RELATIONSHIP BETWEEN SOME FACTORS AFFECTING

DISCOURAGEMENT IN WORK PERFORMANCE OF TEACHER

Somprasong Senarat1
Benjamaporn Senarat2

The purpose of this research were to study the relationship between predictor variable
and the discouragement in duty performance of teachers; and to construct predictive equations
of discouragement in duty performance of teachers. The sample were 421 teachers from
seventeen schools in South Thonburi school district of the Bangkok metropolis. Two-stage
random sampling technique was used for selecting the sample during the year 2004. The
instruments were the questionnaires considering Work experience, Work load, Teaching
capability awareness, Work satisfaction, Role conflict, World perspective strength, and
Discouragement in duty performance. The findings were as follows: firstly, the factors negatively
and significantly related to Discouragement in duty performance of teachers were Work
experience, Teaching capability awareness, Work satisfaction, Role conflict, and World
perspective strength; and the factor positively and significantly related to Discouragement in
duty performance of teachers was Work load. and secondly, the factors with predicting powers
were Work load (x2) Teaching capability awareness (x3), Role conflict (x5) and World perspective
strength (X6); and respectively with multiple correlation coefficient (R) was .525 and predicting
power of Discouragement in duty performance of teachers (R2 adj) at 26.90 percent. Predictive
equations of Discouragement in duty performance of teachers could be constructed in standard
score as follows: Z'y = .144 Z2 - .318 Z3 -.244 Z5 -.089 Z6

Key words: Discouragement in duty performance, Work experience, Work load, Teaching
capability awareness, Work satisfaction, Role conflict, World perspective strength, Multiple
Regression Analysis

1
doctoral student, educational research and evaluation, Mahasarakham university, Thailand

2
education college, Roi-et Rajabhat University, Thailand
Introduction

Teacher is ones of career to public service, they must works hard and interaction
with another all times. So they will confront stress from role or duty and various environment;
for instance problem of discipline learner, uninterested learning, inappropriate climate classroom,
teaching overload, lack of support from administrator and the cost of living problem. Furthermore,
they have many special jobs; account and finance officer, reception, the general affairs
department, administrative department, and academic department etc. As a results teachers work
hard and high responsibility. Also, a restriction of time and Variety of teaching methods, Lack of
knowledge and understanding about learning reform and Learning process of students changed, but
measurement and evaluation methods of were unchanged. (Wongwanich, S. & Wiratchai, N. 1999 :
14.; Office of the Education Council. 2002 : 54), teacher feels conflict about expected and facts.
Affecting to stress, pressure and role conflict in organization (Schwab & Iwanicki. 1982: 60-72).
By the learning reform, learning center, resource integrations, local knowledge and classroom action
research etc. cause of some teacher can not adapt (Rajabhat Institue Phranakhon Si Ayutthaya.
2003 : 18). If teacher confronts these problem in long term. It is affect to health and mental refer to
the discouragement in duty performance (Maslach, C. 1978: 16). When teacher feels
discouragement, it is influence to practice in school; the low effectiveness in work, the prepare for
instruction were decrease.

Statement of the problem

A review of research literature indicated that the Discouragement in duty performance
were importance and involved in work; Administration, Works System and mental health. If teachers
are discouragement in duty performance then effectiveness of teaching and leaning performance.
Therefore, the predictor variable; Work experience, Work load, Teaching capability awareness,
Work satisfaction, Role conflict and World perspective strength refer to Discouragement in duty
performance .

Conceptual Framework

A review of research literature was made to identify conceptual framework for research
are presented in Figure 1.
 Predictor Variable Criterion Variable

1. Work experience
2. Work load
3. Teaching capability awareness The Discouragement in duty
4. Work satisfaction performance
5. Role conflict
6. World perspective strength

Picture 1 Conceptual framework for Research

Hypothesis

1. There is statistically significant at .05 level relationship between the predictor

variable; Work experience, Work load, Teaching capability awareness, Work satisfaction, Role
conflict, and World perspective strength
2. There is statistically significant at .05 level relationship between the predictor
variable and the Discouragement in duty performance.

Objective

The purpose of this research were twofold: first, to study the relationship between the
discouragement in duty performance and predictor variable; Work experience, Work load,
Teaching capability awareness, Work satisfaction, Role conflict, and World perspective strength;
and second, to construct predictive equations of discouragement in duty performance of
teachers.

RESEARCH METHOD

Instrument used for the study

The questionnaires instrument was used for assessing teachers. It has seven sections.
 Section 1 The questionnaires have four open ended items of personally; Sex, Age,
Works experience and Level of education.
Section 2 The questionnaires of the Discouragement in duty performance was developed
by Siriya summawat (1991) and a five-point Likert scale with a reliability value of 0.90.
Section 3 The questionnaires of the works load. It was a open ended items.
Section 4 The questionnaires of the Teaching capability awareness was developed by
researcher and a five-point Likert scale with a reliability value of 0.83.
Section 5 The questionnaires of the Work satisfaction was developed by researcher and a
five-point Likert scale with a reliability value of 0.87.
Section 6 The questionnaires of the Role conflict was developed by researcher and a five-
point Likert scale with a reliability value of 0.75.
Section 7 The questionnaires of the World perspective strength was developed by Huttaya
Mattayat (1998) and a five-point Likert scale with a reliability value of 0.92.

