แนวทางการเสริมสร้างขวัญและกำลังใจที่ส่งผลต่อความผูกพันต่อองค์กรของครูโรงเรียนพื้นที่สูงในถิ่นทุรกันดาร จังหวัดเชียงใหม่

Abstract

This independent study aimed to 1) Investigate the levels of morale and organizational commitment among teachers in Chiang Mai rural highland schools. 2) Examine the factors influencing organizational commitment among teachers in Chiang Mai rural highland schools. 3) Develop and validate guidelines to promote morale and encouragement affecting the organizational engagement of teachers in Chiang Mai rural highland schools. A mixed-methods research approach was employed, comprising three phases. Phase 1 involved surveying 350 teachers in Chiang Mai rural highland schools using a simple random sampling method to assess their levels of morale and organizational commitment. Data analysis techniques included frequency, percentage, mean, and standard deviation. Phase 2 employed Pearson's correlation coefficient and multiple regression analysis with the Enter method to investigate the factors influencing organizational commitment. Phase 3 involved developing and validating guidelines to promote morale and encouragement for the organizational engagement of teachers in Chiang Mai rural highland schools through in-depth interviews and consensus building with eight qualified experts, selected using a purposive sampling method. Data analysis techniques included content analysis. The following were the findings of the study: 1) The overall level of morale among teachers in Chiang Mai rural highland schools was found to be moderate. The dimension with the highest mean score was "Opportunities and Career advancement," while the dimension with the lowest mean score was "Salary, Compensation, and Benefits." And the overall level of organizational engagement among teachers in Chiang Mai rural highland schools was also found to be moderate. Ranked from highest to lowest mean score, the dimensions were "Willingness to Dedicate and Sacrifice for the Organization," "Desire to Maintain Membership in the Organization," and "Shared Goals/Acceptance of Organizational Goals." 2) Four factors were identified as influencing organizational engagement among teachers in Chiang Mai rural highland schools. These factors, in order of their highest level of influence, are: Job Characteristics and Job Satisfaction (X3) Salary, Compensation, and Benefits (X2) Opportunities and Career Advancement (X1) and Interpersonal Relationships (X5) The multiple correlation coefficient was found to be 0.851, indicating that these factors explain 72.50% of the variance in organizational commitment among the teachers. The regression equation for predicting organizational commitment in raw score form is: Y ̂ = -0.481 + 0.382(X3) + 0.313(X2) + 0.233(X1) + 0.190(X5) And The regression equation for predicting organizational commitment in standardized score form is: Z ̂ = 0.352(Z3) + 0.297(Z2) + 0.180(Z1) + 0.158(Z5) 3) The guidelines to promote morale and encouragement affecting the organizational engagement of teachers in Chiang Mai rural highland schools composed of 1) Principles: Enhancing morale and motivation with factors that affect teachers' organizational commitment. 2) Objectives: Providing a practice guideline for stakeholders to enhance morale and motivation, thereby increasing teachers' organizational commitment. 3) Implementation methods for stakeholders at each level. 4) Success indicators, considered based on teachers' organizational commitment 5) Conditions for success that must be followed to achieve the objectives of the guidelines. An expert review found consensus on the appropriateness and feasibility of the guidelines.