Achievement Motivation Factors Influencing the Competencies of School Administrators in Basic Education in Bangkok Metropolis and its Environs

Abstract

this dissertation entitled “Achievement motivation factors influencing the Competencies of School Administrators in Basic Education in Bangkok Metropolis and Its Environs”, the researcher examines (1) the characteristics of the factors of achievement motivation, knowledge management, learning organization, and the competencies of selected school administrators in basic education at the secondary level in Bangkok Metropolis and its environs. The researcher also investigates (2) the direct and indirect effects of the factors of achievement motivation, knowledge management, and learning organization affecting the competencies of these school administrators. Finally, the researcher constructs (3) a model of Achievement motivation factors influencing the competencies of these school administrators. The researcher tested the model by examining the causal relations between putatively predictive variables i.e., achievement motivation, knowledge management, and learning organization and the criterion variables i.e., the competencies of selected school administrators in basic education in Bangkok Metropolis and its environs. The sample population consisted of school administrators in basic education at secondary levels in Bangkok Metropolis and its environs, i.e., Bangkok Metropolis, Nakhon Pathom, Nonthaburi, Pathum Thani, Samut Prakan, and Samut Sakhon. The sample population consisted of two groups. Group One comprised 278 subjects, who were used to test the model of relationships projected in accordance with the hypotheses of the investigation. Group Two was comprised of 278 subjects, who were used in the confirmatory testing of the trimmed model. The instrument of research was a five-rating scale questionnaire. Data were analyzed using path analysis. Findings are as follows: Factors found to be at the highest level were the following: attitudes (= 4.64); learning organization (= 4.56); achievement motivation (= 4.55); and the competencies of school administrators Findings concerning variables showing total effects on the competencies of these school administrators and predictive variables affecting the competencies of these school administrators were expressed as follows: the competencies of school administrators received direct effects from the factors of learning organization, knowledge management, achievement motivation at .243, .230, .227 respectively. The competencies of the school administrators received indirect effects from achievement motivation, knowledge management, learning organization, at .190, .178, .109 In the causal relation model, the predictive variables showed influences on the competencies of these school administrators at approximately 99.11 percent.