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วารสารศึกษาศาสตร์ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี26 ปีที่ 26 ฉบับที่ 2 พฤษภาคม - สิงหาคม 2558

The development and Multiple-group Analysis of FactorsInfluencing on Work Engagement among TeachersWho Did Not Desire to Move out and Who Were

Weluctant in the Unrest Areas of Thailand (Pattani, Yala and Narathiwas).

Watcharin NoosomtonPh.D.(IndustrialandOrganizationalPsychology),LecturerDepartmentofEducation,PrinceofSongklaUniversity

Sageemas Na Wichian Ph.D.(EducationalResearchMethodology),AssociationProfessor

CollegeofIndustrialTechnology,KingMongkut’sUniversityofNorthBangkok

Abstract ThisresearchaimedtodevelopandvalidateStructuralEquationModel(SEM)ofthePsychologicalSufficiency(TRIPAK)whichinfluenceonJobSatisfaction(JS),OrganizationalCommitment(OC),OrganizationalCitizenshipBehavior(OCB)andWorkEngagement(WE)amongbothgroupsofteacherswhodesireandundesiredtomoveoutoftheunrestareasofThailand.Populationistheteachersintheareas.Samplewerederivedfromamultistagerandomsamplingtotally1,266teachersinPattani,YalaandNarathiwatprovinces.Theresultsfoundthat: 1)SEMmodelingoffactorsinfluenceonworkengagementwashighlyconsistentwiththeempiricaldataascanbeseenformthestatisticalvalues:(c2=75.62,p=0.071,c2/df=1.28,GFI=0.99,AGFI=0.98,SRMR=0.018andRMSEA=0.015)andwereabletoexplain68percentageofworkengagement.2)ThemultiplegroupanalysisoftheStructuralEquationModelshowedthemodelwasinvariantintermsofthemodelform,andtheparametersinfactorloadingmatrixandthematrixofcausaleffectsbetweenendogenouslatentvariables:(c2=142.83,df=121,c2/df=1.18,p=0.085,GFI=0.98)andhence,themodelsofbothgroupsofteacherswerecongruentwiththeempiricaldata(Hypothesis1).3)Thetestingofhypothesis2wastotesttheinvariancematrixofthecomponentweightofLXandLYofbothgroupsofteacherswithHypothesis1.Itwasnotrefuted:(c2=149.04,df=133,c2/df=1.12,p=0.161,GFI=0.97)whichmeantthatthemodelwascongruentwiththeempiricaldataanditsLXandLYhadtheinvariance.4)Thetestingofhypotheses3-5weretochecktheinvarianceinTDandTE,GAandBE,andPHandPSmatrixesrespectivelywithHypothesis1,withtheassumptionthatthoseparametershadequalvaluesinbothgroups.Itwasfoundthatthehypotheseswererefuted.5)ThemodelthatwasmostcongruentwiththeempiricaldatawasthemodelofHypothesis1whichspecifiednoconditionsandtheoneofHypothesis2whichspecifiedtheweightofLXandLYwithHypothesis1.Thiscouldbeseenfromtheratioofc2anddfwhichwasthelowestandthep-valuewasalmost1comparedtomodelsinotherhypotheses.

Keywords:Multiple-groupAnalysis,PsychologicalSufficiency,WorkEngagement,Teachers inUnrestAreasofThailand.

วารสารศึกษาศาสตร์ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี 27ปีที่ 26 ฉบับที่ 2 พฤษภาคม - สิงหาคม 2558

การพัฒนาและวิเคราะห์พหุกลุ่ม ปัจจัยที่ส่งผลต่อความทุ่มเทในการทำางานระหว่างครูที่ไม่ประสงค์ย้ายออกนอกพื้นที่

กับครูที่ประสงค์จะย้ายออกนอกพื้นที่ความไม่สงบของประเทศไทย(จังหวัดปัตตานี ยะลา และนราธิวาส)

วัชรินทร์ หนูสมตนปร.ด.(จิตวิทยาอุตสาหกรรมและองค์การ),อาจารย์

คณะศึกษาศาสตร์มหาวิทยาลัยสงขลานครินทร์ศจีมาจ ณ วิเชียร

ค.ด.(วิธีวิทยาการวิจัยการศึกษา),รองศาสตราจารย์วิทยาลัยเทคโนโลยีอุตสาหกรรมมหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ

