NATIVE CHINESE LANGUAGE TEACHERS' MOTIVATION AND JOB (DIS)SATISFACTION IN THE EASTERN REGION OF THAILAND แรงจูงใจและความ(ไม่)พึงพอใจในการทำงานของครูเจ้าของภาษาจีนในภาคตะวันออกของประเทศไทย

Abstract

This research aimed to investigate native Chinese language teachers’ motivation and job satisfaction/ dissatisfaction in Rayong, Chonburi, Chanthaburi, Chachoengsao, Prachinburi, and Trat, provinces in eastern Thailand. An online questionnaire which had four parts was the main research instrument for data collection. The findings from 93 respondents analyzed by descriptive statistics of frequency, percentage, mean, and standard deviation indicated that more than half of them had both extrinsic and intrinsic motivation to teach Chinese. Working hours, holidays, the internship requirements of graduation, and a high demand of Chinese teachers in Thailand were the extrinsic factors while personal interests in teaching Chinese in Thailand, reflected in their educational background, and their confidence and competency to teach were the intrinsic factors. Salary was the main extrinsic demotivating factor; being far away from home and cultural differences were additional factors. Overall, the teachers were somewhat satisfied with their teaching job, but professional self-growth, student achievement, and relationships with others were factors that appealed to them most. Positive relationships with others was in particular perhaps due to friendly working atmospheres at school. Their extrinsic job satisfaction was that Thai schools placed importance on teaching and learning Chinese courses and that they perceived themselves to be respected by Thai society and media. Low salary, excessive workload, uncomfortable living conditions as well as students’ negative attitudes toward Chinese learning, and inappropriate behaviors in class also impacted them. The findings implied that working hours, holidays, personal interests, internship requirements for graduation, and other extrinsic and intrinsic factors could compensate for their job dissatisfaction with the low salary, excessive workload, and other extrinsic factors since most of the teachers renewed their teaching contract after a year of teaching. In addition, positive relationships with their students and co-workers were beneficial to their preparedness to teaching, professional self-growth, and teaching achievement.