in duty performance (Y1) 1.19 0.40

From table 2 it can be seen that, the correlation coefficient values between internal

predictor variable; Teaching capability awareness and Role conflict positively and significantly

related to Work experience, Work satisfaction, Role conflict and World perspective strength

positively and significantly related to Teaching capability awareness, Role conflict positively

and significantly related to Work satisfaction and positively and World perspective strength

significantly related to Role conflict.

The predictor variable negatively and significantly related to Discouragement in duty

performance of teachers were Work experience, Teaching capability awareness, Work

satisfaction, Role conflict, and World perspective strength; and the factor positively and

significantly related to Discouragement in duty performance of teachers was Work load.

From table 3 it can be seen that, the factors with predicting powers were Work load

(x2) Teaching capability awareness (x3),Role conflict (x5) and World perspective strength(X6); and

respectively with multiple correlation coefficient (R) was .525 and predicting power of

Discouragement in duty performanceof teachers(R2 adj) at 26.90 percent. Predictive equationsof Discouragement in duty performance of teachers could be constructed in raw-score andstandard score as below:

Y' = 2.492 + .056 X2 - .233 X3 - .163 X5 -.093 X6

Z'y = .144 Z2 - .318 Z3 -.244 Z5 -.089 Z6


6/7

Table 2 Correlation coefficient between predictor variable and Discouragement in duty

performance of the teachers in South Thonburi school district of the Bangkok

metropolis

Variable X1 X2 X3 X4 X5 X6 Y1

Work experience (X1) 1 0.04 0.13** 0.01 0.13** 0.07 -0.107*

Work load (X2) 1 -0.01 -0.02 -0.09 -0.06 0.174**

Teaching capability awareness(X3) 1 0.21** 0.36** 0.30** -0.433**

Work satisfaction(X4) 1 0.24** 0.03 -0.204**

Role conflict(X5) 1 0.14** -0.383**

World perspective strength(X6) 1 -0.225**

Discouragement in duty performance (Y1) 1

* statistically significant at .05

** statistically significant at .01

Table 3 Weight value important some factors and Discouragement in duty performance of the

teachers in South Thonburi school district of the Bangkok metropolis

variable b SEbi t

Teaching capability awareness(X3) -.233 -.318 .034 6.857*

Role conflict(X5) -.163 -.244 .030 5.423*

Work load (X2) .056 .144 .016 3.436*

World perspective strength(X6) -.093 -.089 .046 -2.039R = .525 R

2= .276 R

2adj = .269 Fc = 4.156* SEest=.34583 a = 2.492

* statistically significant at .05


7/7

ConclusionThis study were indicated predictor variable; Works load, Teaching capability

awareness, Role conflict and World perspective strength affective to Discouragement in dutyperformance of teachers. Therefore, Administrator should be interested to teachers; assignappropriate ability and works load for decrease Discouragement in duty. Then, teachers in school

will be happy and effectiveness to result in student's learningand teacher's health.

REFERENCES

Council, Office of Educational. (2002). An Evaluation of Learning Reform. Nonthaburi Thailand :

Charoenphol.

Wongwanich, S. & Wiratchai, N. (1999). Evaluation of Learning Reform Results

Based on the National Education Act, B.E. 2542 : Multi-Case Study. Retrieved

February 1, 2009 from the World Wide Web:

www.worldedreform.com/intercon%204/forth/ppt/suwimon8-9-47.pdf

Kotkamp & Mansfield. (1985) "Role Conflict Role Ambiguity , Power less encases and

Burnout Among High School Supervisors, " Journal of Research and Development

in Education.V.18 No.4.

Maslach, C. (1978,July-September) "Lawyer Burnout" in Barrister.16-22-52-54.

Pedhazur, Elazar J. (1982). Multiple Regression in Behavioral Research. USA : CBS

Collage.

Schwab, R. L. and Edward F. Iwanicki.(1982) "Who are our Burned out Teachers? "

Educational Research Quarterly.

Discouragement in Work Performance of Teacher

Documents

Transcript of Discouragement in Work Performance of Teacher