FACTORS EFFECTING TEACHER’S WORKING LIFE BALANCE UNDER NAKHONPATHOM SECONDARY EDUCATION SERVICE AREA OFFICE 9

Abstract

This research aimed to (1) To study demographic factors, working factors, emotional intelligence factors, organizational culture factors, social support factors. (2) To study working life balance factors. (3) To study factors effecting  teacher’s working life balance.

Samples of the research are 330 teachers of nakhonpathom secondary education

service area office 9. Questionnaire is using in collecting data. Data is analyzing via descriptive statistics, such as frequency, percentage, standard deviation, and inferential statistics, such as t-test, One-way ANOVA, Multiple Regression, and Pearson’s Product Moment Correlation Coefficient at level of significance 0.05.

Most characteristics of sample in the research are following female, 30-39 years old, single, 15,001 -20,000 salary per month, 3-5 family members, no children and 1-2 elderly over 60 years old, bachelor's degree, professional level teachers positions, working experiences over 21 years, employed as government teacher, working 5-6 days a week, working 6-8 hours a day, 1-2 rest hours a day, 16-20 teaching class a week.

There are no different in the sample’s attitude in the respect of working life balances in these matters, age, marital status, number of household members, number of children, number of household dependents, educational level, working experiences, employment characteristics, number of working hours per day, number of rest hours per day

In the other hand, the research found that gender, income, job position, number of working days per week, number of teaching hours per week making difference in sample’s attitude in light of working life balances.

The research also found that organizational culture, emotional intelligence in social skills, and social support in working comparison and valuation are effecting teacher’s working life balance.

As a result, working culture should be made flexible and employee should be trained ready for external situations. In addition, social skill in leadership and conflicts solution should be well trained. Exchanging in each other on personal opinion and working circumstance is essencial.

As shown in the following equation as predictable factors effecting teacher’s work life balance as follows

= 0.554 + 0.323 (organizational culture) + 0.310 (emotional intelligence in social skills) +0.219 (social support in working comparison and valuation)