บทคัดย่อ วิจัยคร้ังนี้มีวัตถุประสงค์เพื่อพัฒนาและตรวจสอบความตรงของโมเดลสมการโครงสร้างจิตลักษณะแบบพอเพียงที่ส่งผลต่อความพึงพอใจในการท�างานความผูกพันองค์การพฤติกรรมการเป็นสมาชิกที่ดีขององค์การและความทุ่มเทในการท�างานระหว่างกลุ่มครูที่ตัดสินใจและไม่ตัดสินใจในการย้ายออกนอกพ้ืนท่ีสถานการณ์ความไม่สงบที่เกิดขึ้นในประเทศไทยประชากรคือครูในพื้นท่ีจังหวัดปัตตานียะลาและนราธิวาสการได้มาซึ่งกลุ่มตัวอย่างใช้การสุ่มหลายขั้นตอนจ�านวน1,266คนผลการศึกษาพบว่า 1)โมเดลสมการโครงสร้างความสัมพันธ์เชิงสาเหตุของปัจจัยที่ส่งผลต่อความทุ่มเทในการท�างานมีความสอดคล้องสูงกับข้อมูลเชิงประจักษ์โดยพิจารณาจากค่าสถิติ(c2=75.62,p=0.071,c2/df=1.28,GFI=0.99,AGFI=0.98,SRMR=0.018andRMSEA=0.015)และร่วมกันพยากรณ์ความทุ่มเทในการท�างานได้ร้อยละ682)การวิเคราะห์กลุ่มพหุของโมเดลพบว่าโมเดลไม่แปรเปลี่ยนในด้านรูปแบบของโมเดลและในด้านพารามิเตอร์ของเมทริกซ์น�้าหนักองค์ประกอบและเมทริกซ์อิทธิพลเชิงสาเหตุระหว่างตัวแปรแฝงภายใน(c2=142.83,df=121,c2/df=1.18,p=0.085,GFI=0.98)ดังนั้นโมเดลทั้งสองของกลุ่มครูจึงมีความสอดคล้องกับข้อมูลเชิงประจักษ์(สมมติฐานที่1)3)การทดสอบสมมติฐานที่2เพื่อทดสอบความไม่แปรเปล่ียนของของเมทริกซ์น�้าหนักองค์ประกอบLXและLYของกลุ่มครูท้ังสองกับสมมติฐานที่1ไม่ปฏิเสธสมติฐาน(c2=149.04,df=133,c2/df=1.12,p=0.161,GFI=0.97)กล่าวคือโมเดลมีความสอดคล้องกับข้อมูลเชิงประจักษ์และน�้าหนักองค์ประกอบของLXและLYมีความไม่แปรเปลี่ยน4)การทดสอบสมมติฐานที่3-5เพื่อทดสอบความไม่แปรเปลี่ยนของของเมทริกซ์TDและTE,GAและBEและPHและPSกับสมมติฐานที่1ตามล�าดับภายใต้สมมติฐานที่ก�าหนดให้ค่าพารามิเตอร์ของกลุ่มครูทั้งสองมีค่าเท่ากันพบว่าปฏิเสธสมมติฐานดังกล่าว5)โมเดลที่มีความสอดคล้องกับข้อมูลเชิงประจักษ์มากที่สุดคือโมเดลตามสมมติฐานท่ี1ซ่ึงไม่ได้มีการระบุเงื่อนไขใดๆและโมเดลตามสมติฐานที่2ซ่ึงก�าหนดค่าน�้าหนักองค์ประกอบของLXและLYกับสมมติฐานที่1โดยพิจารณาจากค่าc2และค่าdfซ่ึงมีค่าต�่าสุดและค่าp-valueซึ่งมีค่าเข้าใกล้1เมื่อเปรียบเทียบกับโมเดลตามสมมติฐานอื่นๆคำาสำาคัญ : การวิเคราะห์พหุกลุ่ม,จิตลักษณะแบบพอเพียง,ความทุ่มเทในการท�างาน,ครูในสถานการณ์ความ ไม่สงบของประเทศไทย


