Organizational behavior and teacher motivation: An examination of factors affecting engagement in teaching quality improvement
คำสำคัญ:
faculty engagement, Organizational Behavior, Teacher Motivation, professional development, perceived organizational supportบทคัดย่อ
The objectives of this research were to investigate factors influencing faculty motivation and engagement in teaching quality improvement and to analyze their impact on overall teaching quality initiatives. A quantitative research method was used. Data were collected from 338 full-time and part-time faculty members of Mianyang City University via stratified random sampling from a target population of about 1808. A self-administered questionnaire, developed from a literature review and adapted to the university context, was used for data collection. Its internal consistency reliability was evaluated by Cronbach's Alpha (all variables ≥ 0.889), and content validity was ensured through expert review. Data were analyzed using descriptive statistics (including mean and standard deviation), Pearson correlation, and multiple linear regression. The findings showed that factors significantly influencing faculty engagement in teaching quality improvement were professional development, perceived teaching feedback, perceived organizational support, and teaching autonomy, while job satisfaction had a significant but less direct effect. The combined effect of these factors explained 73.6% of the variance in faculty engagement. These results align with the JD-R Model, highlighting how 'Job Resources' contribute to 'Faculty Motivation and Engagement in Teaching Quality Improvement.' This research offers an empirical basis for targeted interventions, which can be extended to explore the effects of other factors in diverse educational settings.
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