ปัจจัยและแนวทางในการส่งเสริมขวัญและกำลังใจในการปฏิบัติงานของครูปฐมวัยในโรงเรียนเอกชนในเขตอำเภอเมืองเชียงใหม่

• Main Author: รติกร เตชะสุวรรณ
• Other Authors: ผู้ช่วยศาสตราจารย์ ดร.รัชชุกาญจน์ ทองถาวร
• Format: Independent Study
• Language: other
• Published: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ 2020
• Online Access: http://cmuir.cmu.ac.th/jspui/handle/6653943832/69592
• Institution: Chiang Mai University

This independent study aimed to study 1.) the factors affecting to the work morale of early childhood teachers in private schools in Mueang Chiang Mai District and 2.) find the guidelines to enhance the work morale of following these factors. The populations are the early childhood teachers who work in private schools in Mueang Chiang Mai District. The questionnaires were sent to 466 teachers and there were 413 sent back which is 88.63% of all. The questionnaire of this study consists of 2 parts. Part 1 is the five-rating scale questionnaire. Part 2 is the open-ended question by descriptive writing. The data of part 1 was analyzed by means and standard deviation, illustrated in the descriptive table. The answers of Part 2 were categorized and presented in the form of descriptive analysis. The study found that 1. The factors affecting to the work morale of early childhood teachers in private schools in Mueang Chiang Mai District, found that both Hygiene Factors and Motivation Factors are at the highest level. Hygiene factors, when considered in each aspect, found that the highest mean values of the top 3 were Personal relationship, Working environment and Policies and Administration. As for Motivation factors, when considered in each ones, found that the highest mean values of the top 3 were Achievement, Recognitions and Challenging tasks, respectively 2. Guidelines for enhancing work morale of early childhood teachers in private schools in Mueang Chiang Mai District discovered by teachers’ answering the questionnaire have noted that there are 5 important issues: Finances and Stability, Personal relationship, Recognitions, Growth and Development and Supervising of school administrators. Those who involved with the early childhood teachers working can use the guidelines found in this study to implement or determine a policy, such as colleagues, school administrators, and executive administrators.