1. Introduction TheunrestinthesouthernborderprovincesofThailandduringthespanofJanuary2004toMay2011hasyielded8,908casesofshooting,bombing,arsonandotherformsofdisturbance.Therewereapproximately3,471deathsand5,740injuries.Thishaspromptedanaverageof1,342teachers’requestsformovingoutoftheareasperyearandresultinginthelackofteachersinthethreesouthernborderprovinces.However,therewerealsobeenteacherswhowerestillfirmlycommittedtotheirworkandhadnodesiretomoveoutoftheareaswiththeratioof11:1(teacherswhowerestillcommittedtotheirworkandthosewhowantedtomoveout).Thosereflectedthecommitmentofdevotingpersons(Bakker&Schaufeli,2008;Watcharinetal,2011)whichcompliedwithmanystudiesrevealingthatworkengagementwererelatedtoorganizationalcitizenshipbehavior(Salanovaetal,2005;Hakanenetal,2006)organizationalcommitment(Leiter&Maslach,2004;Choetal,2006)andjobsatisfaction(Harteretal,2002;Richardsen,2006).Moreover,itdependsonthepsychologicalcharacteristicsorpersonalityoftheperson.(HurtzandDonovo,2000;Watcharinetal,2011). TheThaiGovernmenttoestablishaneducationdevelopmentplanforthespecialdevelopmentregioninthesouthernborderprovinces(2009-2012)specifyingtheneedstodevelopthepsychologicalconditionsandboostingthemoraleandencouragementofeducationpersonnelintheareas.Watcharinetal.(2011)suggestthatmorestudiesinthefieldofmulti-groupwhichinvolvespsychologicalcharacteristicsoftheteachersintheareasintermsofworkengagementamidsttheunrestshouldbedoneusingtheAnalyticalMethodofMultipleGroupStructuralEquationModeling(MG)tostudythecharacteristicsofdifferentvariablesbetween

theteacherscommittedtotheirworkintheareaandthosewantingtomoveout.Thiswillsuggestwaystopreventthelackofteachersandprovideinformationfordesigningmeasurestosupporttheteacherstodotheirdutieseffectivelytodeveloptheirlocalyouths’andstudents’education.Theanalyticaltechniqueusedinanalyzinginformationaboutthe2subjectgroupshavingdifferentdistinctivecharacteristicstogether,withthestudyabouttherelationshipamonglatentvariablesofpsychologicalsufficiency,jobsatisfaction,organizationalcommitment,organizationalcitizenshipbehaviorandworkengagementwillhelpprovewhichmodelsareinconcordancewiththeactualsituation.Theresultsofthestudycouldbeusedtosuggestwaystodevelopandsupporttheteachers’workengagementandimprovetheirpsychologicalconditionforinvolvingorganizationsandalsotocontributetothebodyofknowledgeofmultiplegrouptheory. Theresearchaimedtodevelopandexaminetheinvarianceofthelinearstructuralequationmodelonpsychologicalsufficiencyinfluencingjobsatisfaction,organizationalcommitment,organizationalcitizenshipbehaviorandworkengagementofteacherswhorequestedformovingawayandthosewhostandfastintheareasofPattani,YalaandNarathiwat.

2. Theoretical framework ThisstudyextendedonthepreviousknowledgefromWatcharinetal.(2011)whichwasbasedonimportantresearchresultsofBhanthumnavin’sPsychologicalSufficiency(1998)asub-studyunderDrivingtheSufficiencyEconomy(2004)withtheaimtoputHisMajestyKingBhumibol’s“PhilosophyofSufficiencyEconomy”concerningthewayoflifeforwellbeingemphasizingsufficiencyandnotaimingforwhat


isnotneededinlifeorluxuryintopractice.ThedevelopmentaccordingtothePhilosophyofSufficiencyEconomycovers4importantaspects:economic,social,culturalandpsychological.Thepsychologicalaspectconsistsof3groupsofcomponents:reasoningability(intellectuality),psychologicalimmunity(personality)andgratefulattitude(attitude,morale,valueandethics).ThestudyusedthePsychologicalSufficiencyTest2constructedbyagroupofThaiprominentacademicsfrommanyfields.Theycompiled,synthesizedandsummarizedHisMajesty’sideasonSufficientEconomytoconstructamodeltomeasurethepsychologicalattributesofpeopleintheThaisocialcontextwhorespectandapplyhisideastotheireverydaylife.Thiswillinstilltruepeaceandhappinessinthesociety. Thestudyofworkengagement(WE)intheThaicontexthasbeenquiterare.Kahn’sstudy(1990)findsthatassigningmeaningofwork,securitiesandvarietyinworkarerelatedtothecharacteristicsofapersonsothathewillorwillnotengagehimselftohisroleinworkandtheeffectsofwork.Schaufelietal.(2002)definesworkengagementasthedimensionofpersistentandpervasivepositivefeelingsandbehaviorinwork.Itconsistsof3components:vigor,dedication,absorption.LatertheUtrechtWorkEngagementScale:UWES(Shceufeli&Bakker,2003)wasconstructedandhasbeenusedwidely.However,thisstudyconcentratedon5groupsofimportantvariables:psychologicalsufficiency(TRIPAK),jobsatisfaction(JS),organizationalcommitment(OC),organizationalcitizenshipbehavior(OCB)andworkengagement(WE).ManystudieshavefoundthatOCBispositivelyrelatedtoworkengagement(Mayetal,2004;Salanovaetal,2005;Lashinger&Finegan,2005;Hakanenetal,2006;Saks&Rotman,2006).ImportantindicatorsforOCBarealtruism,sportsmanship,andcivicvirtue(Organ,1988).

