THE TEACHER SPIRITUALITY AMONG STUDENTS FROM THE EDUCATION FACULTY, BURIRAM RAJABHAT UNIVERSITY

Abstract

This research study aimed to explore the level of teaching spirit among students, compare differences in teaching spirit based on gender, academic year, and field of study, and analyze the relationship between teaching spirit, cumulative grade point average (GPA), and achievement motivation in learning. A quantitative research methodology was employed, with the sample consisting of 346 students from the Faculty of Education at Buriram Rajabhat University. These students, ranging from first-year to fifth-year in the academic year 2024, were selected through stratified random sampling based on their respective fields of study. The research instrument used was a questionnaire, which demonstrated a high reliability coefficient (Cronbach’s alpha = 0.968). Data analysis involved both descriptive and inferential statistics. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to summarize the data, while inferential statistics, such as t-tests, one-way analysis of variance (ANOVA), and Pearson correlation analysis, were applied to examine differences and relationships between variables. 

The findings revealed that the overall level of teaching spirit among students was at the highest level, with specific aspects ranging from high to the highest level. When comparing teaching spirit across different groups, statistically significant differences were found based on academic year and field of study at the .05 significance level. However, no significant differences were observed based on gender. Furthermore, the study found a strong positive correlation between teaching spirit and achievement motivation in learning, which was statistically significant at the .01 level. Conversely, there was no significant correlation between teaching spirit and cumulative GPA. These findings suggest that teaching spirit is a crucial attribute among education students and is influenced by their academic progression and field of study. Additionally, its strong association with achievement motivation highlights its potential role in fostering student engagement and commitment to learning. However, the lack of correlation between teaching spirit and GPA implies that other factors may influence academic performance. This study provides valuable insights into the development of teaching spirit among education students and underscores the importance of fostering motivation to enhance their overall educational experience.