Guidelines for enhancing organizational commitment of government teachers under the Institute of Vocational Education Central Region 4

Abstract

This research aimed to: 1) investigate the level of organizational commitment of government teachers; 2) compare the level of organizational commitment of government teachers classified by gender, age, educational level, work tenure, salary, and type of subject; and 3) identify the guidelines to strengthen organization commitment. The sample was 234 government teachers from the Institute of Vocational Education Central Region 4, derived by proportional stratified random sampling as distributed by institutes. The instrument was a questionnaire constructed by the researcher. Data were analyzed with percentage, mean, standard deviation, t-test, one-way analysis of variance, and content analysis

The research results were as follows: 1. Overall and in specific aspects, the organizational commitment of government teachers was at a high level. The aspects consisted of teachers exerting extra time, effort and initiative to contribute to the success of the schools; teachers having an intense desire to be a member of the organization; and teachers advocating for the organization to co-workers. 2. The government teachers classified by gender, age, and type of subject had different organizational commitment with statistical significance at the .05. However, there was no difference in organizational commitment in general when classified by level of education, work tenure, and salary of teachers. 3. The guidelines for enhancing the organizational engagement of government teachers in vocational colleges consisted of advocating for the college to co-workers, having an intense desire to be a member of the college, and exerting extra time, effort, and initiative to contribute to the success of the college. In conclusion, the administrators should have good organizational policies aiming in the same direction and setting clear goals for every person to participate and take action, and encouraging good team working. Teachers must recognize their own values and abilities, build a good conscience towards their duties and workload, have confidence in the management, and sincerely listen to opinions or suggestions of others. The organization should organize activities to build good relationships between administrators, teachers, and personnel so that they can make acquaintance with each other and create organizational unity. The administrators should boost morale and motivation by providing good welfare for subordinates with prioritization of service user benefits over partisan advantage.