ThestudiesofBogler&Somech(2004);Carmeli&Calakoglu(2005);Bakeretal,(2006);Snapeetal.(2006)indicatesthatOChassignificantpositiverelationshipwithOCB,Besides,therearereportsontherelationshipbetweenOCandWE(Leiter&Maslach,2004;Choetal,2006;Saks&Rotman,2006;Richardsenetal,2006;Hallbergetal,2007).TheindicatorsofOCwereaffectivecommitment,continuouscommitmentandnormativecommitment(Mayeretal,1993;Moss,2007). Cheng&Stockdale’s(2003)interculturalstudyrevealsthatJSofChinesepersonnelin6internationalcompaniesispositivelyrelatedtoOCproposedbyAllen&Mayer(1990).ThisisinlinewithmanyreportsfindingsthatJSispositivelyrelatedtoOC(Schwepker,2001;Kimetal,2005;Salanovaetal,2005;Paulinetal,2006).Furthermore,therelationshipsbetweenJSandOCB(Yoon&Suh,2003;Ackfeldt&Coote,2005;Salanovaetal,2005;Hakanenetal,2006)andWE(Harteretal,2002;Salanovaetal,2005;Richardsen,2006;Hakanenetal,2006;Saks,2006)arefoundwithindicatorsbeingvarious.However,theimportantonesareintrinsicjobsatisfaction,extrinsicjobsatisfactionandgeneraljobsatisfaction.

3. Methodology ThisstudyusedtheMultipleGroupStructuralEquationModeltostudytheattributesamongdifferentvariablesinteacherswhorequestedtomoveouttootherareasandthosewhostayed.ThestudywasbasedontheresearchresultsofWatcharinetal,(2011).Thesamesubjectswereusedbutdifferentanalyticalapproachwasemployedtogaininformationfortheresearchquestions.3.1 Participants Thesubjectswereteachersteachingin


the3southernborderprovincesinthesecondsemesterof2011academicyearundertheEducationServiceAreaOffice,AdministrationCommitteePromotingPrivateSchoolEducationOfficeandLocalEducationAdministrationOffice.Multi-stagerandomsamplingwasusedtoselect1,500subjectsfromthoseinWatcharinetal,(2011)forthisfollowupstudy.Totally1,266questionnaires(84.40%)werereturned,982fromthosewhodidnotdesiretomoveoutand283fromthosewhodid.

3.2 Instrument Theinstrumentsusedinthisstudywerefivequestionnairesdesignedtofocusoneachdifferentlatentvariablesanalyzedinthismodel(Seefigure1).Theywere1)Psychologicalsufficiency,Paper2(TRIPAK)withthequestionnairereliabilityof0.85.Thecontentwasdividedintothreeparts:reasoningability(RASON)withthereliabilityof0.83,psychologicalimmunity(IMMU)withthereliabilityof0.87,andgratefulattitude(GRATE)withthereliabilityof0.86.2)Thequestionnaireaboutjobsatisfaction(JS)withthequestionnairereliabilityof0.90wasdividedintothreeaspects:intrinsicjobsatisfaction(INTRINS)withthereliabilityof0.88,extrinsicjobsatisfaction(EXTRINS)withthereliabilityof0.85,andgeneraljobsatisfaction(GENRL)withthereliabilityof0.78.3)Thequestionnaireonorganizationalcommitment(OC)withthequestionnairereliabilityof0.75includedthreeaspects:affectivecommitment(AFFCTV)withthereliabilityof0.72,normativecommitment(NORMTV)withthereliabilityof0.86andcontinuouscommitment(CONTNS)withthereliabilityof0.74.4)Thequestionnaireonorganizationalcitizenshipbehavior(OCB)withthequestionnairereliabilityof0.86consistedoffiveaspects:altruism(ALTRUISM)withthereliabilityof0.79,

conscientiousness(CONSCIEN)withthereliabilityof0.76,courtesy(COURTESY)withthereliabilityof0.67,sportsmanship(SPORTMAN)withthereliabilityof0.65andcivicvirtue(CIVIC_V)withthereliabilityof0.71.5)Thequestionnaireaboutworkengagement(WE)withthequestionnairereliabilityof0.92wasdividedintothreeaspects:vigor(VIGOR)withthereliabilityof0.89,dedication(DEDICATN)withthereliabilityof0.80andabsorption(ASORPTN)withthereliabilityof0.75.Componentanalysiswasusedasasecondmeasuretoconfirmwhetherthecomponentsofthequestionnairesdevelopedbasedonthetheorywereinconcordancewiththeempiricaldata.Itwasfoundthattheweightofallthecomponentswasstatisticallysignificantat0.05.

