Impacts of Organisational Culture on Job Performance of Foreign Teachers in Secondary Schools under the Office of Basic Education Commission
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Abstract
This article aimed to (1) study the organisational culture of secondary schools under the Office of Basic Education Commission; (2) study the job performance of foreign teachers in secondary schools under the Office of Basic Education Commission; and (3) analyse the organisational culture aspects that impact job performance of foreign teachers in secondary schools under the Office of Basic Education Commission. It is based on data from the quantitative research. The concept of organisational culture derived from the synthesis of Saphier and King (1985), Patterson, Purkey and Parker (1986), Taylor (1991), Cavanagh (1997), and Kaplan and Owings (2013), and the job performance of foreign teachers was synthesized from the Term of References (TOR) of 12 secondary schools under the Office of Basic Education Commission. The research informants were 393 foreign teachers who had taught English in secondary schools under the Secondary Educational Service Area Office Bangkok 1 and 2 for at least one academic year. The research tools employed were check-list questionnaires and 5-level rating scale questionnaires. The data analysis tools include frequency, percentage, mean, standard deviation, Pearson correlation coefficient, Tolerance and Variance Inflation Factor (VIF) statistics, Durbin-Watson statistic, and Enter multiple regression analysis.
The research findings are: 1) the overall observation of the organisational culture of secondary schools under the Office of Basic Education Commission is at high level. The organizational culture aspect most observed by foreign teachers is Diversity which is at the highest level; 2) the overall job performance of foreign teachers is at high level. The job performance aspect most observed by foreign teachers is Self-Conduct which is at the highest level; and 3) the organizational culture has impacts on the overall job performance of foreign teachers in secondary schools under the Office of Basic Education Commission. The organisational culture aspect that has the highest impact on their job performance is Collegiality.
The research findings will enable schools to recognize the organisational culture that affects job performance of foreign teachers. The findings on organisational culture impacts on the job performance of foreign teachers can be applied to modify collaborative work system between Thai and foreign teachers.
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