The Effects of Teaching Satisfaction on Teacher Motivation in Islamic Private Schools in Pattani Province, Thailand
International Journal of Secondary Education
Volume 5, Issue 3, June 2017, Pages: 37-41
Received: Apr. 21, 2017; Published: Apr. 21, 2017
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Author
Yahui Wang, Graducate School, Prince of Songkhla University, Pattain, Thailand
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Abstract
The purpose of this research was to explore the relationship between teacher motivation and teaching satisfaction in Islamic Private schools in Pattani, Thailand. This study used questionnaire to collect data from 5 target schools with 212 teachers. The test of significance for multiple regression analysis was primarily performed at the probability level of p< 0.05. Teacher motivation was positively and moderately related to the all five dimensions of teaching satisfaction, namely, personal teaching satisfaction, teaching satisfaction with pay, teaching satisfaction with school polices, teaching satisfaction with interpersonal relations and teaching satisfaction with career development. The results for multiple regression revealed that three out of five predictors of teaching satisfaction were positively statistically with teacher motivation across samples, namely, personal teaching satisfaction, teaching satisfaction with pay and teaching satisfaction with career development. The best predictor was personal teaching satisfaction. The recommendation for this study was school leaders and principals should take actions or strategies to increase teachers’ motivation and satisfaction level to improve their work with more salary and support more school facilities. The significant relationship showed that the way to motivated teachers is to satisfied them in their personal demands, the pay and increase more professional training.
Keywords
Private Schools, Teacher Motivation, Teaching Satisfaction
To cite this article
Yahui Wang, The Effects of Teaching Satisfaction on Teacher Motivation in Islamic Private Schools in Pattani Province, Thailand, International Journal of Secondary Education. Vol. 5, No. 3, 2017, pp. 37-41. doi: 10.11648/j.ijsedu.20170503.12
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