4. Data Analysis Theconstructval idityofallthe5questionnaireswasanalyzedbyusingastatisticalprogramformeans,standarddeviation,KMOvalue,ValueofBartlett’sTestofSphericity,andPearson’scorrelationobservablevaluesofthevariables.Thenthecorrelationmatrixeswasconstructedforsecondaryconfirmationwhetherthecomponentsofthequestionnairesdevelopedaccordingtothetheorywerecongruentwiththeempiricaldata.Afterthat,analyzingthedatatofindvariablesinfluencingworkengagementandusingthemasabasisforallthemodels

5. Results Theresultsofgeneralinformationaboutthe1,266subjectsrevealedthatthereweremorefemales(75.50%)thanmales.Mostofthemwereintheagerangeof26-30years(32.23%).MostwereMuslims(55.13%).87.60%werebachelor’sdegreeholdersandmost(87.60%)weremarried.63.11%hadtheirhometowninthethreesouthernborderprovincesand81.6%


hadexperienceinworkingintheareasformorethan10years.31.15%hadanaverageincomeof10,000-15,000baht/month.40.68%workedinNarathiwat,followedby37.12%inPattaniand22.20%inYala.72.25%workedundertheEducationalServiceAreaOffice,19.84%underPrivateSchoolEducationOffice,and7.41%underLocalAdministrativeOrganization.

Theresultsoftheanalysisofthelinearstructuralequationmodelsoffactorsinfluencingworkengagementofteachersinthe3southernborderprovincesshowedthatthemodelhadhighvalidityascanbeseenfromthestatisticalvalues:χ2=75.62,p=0.071,χ2/df=1.28,GFI=0.99,AGFI=0.98,SRMR=0.018andRMSEA=0.015.Hence,itcouldbeconcludedthatthemodelwascongruentwiththeempiricaldata.

Figure1TheSEMmodeloffactorsinfluencingworkengagementofteachersworkingintheareas.

FromTable2,itwasfoundthattheR2

valuesofWE,OCB,OCandJSwere.68,.48,.50and.09respectively,mostofwhichwerehighvalues.ThevariablesinthemodeltogethercouldpredictWEat68%.ThevariableswithtotalpositiveinfluenceonWEwereOCB(R2=0.27,SE=0.05,t=5.60),JS(R2=.13,SE=0.09,t=12.56),TRIPAK(R2=0.10,SE=0.01,t=6.93)andOC(R2=0.07SE=0.06,t=1.02). Theresultsofthetestoftheinvarianceofthecausativemodeloffactorsinfluencingworkengagementofteacherswhodesiredtomoveoutoftheareasandthosewhodidnot(Hypothesis1)showedthattheinvarianceofthemodelexisted(χ2=142.83,df=121,χ2/df

=1.18,p=0.085,GFI=0.98)andhence,themodelsofbothgroupsofteacherswerecongruentwiththeempiricaldataasshowninTable3. Hypothesis2testingwastotesttheinvarianceofthecomponentweightofLXandLYofbothgroupsofteacherswithHypothesis1.Itwasfoundthatthehypothesiswasnotrefuted(χ2=149.04,df=133,χ2/df=1.12,p=0.161,GFI=0.97)whichmeantthatthemodelwascongruentwiththeempiricaldataanditsLXandLYhadtheinvariance. TheHypotheses3-5testingwastochecktheinvarianceinTDandTE,GAandBE,andPHandPSmatrixesrespectivelywithHypothesis1,withtheassumptionthatthoseparametershad


equalvaluesinbothgroups.Itwasfoundthatthehypotheseswererefuted:TDandTEmatrix(χ2=266.40,df=195p=0.00GFI=0.94),GAandBEmatrix(χ2=278.07,df=205p=0.00GFI=0.93)andPHandPSmatrix(χ2=293.00,df=209p=0.00GFI=0.93.Thechi-squarevaluesconfirmedthatallmodelsweredifferentbutnotstatisticallysignificant(χ2=117.36,11.67and14.93;df=62,10and4; χ2=79.08,18.31,

9.49respectively). ThemodelthatwasmostcongruentwiththeempiricaldatawasthemodelofHypothesis1whichspecifiednoconditionsandtheoneofHypothesis2whichspecifiedtheweightofLXandLYwithHypothesis1.Thiscouldbeseenfromtheratioofχ2anddfwhichwasthelowestandthep-valuewasalmost1comparedtomodelsinotherhypotheses.

