A CORRELATION STUDY ON TEACHERS’ PERCEPTION OF THE SCHOOL CLIMATE AND THEIR DEGREE OF WORK MOTIVATION AT ASSUMPTION COLLEGE SAMUTPRAKARN, THAILAND
Keywords:
Teachers’ Perception; School Climate; Degree of Work MotivationAbstract
This study sought to examine the relationship between teachers’ perceptions of the school climate and their degree of work motivation at Assumption College Samutprakarn, Thailand. The study evaluated the teachers’ perceptions on the school’s climate as well as their degree of work motivation in which Means and Standard Deviations were used for quantitative analysis. Finally, the relationship between these two constructs were analysed through Pearson Product Moment Correlation Coefficient analysis. The study was conducted in the academic year of 2020 where 160 Thai teachers participated with the return rate of 91 percent from the total target population of 175. The result revealed that the teachers at Assumption College Samutprakarn had a relatively high perception and positive attitude towards the school climate. It also revealed that the teachers’ degree of work motivation on the basis of regulatory styles were relatively high on intrinsic (4.06), identified (4.15), and introjected (4.20). Furthermore, among the three recognized regulatory styles of motivation which had a high level of perception, introjected regulated type resulted to the highest mean score. However, they are moderately extrinsically motivated (3.42) as the data had shown. With regard to the study’s main purpose which was to examine the relationship between the teachers’ perception on the school climate and their work motivation, it revealed that the relationship between these two constructs were moderately positively correlated, r = .559, p < .05. The present study provided valuable information and extensive confirmation regarding the relationship between school climate and work motivation to which other researchers must further explore.
References
Abdallah, J. (2009). Lowering teacher attrition rates through collegiality. Academic Leadership: The Online Journal, 7(1), 24. Available at http://www.academicleadership.org/emprical_research/531.shtml
Ahmad, I., Said, H., Zeb, A., & ur Rehman, K. (2013). Effects of professional attitude of teachers on their teaching performance: Case of government secondary school teachers in Malakand Region, Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3(1), 25-25.
Ahn, I. (2014). Relations between Teachers’ Motivation and Students’ Motivation: A Self-determination Theory Perspective. Open Access Theses. 725. Retrieved from https://docs.lib.purdue.edu/open_access_theses/725
Anderson, C. S. (1982). The search for school climate: A review of the research. Review of Educational Research, 52(3), 368-420. Retrieved from https://doi.org/10.3102/00346543052003368
Anees-ul-Husnain, S. M. (2011). Effect of School Climate on Teachers Motivation and Seld-esteem at Secondary Level. Retrieved from https://www.semanticscholar.org/paper/EFFECT-OF-SCHOOL-CLIMATE-ON-TEACHERS%E2%80%99-MOTIVATION-AT-Anees-ul-Husnain/3f29b8d66574d78369db0fac55479ab89f9c215f
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
Dan, Yi (2018). The relationship between teachers’ perception towards school climate and their decision-making styles at a primary school in Anning District, Lanzhoucity, China. Scholar: Vol 12, No 1 (2020), 194-207. Retrieved from https://repository.au.edu/handle/6623004553/23795
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Daryanto & Tarno, H. 2015. School Culture and Climate Management. Yogyakarta: Gava Media. (Indonesian Origin). Retreived from https://pdfs.semanticscholar.org/cfcb/fbf2d3d53667b337c8969d1268026511b7fe.pdf
Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49, 256-275. doi:10.1108/09578231111129055
Freiberg, J. (1999). School Climate: Measuring, Improving and Sustaining Healthy Learning Environments. Philadephia, PA: Falmer Press.
Forehand, G. A., & Von Haller, G. (1964). Environmental variation in studies of organizational behavior. Psychological Bulletin, 62(6), 361-382. doi:10.1037/h0045960
Gagné, M., Forest, J., Vansteenkiste, M., Crevier-Braud, L., Van den Broeck, A., Aspeli, A., . . . Westbye, C. (2015). The Multidimensional Work Motivation Scale: Validation evidence in seven languages and nine countries. Retrieved from https://sdtheory.s3.amazonaws.com/SDT/documents/o-8859-1_Q_Multidimensional=5FWork=5FMotivation=5FScale=5FValidation_=__=_iso-8859-1_Q_=5Fevidence=5Fin=5Fseven=5Flanguages=5Fand=5Fnine=5Fcountr_=_ies.pdf
Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis. Educational Administration Quarterly, 36(5), 683-702. doi:10.1177/00131610021969164
Halpin, A. W., & Croft, D. B. (1962). The organizational climate of schools (Vol. 11): Midwest Administration Center, University of Chicago.
Hoy, W., & Fedman, J. (1987). Organizational Health: The Concept and Its Measure. Journal of Research and Development in Education, 20.
Hoy, W., Hannum, J., & Tschannen-Moran, M. (1998). Organizational Climate and Student Achievement: A Parsimonious and Longitudinal View. Journal of School Leadership, 8. doi:10.1177/105268469800800401
Hoy, W. K., Smith, P. A., & Sweetland, S. R. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86(2), 38-49.
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools, healthy schools: Measuring organizational climate: Corwin Press.
Hunt, H. T. (2012). A collective unconscious reconsidered: Jung’s archetypal imagination in the light of contemporary psychology and social science. Journal of Analytical Psychology, 57(1), 76-98.