Procedure for data collection

The questionnaires was sent to the each of the four hundreds and twenty-one teachers
from seventeen schools in South Thonburi school district of the Bangkok metropolis and four
hundreds and twenty-one completed questionnaires were returned, reaching a satisfactory
response rate (100%).. Two-stage random sampling technique was used for selecting the
sample during the year 2004. The basic data were analyzed by Microsoft office Excel Program
version 2003 whiles the stepwise multiple regression were analyzed by LISREL Program
version 8.50.

Results
From table 1 it can be seen that, the mean values of the teachers in South Thonburi
school district of the Bangkok metropolis; were work experience (mean: 15.39 decimal years) ,
Work load (mean: 7.14 hour per day) , Teaching capability awareness is relatively high (mean:
3.61) But, the Work satisfaction (mean: 3.22), Role conflict (mean: 3.40) and World perspective
strength (mean: 3.24) are medium and the Discouragement in duty performance is relatively
small (mean: 1.19).
Table 1 Basics statistics of predictor variable and Discouragement in duty performance of the
teachers in South Thonburi school district of the Bangkok metropolis

variable X S.D.

Work experience (X1) 15.39 11.06

Work load (X2) 7.14 1.05
Teaching capability awareness(X3) 3.61 0.55
Work satisfaction (X4) 3.22 0.41
Role conflict (X5) 3.40 0.61
World perspective strength (X6) 3.24 0.39
Discouragement in duty performance (Y1) 1.19 0.40

From table 2 it can be seen that, the correlation coefficient values between internal
predictor variable; Teaching capability awareness and Role conflict positively and significantly
related to Work experience, Work satisfaction, Role conflict and World perspective strength
positively and significantly related to Teaching capability awareness, Role conflict positively
and significantly related to Work satisfaction and positively and World perspective strength
significantly related to Role conflict.
The predictor variable negatively and significantly related to Discouragement in duty
performance of teachers were Work experience, Teaching capability awareness, Work
satisfaction, Role conflict, and World perspective strength; and the factor positively and
significantly related to Discouragement in duty performance of teachers was Work load.

From table 3 it can be seen that, the factors with predicting powers were Work load
(x2) Teaching capability awareness (x3), Role conflict (x5) and World perspective strength (X6); and
respectively with multiple correlation coefficient (R) was .525 and predicting power of
Discouragement in duty performance of teachers (R2 adj) at 26.90 percent. Predictive equations
of Discouragement in duty performance of teachers could be constructed in raw-score and
standard score as below:
Y' = 2.492 + .056 X2 - .233 X3 - .163 X5 -.093 X6
Z'y = .144 Z2 - .318 Z3 -.244 Z5 -.089 Z6
Table 2 Correlation coefficient between predictor variable and Discouragement in duty
performance of the teachers in South Thonburi school district of the Bangkok
metropolis

Variable X1 X2 X3 X4 X5 X6 Y1
Work experience (X1) 1 0.04 0.13** 0.01 0.13** 0.07 -0.107*
Work load (X2) 1 -0.01 -0.02 -0.09 -0.06 0.174**
Teaching capability awareness(X3) 1 0.21** 0.36** 0.30** -0.433**
Work satisfaction (X4) 1 0.24** 0.03 -0.204**
Role conflict (X5) 1 0.14** -0.383**
World perspective strength (X6) 1 -0.225**
Discouragement in duty performance (Y1) 1

* statistically significant at .05

** statistically significant at .01

Table 3 Weight value important some factors and Discouragement in duty performance of the

teachers in South Thonburi school district of the Bangkok metropolis

variable b β SEbi t
Teaching capability awareness(X3) -.233 -.318 .034 6.857*
Role conflict (X5) -.163 -.244 .030 5.423*
Work load (X2) .056 .144 .016 3.436*
World perspective strength (X6) -.093 -.089 .046 -2.039
2 2
R = .525 R = .276 R adj = .269 Fc = 4.156* SEest=.34583 a = 2.492

* statistically significant at .05

Conclusion

This study were indicated predictor variable; Works load, Teaching capability
awareness, Role conflict and World perspective strength affective to Discouragement in duty
performance of teachers. Therefore, Administrator should be interested to teachers; assign
appropriate ability and works load for decrease Discouragement in duty. Then, teachers in school
will be happy and effectiveness to result in student's learning and teacher's health.

REFERENCES
Council, Office of Educational. (2002). An Evaluation of Learning Reform. Nonthaburi Thailand :
Charoenphol.
Wongwanich, S. & Wiratchai, N. (1999). Evaluation of Learning Reform Results
Based on the National Education Act, B.E. 2542 : Multi-Case Study. Retrieved
February 1, 2009 from the World Wide Web:
www.worldedreform.com/intercon%204/forth/ppt/suwimon8-9-47.pdf
Kotkamp & Mansfield. (1985) "Role Conflict Role Ambiguity , Power less encases and
Burnout Among High School Supervisors, " Journal of Research and Development
in Education.V.18 No.4.
Maslach, C. (1978,July-September) "Lawyer Burnout" in Barrister.16-22-52-54.
Pedhazur, Elazar J. (1982). Multiple Regression in Behavioral Research. USA : CBS
Collage.
Schwab, R. L. and Edward F. Iwanicki.(1982) "Who are our Burned out Teachers? "
Educational Research Quarterly.