Table1Primarystatisticalvaluesofexogenousvariablesintheteachers’workengagementmodel classifiedbytheirdesiretoandnottomoveoutoftheareas


Table 2 Results of regression analysis in the linear structural equation modelLatent

variablesR2 Influence

Latent variables

TRIPAK JS OC OCB

JS .09

DE .09** - - -IE - - - -TE .09** - - -

OC .50

DE .01 .98** - -IE .09** - - -TE .10** .98** - -

OCB .48

DE .06** .58** .33** -IE .09** .32** - -TE .14** .90** .33**

WE .68

DE -.02 .92** -.02 .27**IE .12** .22** .09** -TE .10** .13** .07 .27**

DE=DirectEffect,IE=IndirectEffect,TE=TotalEffect,*p<.05,**p<.01

TheHypotheses3-5testingwastochecktheinvarianceinTDandTE,GAandBE,andPHandPSmatrixesrespectivelywithHypothesis1,withtheassumptionthatthoseparametershadequalvaluesinbothgroups.Itwasfoundthatthehypotheseswererefuted:TDandTEmatrix(χ2=266.40,df=195p=0.00GFI=0.94),GAandBEmatrix(χ2=278.07,df=205p=0.00GFI=0.93)andPHandPSmatrix(χ2=293.00,df=209p=0.00GFI=0.93.Thechi-squarevaluesconfirmedthatallmodelsweredifferentbut

notstatisticallysignificant(χ2=117.36,11.67and14.93;df=62,10and4;χ2=79.08,18.31,9.49respectively). ThemodelthatwasmostcongruentwiththeempiricaldatawasthemodelofHypothesis1whichspecifiednoconditionsandtheoneofHypothesis2whichspecifiedtheweightofLXandLYwithHypothesis1.Thiscouldbeseenfromtheratioofχ2anddfwhichwasthelowestandthep-valuewasalmost1comparedtomodelsinotherhypotheses.

Table3Testresultsofthehypothesisonmodelandparametersinvariance

H

Model according to

the hypothesis c2 df c2/df p GFI Dc2 Ddfc2Values from

the table(.05) (.01)

1 Invariantmodel 142.83 121 1.18 0.085 0.98 - - - -

2 LXLYinvariantwithH1

149.04 133 1.12 0.161 0.97 6.21 12 21.03 26.22

3 TDTEinvariantwithH2

266.40 195 1.36 0.000 0.94 117.36 62 79.08 88.38

4 GABEinvariantwithH3

278.07 205 1.35 0.000 0.93 11.67 10 18.31 23.21

5 PHPSinvariantwithH4

293.00 209 1.40 0.000 0.93 14.93 4 9.49 13.28


Figure2Thecomparisonofinvariantmodelbetweentwogroups(H1:InvariantmodelandH

2:

LXLYinvariantwithH1)

H1:Invariant

H2:LXLYinvariantwithH

1


Discussion Thelinearstructuralequationmodelofworkengagementofteachersintheareaswasfoundabletoexplainthevarianceofworkengagementat68%andwasreliableandacceptable.Thefourvariablesinfluencingworkengagementofteachersintheareaswerearrangedrespectivelyasfollows: 1) Latentvar iable intermsof jobsatisfactionwasdirectandindirectinfluenceaswellaspositiveoverallinfluenceonworkengagement.ThisisinconcordancewiththeresultsofHakenenetal.’sstudy(2006)whichfindsthatworkengagementarerelatedtojobsatisfaction.Thatis,whenapersonissatisfiedwithhiswork,hewoulddedicateanddevotehimselftoachievethegoalssetforthework.ThestudiesofNewstrom&Davis,1993;Schultz&Schultz;1998alsoindicatethatjobsatisfactionresultsfromworkandotherrelatedfactorsasseenbyeachindividual,forexample,likesanddislikes.Ifapersonlikesandisinterestedinthework,hepresumablyhashighlevelofsatisfactionwiththatjobtostartoffwith. Theresearchernotedthatthenegativesocialenvironmentsuchasviolencewhichhappenedeverydaywouldleadtodecreasedjobsatisfactionbecausesatisfactionwasrelatedtoaperson’saffectivecomponentsontheworkhedid.Lock(1976)suggestthatjobsatisfactiondependsuponmanyfactors,bothwork-relatedandenvironmental-related.Ifoneconsidersthesizeoftheinfluenceinthemodel,itcanbeseenthat jobsat is fact ionwas inf luencedbypsychologicalcharacteristicsofeachindividual,forexample,reasoningability,positivethinking,perceptionofexistingproblemsandbeingabletostayputamidstalltheproblems.Allthesereflectthecognitivedomainandaffectivedomainofeachindividualthataffecttheirjobsatisfaction

