Work Satisfaction of Teachers and the Organizational Climate of International Schools in Nakhon Ratchasima, Thailand: Basis for a Support System Program
DOI:
https://doi.org/10.5281/zenodo.21374745Keywords:
teacher work satisfaction, organizational climate, international schools, school leadership, professional development, , support system programAbstract
This study determined the level of teacher work satisfaction and organizational climate in international schools in Nakhon Ratchasima, Thailand, examined the relationships among these variables and selected teacher characteristics, and used the findings as the basis for an evidence-based Support System Program. A quantitative descriptive-correlational design was employed. Through proportionate stratified sampling, 103 teachers were selected from a population of 170 teachers in three participating international schools. Data were gathered using a researcher-developed questionnaire that measured work satisfaction through work environment, compensation and benefits, professional growth, and recognition and motivation, and organizational climate through leadership and management, collaboration, communication, and school culture. Expert validation and pilot testing were completed before administration; the work-satisfaction and organizational-climate scales demonstrated excellent internal consistency, with Cronbach’s alpha coefficients of .970 and .964, respectively. Frequency, percentage, weighted mean, Spearman rank correlation, Kendall’s tau-b, point-biserial correlation, and chi-square tests were used. Teachers’ overall work satisfaction was moderate (M = 3.45), with higher ratings for work environment (M = 3.67) and professional growth (M = 3.51) than for recognition and motivation (M = 3.35) and compensation and benefits (M = 3.25). Organizational climate was high overall (M = 3.61), led by school culture (M = 3.65) and collaboration (M = 3.64). Work satisfaction had a strong positive relationship with organizational climate (rₛ = .730, p < .001). Teaching experience and participation in organizational-climate seminars were among the characteristics most consistently related to satisfaction and climate perceptions. The findings indicate that teacher satisfaction is strongly embedded in the quality of the school environment rather than in personal background alone. A school-wide program emphasizing professional learning, participative leadership, communication, collaboration, recognition, wellness, and annual climate monitoring is therefore recommended.
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