The Effects of Good Governance-Based School Administration on Teachers’ Work Happiness in Schools for Students with Intellectual Disabilities under the Bureau of Special Education Administration, Group 6

Abstract

          This research article aimed to: 1) examine the levels of good governance-based school administration; 2) investigate the levels of teachers’ work happiness; and 3) analyze the effects of good governance-based school administration on teachers’ work happiness. This was a quantitative research study. The sample consisted of 186 participants. The research instrument was a questionnaire. Data were collected through both paper-based and online questionnaires. The data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.

           The findings revealed that:

           1) The overall level of good governance-based school administration was high ( = 3.79, S.D. = 0.24). With consideration of each aspect, transparency had the highest mean score ( = 3.92, S.D. = 0.41), while the rule of law had the lowest mean score ( = 3.72, S.D. = 0.39).

                   2) The overall level of teachers’ work happiness was high ( = 4.44, S.D. = 0.17). Among the dimensions, achievement at work had the highest mean score ( = 4.49, S.D. = 0.38), whereas recognition had the lowest mean score ( = 4.38, S.D. = 0.26).

           3) The dimensions of the good governance-based school administration significantly affecting teachers’work happiness at the .01 level were: transparency, participation, accountability, cost-effectiveness, and morality. Among these, transparency had the strongest predictive power (β = .334). Together, the five predictors explained 44.90% of the variance in teachers’ work happiness. The regression equation was as follows:

             = 2.799 + 0.137(X₂) + 0.078(X₃) +0 .077(X₁) + 0.071(X₆) + 0.067(X₅)