andeventuallydevelopintoorganizationalcommitment(Newstrom&Davis,1993).Theabove-mentionedcomponentsalsoleadtoacceptanceoforganizationalgoals(Schwepker,2001;Jarmiloetal.,2005)andthentoOCB.(Yoon&Suh,2003;Kamdaretal,2006;Foote&Tang,2008;VanDick,2008).Ifsuchbehaviorcontinues,itwillleadtohigherlevelofworkengagement(Daehlen,2008;Watcharinetal,2011). 2) OCBwasdirectinfluenceandpositiveoverallsizeofinfluenceonworkengagementwhichcouldbemeasuredby5variables:altruism,courtesy,sportsmanship,civicvirtueandconscientiousness.ThisisinconcordancewithKatz’sstudy(1964,citedinBolon,1997:221-242)whichfindsthatOCBarerelatedtoin-rolebehaviorandextra-rolebehavior.Bothresultinworkengagement(Lashinger&Finegan,2005).Likewise,thestudiesofMacey&Schneider(2008);Kahn,(1990);Mayetal,(2004);Salanovaetal,(2005);Hakanenetal,(2006);andSaks&Rotman,(2006)concludethatworkengagementisnotonlyaboutpsychologicalconditionbutalsorolesandpositivebehaviorthatapersonspecifiesforhimselfindoinghiswork.ThiswasalsocongruentwiththefindingsofmanyresearchesindicatingtherelationshipbetweenOCBandworkengagement. 3) Psychologicalsufficiencywhichcouldbemeasuredby3observablevariables,namely,reasoningability(RESON),psychologicalimmunity(IMMU),andgratefulattitude(GRATE),weresignificantlynegativedirectinfluenceonworkengagement(WE).Consideringthecomponentweightoftheobservablevariablesusedinmeasuringpsychologicalsufficiency(TRIPAK),itwasfoundthatpsychologicalimmunityhadthehighestcomponentweight,followedbyreasoningabilityandgratefulattitude.Itcouldbeexplainedthatpsychologicalimmunityledtocareful


decision-makingwhichconsideredallfactorsinvolvedandexpectedresults,andappropriaterisk-takingofteacherswhodidnotdesiretomoveoutoftheareasandthosewhodidwithrespectivemeansof5.058and4.818.(SeeTable1).Hence,itwasundeniablethatthelong-lastingunresthadaffectedthepsychologicalconditionoftheteachers,causingthemtolivetheirlifewithapprehension.Theunsafeenvironmentaffectedtheirpsychologicalconditionandhenceborenegativeinfluenceontheirworkengagement.Theirpresentpsychologicalconditionwaslikeafilterblockingtheattempttoengageinworkofeachindividual(Khan,1992).ThiswasinconcordancewiththeworkofHarter&Schmidt(2006)whichindicatesthatworkengagementhasnegativerelationshipwiththreatinwork.Likewise,Macey&Schneider(2008)pinpointedthatthenegativepsychologicalconditionintermsofsafetywouldnegativelyaffecttheattempttoengageinwork. 4) Organizationalcommitmentwhichcouldbemeasuredby3observablevariables:affectivecommitment,normativecommitmentandcontinuouscommitmentweresignificantlynegativedirectinfluenceonworkengagement.Thetheoreticaldefinitiondefinesaffectivecommitmentasemotionallywantingtobeamemberoftheorganization,tobeboundbyworkandunitedtotheorganization;andperceivingoneselfaspartoftheorganization.Continuouscommitment,ontheotherhand,wasbuiltonwhattobegiveninreturnorthebenefitofwhatwasgivensuchaspay,welfare,benefitsorotherworkconditions.Normativecommitmentwasthecommitmentbasedontherealizationorperceptionthatitwastheresponsibilityofapersontocontinueworkingwiththeorganization(Mayeretal,1993).Hence,organizationalcommitmentreflectsthelevelofperceptionof