Jeswani, D. S., & Dave, S. (2012). Impact of Organizational Climate on Turnover Intention: An Empirical Analysis on Faculty Members of Technical Education of India. International Journal of Business Management & Research (IJBMR), 2, 26-44.
Johnson, F. A. (1993). Dependency and Japanese socialization. New York: NYU Press.
Kornblum, W., Julian, J., & Smith, C. D. (1992). Social Problems: Prentice-Hall.
Ladyong, B. (2014). Organizational Climate and Teachers’ Work Motivation: A Case Study of Selected Schools in Prachinburi, Thailand. Scholarly Journal of Education Vol. 3(5), pp. 52-57.
Litwin, G. H., & Stringer Jr, R. A. (1968). Motivation and organizational climate. Oxford, England: Harvard U., Graduate School of Busi.
Martin, P. C. (2008). Collaborative practices among teachers to serve low-achieving high school ESL students. Retrieved from Doctoral dissertation. Retrieved from ProQuest Dissertations and Theses Database (AAT 3297009).
McGiboney, G. W. (2016). The Psychology of School Climate: Cambridge Scholars Publishing.
McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching: University of Chicago Press.
Miles, M. B. (1969). Planned change and organizational health: Figure and ground. Organizations and human behavior, 375-391.
Musgrave, P. W. (2017). The sociology of education (Vol. 40): Routledge.
Nebiyu, A. (2015). Teachers Motivation and School Climate in Secondary and Preparatory Schools of Arsi Zon. Addis Ababa University © 2018.
Neves, L., & Coimbra, J. L. (2018). Validation study in the educational context of the Portuguese version of the Multidimensional Work Motivation Scale. Paidéia (Ribeirão Preto), 28. Retrieved from https://www.researchgate.net/publication/325656191_Validation_Study_in_the_Educational_Context_of_the_Portuguese_Version_of_the_Multidimensional_Work_Motivation_Scale
Nias, J (1999). Teachers’ Moral Purposes: Stress, Vulnerability, and Strength. Understanding and preventing teacher burnout: A sourcebook of international research and practice, 223.
Pace, C. R., & Stern, G. G. (1958). An approach to the measurement of psychological characteristics of college environments. Journal of Educational Psychology, 49(5), 269-277.
Parsons, T. (1967). Some ingredients of a general theory of formal organization. Administrative theory in education, 40-72.
Pashiardis, G. (2000). School climate in elementary and secondary schools: Views of Cypriot principals and teachers. International Journal of Educational Management, 14, 224-237. doi:10.1108/09513540010373162
Pidarta, M. (1995). Peranan Kepala Sekolah pada Pendidikan Dasar. Jakarta: PT Gramedia.
Praver, M., & Oga-Baldwin, W. (2008). What motivates language teachers: Investigating work satisfaction and second language pedagogy. Polyglossia, 14(2), 1-8.
Reaves, S., & Cozzens, J. (2018). Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection. Journal of Education and Training Studies, 6, 48. doi:10.11114/jets.v6i12.3566
Roeser, R. W., & Eccles, J. S. (1998). Adolescents’ perceptions of middle school: Relation to longitudinal academic and psychological adjustment changes. Journal of Research on Adolescence, 8(1), 123-158.
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749-761. doi:10.1037/0022-3514.57.5.749
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68
Schneider, B., Ehrhart, M., & Macey, W. (2012). Organizational Climate and Culture. Annual review of psychology, 64. doi:10.1146/annurev-psych-113011-143809
Simons, E., Hwang, S. A., Fitzgerald, E. F., Kielb, C., & Lin, S. (2010). The impact of school building conditions on student absenteeism in Upstate New York. Am J Public Health, 100(9), 1679-1686. doi:10.2105/ajph.2009.165324
Smith, P. A., & Kearney, W. S. (2013). The impact of achievement press on student success in elementary schools. International Journal of Educational Management.
Somersalo, H., Solantaus, T., & Almqvist, F. (2002). Classroom climate and the mental health of primary school children. Nordic journal of psychiatry, 56, 285-290. doi:10.1080/08039480260242787
Syahril, S., & Hadiyanto, H. (2018). Improving School Climate for Better Quality Educational Management. Journal of Educational and Learning Studies, 1. doi:10.32698/0182
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357-385. doi:10.3102/0034654313483907
Turkkahraman, M. (2015). Education, Teaching, and School as A Social Organization. Procedia - Social and Behavioral Sciences, 186, 381-387. doi:https://doi.org/10.1016/j.sbspro.2015.04.044
Van Houtte, M. (2005). Climate or Culture? A Plea for Conceptual Clarity in School Effectiveness Research. School Effectiveness and School Improvement - SCH EFFECTIVENESS SCH IMPROV, 16, 71-89. doi:10.1080/09243450500113977
Wang, M.-T., & Degol, J. L. (2016). School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes. Educational Psychology Review, 28(2), 315-352. doi:10.1007/s10648-015-9319-1
Yao, X., Yao, M., Zong, X., Li, Y., Li, X., Guo, F., & Cui, G. (2015). How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor. International journal of environmental research and public health, 12, 12505-12517. doi:10.3390/ijerph121012505
