The Enhancing Motivation Guidelines for Teacher Performance Under Kalasin Primary Educational Service Area Office 3

Abstract

            The purposes of this research were 1) To investigate the current conditions, desirable conditions, and needs of motivation in work performance among teachers under the Kalasin Primary Educational Service Area Office 3 2) To develop guidelines for enhancing teachers’ motivation in work performance under the Kalasin Primary Educational Service Area Office 3. This study employed a mixed-method design and was conducted in two phases. Phase 1 examined the current conditions, desirable conditions, and needs of motivation in teachers’ work performance, with
a sample of 308 teachers. Phase 2 focused on developing guidelines for enhancing teachers’ work motivation by analyzing priority needs derived from the current and desired states of teachers’ work motivation, along with data obtained from knowledge extraction through interviews with school administrators and teachers demonstrating best practices from four schools. The guidelines were then drafted and evaluated by five experts. The research instruments included a questionnaire, a semi-structured interview form, and an evaluation form assessing the appropriateness and feasibility of the guidelines. Data were analyzed using mean, standard deviation, and the Priority Needs Index (Priority Needs Index: PNI).

            The results revealed that 1) the current conditions of teachers’ work motivation were rated at a high level (  =3.73, S.D.= 0.91), while the desirable conditions were rated at the highest level (  =4.70, S.D.= 0.56). The priority needs, ranked from highest to lowest, were working conditions, salary, supervision, policy and administration, work itself, advancement, recognition, interpersonal relations, achievement, and responsibility. 2) The developed guidelines for enhancing teachers’ motivation in work performance consisted of 10 components with 40 guidelines: 1) working conditions (4 guidelines), 2) salary (4 guidelines), 3) supervision (4 guidelines), 4) policy and administration (4 guidelines), 5) work itself (4 guidelines), 6) advancement (4 guidelines), 7) recognition (4 guidelines), 8) interpersonal relation (4 guidelines), 9) achievement (4 guidelines), and 10) responsibility (4 guidelines). The evaluation indicated that the guidelines were highly appropriate and highly feasible overall. When considered individually, all guidelines were also rated at the highest level of appropriateness and feasibility.