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        Article
Psychological Empowerment and Morale on Work Performance Predicting Intention to Stay as Teachers

Manop Chunin 1
Faculty of Applied Arts, King Mongkut’s University of Technology North Bangkok, Thailand
manop.chunin17@gmail.com
 
Soontaree Saksri2
Faculty of Applied Arts, King Mongkut’s University of Technology North Bangkok, Thailand
soontaree.s@arts.kmutnb.ac.th
 
Chatjutha Nokchan3
Department of Psychology, Faculty of Education, Bansomdejchaopaya Rajabhat University, Thailand
chatjutha.nok@gmail.com
Abstract

The purposes of this research were: 1. to study the level of psychological empowerment, morale on work performance, and intention to remain in teaching; 2. to study the relationship between psychological empowerment and intention to stay as a teacher; 3. to study the relationship between morale on work performance and intention to stay in teaching; 4. to predict the intention to stay in teaching from psychological empowerment and morale on work performance. The research sample was 170 Thai teachers, and the research instrument was a questionnaire. Statistics used were frequencies, percentages, means, standard deviations, Pearson’s correlation coefficients, and stepwise multiple regression analysis.  

The results revealed that: 1. psychological empowerment, morale on work performance, and intention to stay as a teacher were at high levels; 2. there was a positive relationship between psychological empowerment and intention to stay as a teacher (r = 0.42, p = 0.013). There was a positive relationship between morale on work performance and intention to stay as a teacher (r = 0.64, p. = 0.014). Morale on work performance in three dimensions-external influence, progress, and relationship with others-accounted for 44.20 percent of the variance in intention to stay in teaching.



Keyword : Psychological empowerment, Morale on work performance, Intention to stay in teaching

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