A Study of Relationship between the Way of School Administrators’ Use of Power as Perceived by Teachers and Their Job Satisfaction under Phranakhon Si Ayutthaya Primary Educational Service Area Office 1

Abstract

The purposes of this research were to study: 1) the way of school administrators’ use of power as perceived by teachers; 2) the teachers’ job satisfaction; and 3) the relationship between the way of school administrators’ use of power as perceived by teachers and the teachers’ job satisfaction. The samples were 340 teachers working under the Phranakhon Si Ayutthaya Primary Educational Service Area Office 1 that were selected by random stratified sampling. The research instruments were the five-rating scale questionnaires, of which the questionnaire for the way of school administrators’ use of power as perceived by teachers had the reliability at .982 and that for the teachers’ jobs satisfaction had the reliability at .986. The statistical tools used for data analysis were mean, standard deviation Pearson’s correlation coefficient, multiple regression analysis and stepwise regression analysis. The results indicated that: 1) in overall, the way of school administrators’ use of power was at high level and when consideration each aspect the results showed that the expert power, referent power, reward power, legitimate power were found to be at high levels and only the aspect of coercive was shown to be at moderate level; 2) in overall, the teachers’ job satisfaction was found to be high ; 3) the aspects of reward power, coercive power, legitimate power, referent power and expert power altogether were shown to have relationship with teachers’ job satisfaction and, when considering the variables that influencing the teachers’ job satisfaction, the perception of expert power was found to have the highest influence, followed by perception of referent power, reward power, coercive power and legitimate power. These 5 variables could determine approximately 92% of the variation in the teachers’ job satisfaction.