โมเดลเชิงสาเหตุของความสำเร็จในวิชาชีพครูที่มีแรงจูงใจใฝ่สัมฤทธิ์การรับรู้ความสามารถของตนเองและความผูกพันในวิชาชีพเป็นตัวแปรส่งผ่าน : กรณีศึกษาวิทยาลัยครูสาธารณรัฐประชาธิปไตยประชาชนลาว

Abstract

This research aimed to 1) analyze and compare the level of achievement in the teaching profession by background; 2) develop and examine the validity of a causal model of achievement in the teaching profession; and 3) analyze the transmission characteristics of achievement motivation, self-efficacy, and professional commitment variables in a causal model of achievement in the teaching profession. The sample group consisted of 700 teachers from the Lao PDR Teachers' College, selected using proportionate stratified sampling. The research instrument was a teacher questionnaire, which had Cronbach’s alpha coefficient reliability between 0.601 and 0.934 and had construct validity from the results of the confirmation factor analysis. The data were analyzed using basic statistical analysis, one-way ANOVA, Pearson's product-moment correlation coefficient, and structural equation modeling using Mplus 7.4 The research results can be summarized as follows: 1) The research results found that teachers had a high level of professional success, with a value equal to (X ̅ = 4.207, S. D= 0.358). When comparing professional success classified by background factors, the results showed that teachers with different genders, ages, marital status, and work experiences had statistically significant differences in their professional success. 2) The causal model of teacher career success consisted of mediating variables: achievement motivation, self-efficacy, and professional commitment. The analysis results showed a good fit with the empirical data, with goodness-of-fit index values: χ² = 290.109 (df = 143, p < .001), CFI = 0.973, TLI = 0.961, SRMR = 0.035, RMSEA = 0.038, which were within the acceptable range according to Hu and Bentler (1999). The model explained 65 percent of the variance in teacher career success. 3) The achievement motivation variable, professional self-efficacy perception played a complete mediator role from the five-factor personality variables to teaching career success, and the professional commitment variable played a partial mediator role from the professional self-efficacy perception variable to teaching career success variables.