School Learning Ecosystems Influencing Teachers’ Work Happiness: A Structural Equation Modeling Study in Thailand
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Abstract
Background: Teachers’ work happiness is important for effective teaching and student learning. In Thailand, teachers have faced increasing professional demands due to ongoing educational reform and the integration of digital technologies in schools. However, research remains fragmented, and few studies in Thailand have examined whether these influences vary by school size.
Objective: This study aimed to (1) develop and test a causal model of the school learning ecosystem influencing teachers’ work happiness; and (2) examine differences by school size using multi-group SEM.
Design and Methodology: Data were collected from 913 teachers and school administrators in Thailand using a five-point Likert-scale questionnaire through multistage stratified random sampling. Analyses in Mplus included CFA, SEM, and multi-group SEM.
Results: The measurement model showed excellent fit [(χ² (199) = 517.39, CFI = .97, TLI = .96, RMSEA = .04, SRMR = .04)]. The SEM results indicated that learning and collaborative culture and stability and professional development significantly influenced teachers’ work happiness. The multi-group model also showed acceptable fit (χ² (898) = 1495.87, CFI = .95, TLI = .94, RMSEA = .05, SRMR = .08). Stability and professional development had a significant effect across all school sizes, while the effect of learning and collaborative culture varied by school size.
Conclusion and Implications: The school learning ecosystem provides an integrated explanation of teachers’ work happiness. Strengthening teachers’ stability, professional growth, and collaborative learning culture may help sustain teachers’ work happiness, enhance teacher well-being, and inform school development and teacher support policies in Thailand.
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