Causal Factors Affecting Teachers’ Empowerment in School under Primary Education Service Area Office in the South

Abstract

The purposes of this research were to 1) construct a linear structural relationship model, to study direct, indirect, and total effects of a linear structural relationship model of causal factors affecting the teachers’ empowerment. The sample of 359 teachers in basic school in the south. The instrument was a questionnaire. The methods of data analysis were percentage, mean, standard deviation, and path analysis by applied program. 2) to study guidelines for the teachers’ empowerment working in schools. The experts are school administrators, educational supervisors, and teachers. The instrument was a semi-structured interview. Data were analyzed by content analysis. The research results were as follows: 1. A linear structural relationship model has index of the goodness of fit with the empirical data, and teachers’ empowerment directly influenced the motivation for work, the teacher leadership and the organizational climate, and indirectly through the motivation for work such as the teacher leadership and the organizational climate, the total effects such as the teacher leadership, the motivation for work and the organizational climate 2. Guidelines for the teachers’ empowerment working in schools. It indicated that mentioned above three interviewed agreed with the findings of three aspects : the motivation for work Should be used to enhance the performance of teachers in the teaching and learning activities. The teacher leadership should be used to enhance the performance of teachers to school administrators. And the organizational climate should be used to enhance the performance of teacher supervision in the field of education.