GUIDELINES FOR DEVELOPING WORK MOTIVATION FOR EDUCATIONAL PERSONNEL AT ANUBANSAMPASA BAANTONMAI SCHOOL IN THE OFFICE OF THE PRIVATE EDUCATION COMMISSION, BANGKOK

Abstract

The objectives of this research were: (1) to study the level of work motivation for educational personnel at Anubansampasa baantonmai school in the Office of the Private Education Commission, Bangkok; and (2) to propose guidelines for developing work motivation for educational personnel at Anubansampasa baantonmai school in the Office of the Private Education Commission, Bangkok. The population consisted of administrators, teachers, and educational personnel at Anubansampasa baantonmai school in the Office of the Private Education Commission, Bangkok, totaling 27 participants. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis based on in-depth interviews with experts in educational administration and school administration. The research findings revealed that: (1) the overall level of work motivation for educational personnel was at a high level; and (2) the guidelines for developing work motivation  educational personnel comprised five guidelines: (1) Working Environment, emphasizing the provision of a safe working environment that supports learning and fosters a positive organizational climate, collaboration, good interpersonal relationships, and teachers’ commitment to the school; (2) Career Advancement, focusing on continuous professional development opportunities, clear career paths, developmental supervision, and support for teachers’ growth in accordance with their potential; (3) Recognition at Work, emphasizing appropriate recognition and appreciation of teachers’ performance by administrators, colleagues, parents, and society to enhance professional pride and motivation for performance improvement; (4) Teacher Welfare, focusing on the provision of appropriate and comprehensive welfare that supports teachers’ quality of life, including compensation, health care, benefits, and job security; and (5) Administrators’ Trust, emphasizing fair management practices, respect, attentive listening, opportunities for teachers’ participation in decision-making, and task delegation based on confidence in teachers’ abilities, which collectively enhance self-confidence, organizational commitment, and work motivation.