Influence of the Task Distribution by School Administrators on the Achievement Motivation of Gen Y Teachers in Benchavirot Consortium under the Secondary Educational Service Area Office Bangkok 2
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Abstract
This research aimed to study the level of task distribution by school administrators, achievement motivation levels in Gen Y teachers' work performance, and analyze the influence of task distribution on achievement motivation in schools within Benchavirot Consortium under the Bangkok Secondary Education Service Area Office 2. This quantitative research utilized questionnaires, with a population of 574 Gen Y teachers and a sample group of 226 Gen Y teachers selected through proportional random sampling. Data analysis was conducted using descriptive statistics such as mean, standard deviation, and inferential statistics including correlation coefficient analysis and simple linear regression. The research findings showed that task distribution by school administrators was at a low level, with the highest average score in the scope and clarity of work dimension, and the lowest average score in the delegation of authority dimension. Similarly, for Gen Y teachers' achievement motivation, the commitment dimension had the highest mean score, while ambition had the lowest mean score. The highest positive correlation was found between school administrators' task distribution in the reinforcement aspect and Gen Y teachers' achievement motivation in the ambition aspect, with statistical significance at the 0.01 level
(r = 0.840). The influence analysis indicated that school administrators' task distribution had a significant positive correlation with Gen Y teachers' achievement motivation (r = 0.900). Linear regression results showed that task distribution by school administrators could explain 80.9% of the variance in achievement motivation, reflecting the importance of clear and systematic task distribution in promoting teacher work efficiency. Based on the research findings, school administrators should develop task distribution behaviors that align with teachers' capabilities, including establishing support systems and reinforcement mechanisms such as providing praise or continuous work monitoring to reduce stress and work burnout. Additionally, they should promote various aspects of motivation through training, capability development activities, and creating appropriate work environments.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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