Causal Factors Affecting Teaching Efficiency of Teachers in Multicultural Schools, Chiang Rai Province

Abstract

          The purposes of this research were: 1) to study the relationship between casual variables and teaching efficiency of teachers in multicultural schools, Chiang Rai Province, 2) to determine the consistence between the casual factors of the constructed model and empirical data, and 3) to investigate the influences of total, direct and indirect factors effecting teaching efficiency of teachers in multicultural schools, Chiang Rai province. The sample consisted of 360 teachers who taught in multicultural schools in the Measai district, Meafahluang district, Chiangsaen District, Thoeng district, Chiangkhong district and Wiangkaen district during the academic year of 2019, obtained using multi-stage random sampling technique. The research instrument was a questionnaire on factors affecting teaching efficiency of teachers in multicultural schools, Chiang Rai Province, consisting of teacher’s personality, academic ability, morale, teacher’s human relationship and teaching atmosphere in multicultural schools. Data was analyzed by using Pearson product moment correlation coefficient and path analysis. The results of the research revealed the following.

1. The 5 factors were associated with the teaching efficiency of teachers, statistically significant at the .01 level. The maximum correlation coefficient was that of teaching atmosphere in multicultural schools, being equal to .725. The minimum correlation coefficient was that of morale, being equal to .550.
2. The model was in accordance with the empirical data with Chi-square of 12.09, and probability level (p) of 0.99850, the Goodness of Fit Index (GFI) of 1.00, the Adjust Goodness of Fit Index (AGFI) of 0.98, the Root Mean Squared Residual (RMR) of 0.0010, the Root Mean Squared error of Approximation (RMSEA) of 0.05, Standardize Residual of 1.82 and the dammar of Q-Plot with its diagonal line was not rejected. The model could explain the teaching efficiency of teachers in multicultural schools at 83 percent;
3. The highest total factor and direct factor influencing the teaching efficiency of teachers in multicultural schools was a teacher’s human relationship and the highest indirect factor influencing the teaching efficiency of teachers in multicultural schools was a teacher’s personality.