therelationshipbetweenapersonandtheorganizationhebelongsto.Suchperceptionisapositivefeelingthatapersonhastowardstheorganizationandbindshisidentitytoitintermsofstrongrelationshipexpressedbytheunityofallmembers(Steers,1977)andthedesiretocontinuebeingso(Porteretal,1974).However,theteachersworkingamidsttheunrestwhichwaslikelytobeevenmoreviolentandthe1,342requeststomoveoutoftheareasortoworkwithoutpositioninotherprovincesallresultedbecauseofthecombinationofthesituationandtheteachers’organizationalcommitment.Theprolongedunrestcertainlyaffectedpeople’sfeelingbecausethevariablesfromtheunrestinvolvingthesocialsystemledtoworrieswhichwerecalledbyKahn(1992)as“individualdistractions”whicheventuallyaffectedthepsychologicalsafety.Theaccumulationofthatfeelingwouldleadtothesenseofbeingthattheyhaveatpresentandturnitintothedesirefor“withdrawal”fromthesituationanderosionofworkengagement.Hence,itwaspossiblethattheunresthadcausedpressure,insecuritiesandlackofpeaceofmindtopeopleintheareas.Ifunabletowithstandthatpressure,somemightwithdrawfromthesituationwhilesomemightnot. 5) Theresultsoftheanalysisofmulti-groupwithLisrelProgramtotesttheinvarianceofthemodelofworkengagementofthetwogroupsconfirmedthatthecorrelationmatrixbetweenthevariablesofthetwogroupshadthemodelinvariancebutwiththevarianceofparametervalues.Asaresult,itwaspossibletousethemodelofworkengagementwithbothgroupsoftheteachers.Ifconsideringtheinfluenceweightofeachlatentvariable,psychologicalsufficiencywasfoundtohavedirectinfluenceonorganizationalcitizenshipbehaviorascouldbeseenthattheweightwasnotdifferentbetween


teacherswhodidnotwanttomoveoutandthosewhodid.Thefindingshowedthattheirpsychologicalbasisofbeingateacherandtheirworkbehaviorintheteachingprofessionwerenotdifferent.Thismighthavebeentheresultsoftheincubationperiodofteachertrainingandtheworkinrealsituationwhichmadethemabsorbthe“teacher-ness”bothbyprofessionandby“heart”.ThiswaslikethepositivepsychologywhichexplainstheworkbehaviorofteachersintheThaicontextinwhichmoralandethicalstandardsintheteachingprofessionarespecifiedwiththeaimfortheeffectivenessinin s t i l l i n g a l l bene f i t s fo r the lea rne r s(Bhanthumnavin,1998).Thedataanalysisinthisstudyindicatedthattheputtingtogetherofvariablesinanalyzingfactorsaffectingworkengagementhaddifferentconditionsinputtingthevariablesfrombothgroupsoftheteacherstogether.Thisfindingcouldbeappliedinpolicymakingthatifworkengagementistobedeveloped,causalvariableswithhighlevelofinfluenceandthosewithnegativeinfluenceshouldbedealtwithurgently. As forthegoodnessof f i ts inthemeasurementtotesttheinvarianceoftheparametersinmatrixes,TDTEGABEPHandPSweredifferentinbothgroupssincethedatacollectedfromeachgroupweredifferentinnumber.Theprincipleoftheanalysisofthecomponentsofthegoodnessoffitstermofthevariablesinthemodelinsteadofthespecificvariancewasdifferentaccordingtothedesireoftheteachertostayortomoveoutofthesituation.

Recommendation 1) Theeducationinstitutionsinvolvedintheproductionofgraduatesintheteachingprofessionshouldincludeintheircurriculumthecontentaimedtoencourageanddevelopthegraduates’attributestobepsychologicallysufficientandconcernsaboutworkengagementintheirprofession.Alsothefocusshouldbeondevelopingthegraduatestoworkintheprofessionandatthesamet imedevelopingotherorganizationsinvolved. 2) Competenciesinworkengagementandpsychologicalsufficiencyshouldbespecifiedasindicatorsoftheteachingprofessionstandardsanditcouldbeusedfirstlywithschoolsthatarereadybeforeextendedtootherschoolsinthenetworkafterward. 3) Theexecut ives re la ted to thedeterminationofeducationalpoliciesshouldsupportworkengagementtoteachers,bydeterminingthestrategieswhichemphasizepsychologicalsufficiency,OCB,jobsatisfactionandorganizationalcommitmentinaccordancewiththediscoveryfromtheresearch,especiallyintermsofpsychologicalsufficiency,concordantwithcommunity’swayoflifeineacharea,aswellasco-determiningthemethodstoleadintopracticalplan,inordertoembedpsychologicalsufficiency,tobecomethemoraleofmindwhichteachershavetouphold.Thesepoliciescantakeaffecttotheperformanceinaccordancewiththewayofsystemdevelopmentofgovernmentalofficials,whichconcentratetothehighestbenefitstotheeducationalsystem,societyandnationinthefuture.


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