FACTORS FOR GOVERNMENT TEACHER RETENTION UNDER BANGKOK METROPOLITAN ADMINISTRATION

Abstract

This research aimed to study the status of retention factors of government teachers and to be information presented for improvement of retention policy for government teachers under Bangkok Metropolitan Administration. This study was mixed methods research. In qualitative methodology, the research instrument was an in-depth interview from informants who were government teachers in schools under Bangkok Metropolitan Administration, totaling 17 persons selected through purposive sampling method. The in-depth interview was conducted with a semi-structured interview form. In addition, the quantitative methodology was applied for attaining opinions of 373 teachers in schools under the Bangkok Metropolitan Administration through a standard 5-rating questionnaire. The reliability of the whole issue of questionnaire was at .94. Statistics employed for data analysis included frequency, mean, standard deviation, and hypotheses test with Pearson’s Correlation Coefficient. The findings of this research were as follows. The retention factor of government teachers in schools under the Bangkok Metropolitan Administration included 5 main factors: career advancement; responsible duty/ assigned task; environment; cost of living/ monthly expenses and others which were personal factors beyond their control.The government teachers in schools under Bangkok Metropolitan Administration provided overall opinion on the retention factor of government teachers in the schools under Bangkok Metropolitan Administration at the highest level. When it was considered by aspect, it was found as follows. The highest mean was the responsible duty/ assigned task. It was followed by environment, cost of living, career advancement and others respectively.The informants proposed a policy in retention of government teachers under Bangkok Metropolitan Administration as follows; A guideline for promoting the teachers regarding higher academic standing should be provided together with a process for developing the teachers who fail an academic standing assessment at level of senior professional level or above for 2 times. These government teachers should obtain assistance or remedy under prescribed criteria; Government teachers should receive other welfares such as accommodation, bonus, low-interest housing loan, Ban Yim Project (smiling home), and travel expenses. These supports should be provided to mitigate the problem of imbalances between the income and the cost of living; Unnecessary and repetitive tasks should be minimized; Environment in the schools should be improved and be able to facilitate working conditions; Interpersonal relationship should be enhanced among colleagues and supervisors.