Motivation for Work Performance of Teachers in Opportunity Expansion School under the Trat Primary Educational Service Area Office

Abstract

Background and Aims: Work motivation is a factor that stimulates positive energy, encouraging employees to put effort into their work and leading to positive changes. When employees' physical and psychological needs are met, motivation becomes essential for organizational management. If leaders can understand employees' needs and effectively align motivation with those needs, it will foster enthusiasm, cooperation, and efficient performance in achieving the organization's goals. Therefore, the purpose of this research is: 1. To study the work motivation of teachers in opportunity expansion schools under the Office of Trat Primary Educational Service Area. 2. Compare the work motivation of teachers in these schools, classified by gender, age, education level, and work experience. 3. Guidelines for Motivating Teachers in Opportunity Expansion Schools under the Trat Primary Educational Service Area Office.

Methodology: The sample group consisted of teachers from opportunity expansion schools under the Office of Trat Primary Educational Service Area for the academic year 2024. The sample size was determined using Krejcie and Morgan's table. The sampling method involved stratified random sampling, followed by simple random sampling using a lottery method, resulting in a total sample of 200 participants. The research instruments were a questionnaire and an interview. Statistical methods used for data analysis included frequency, percentage, mean, standard deviation, T-test, and F-test.

Results: The research findings were as follows: 1. Overall, the work motivation of teachers in opportunity expansion schools was at a high level. Considering each aspect, the highest mean score was for policy and administration, which was at a high level. This was followed by job achievement, also at a high level. The lowest mean score was for salary, which still indicated a high level of motivation. 2. Comparing the work motivation of teachers by gender, age, education level, and work experience revealed that gender did not result in significant differences in opinions. However, age, education level, and work experience showed significant differences in opinions at the .01 level. 3. Guidelines for Motivating Teachers in Opportunity Expansion Schools under the Trat Primary Educational Service Area Office. There are fourteen aspects and forty-seven guidelines.

Conclusion: Studies have found that teachers have a high level of motivation. When considering specific aspects, the highest average score is in the area of policy and administration, followed by job achievement, while the lowest average score is in the area of salary. When classified by gender, age, educational level, and work experience, it was found that teachers of different genders had no significant differences in opinions. However, differences in age, educational level, and work experience resulted in differing opinions. The guidelines for enhancing teachers' motivation in expanded opportunity schools under the Trat Primary Educational Service Area Office consist of 14 aspects and 47 strategies.