Influence of School Culture on Teacher Motivation in Selected International Schools in Bangkok, Thailand
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Abstract
Understanding school culture is essential in the efficient management of schools. A crucial component of successful schools is the level of teacher motivation which basically affects the teaching-learning process.
The objectives of this study were: 1) to determine the level of Teacher Motivation in selected international schools in Bangkok in terms of Drive, Control, Challenge, Relationship and Reward; 2) to determine the level of School Culture in selected international schools in Bangkok in terms of Collaboration, Support, Professional Development, Unity and Partnership; 3) to investigate the significant influence of School Culture on Teacher Motivation in selected international schools in Bangkok.
The research instrument was a questionnaire, which was adapted from Motivation Questionnaire developed by John Smith (2004) and School Culture Questionnaire by Gruenert and Valentine (1998). The statistics used for the treatment of the data were mean, standard deviation (s.d.), standard error of the mean (s.e. mean), coefficient of variation (C.V.) and multiple regression analysis.
The results showed that the level of Teacher Motivation is high with Drive dimension as highest and control dimension the lowest. The level of School Culture is high with Support as the highest and lowest is Unity. Among the five dimensions of School Culture, it was found that Support and Collaboration have a significant of influence on Teacher Motivation.
Given the results of this study, the researcher highly recommends that administrators focus on strengthening the Support dimension of School Culture. This may be done through consistent team building activities and opening opportunities for dialogues within the members of the faculty. Collaboration dimension must be reinforced within the members of the school community by conducting regular meetings among the stakeholders to establish a positive school culture
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References
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