Relationship between mentoring and coaching experience, teaching self-efficacy and job satisfaction of vocational school teachers in Thailand

บทความในวารสาร

ผู้เขียน/บรรณาธิการ

กลุ่มสาขาการวิจัยเชิงกลยุทธ์

รายละเอียดสำหรับงานพิมพ์

รายชื่อผู้แต่ง: Preechawong, Sukritta; Anmanatrakul, Anusit; Pinit, Pichet; Koul, Ravinder; Easter, Matthew A.

ปีที่เผยแพร่ (ค.ศ.): 2021

Volume number: 1

Issue number: 21

นอก: 03055698

URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117505593&doi=10.1080%2f03055698.2021.1994374&partnerID=40&md5=b9f8fa009c07dc52ac40c3db04b0358b

ภาษา: English-Great Britain (EN-GB)

ดูในเว็บของวิทยาศาสตร์ | ดูบนเว็บไซต์ของสำนักพิมพ์ | บทความในเว็บของวิทยาศาสตร์

บทคัดย่อ

The purpose of this study was to examine the relationships between mentoring and coaching experience, teachers’ self-efficacy, and job satisfaction. Moreover, the researchers investigated the differences among the group of years of teaching experience of vocational teachers. Structural equation modelling (SEM) and one-way ANOVA were used for analysing the data from 614 participants from five areas in Thailand. The study found positive relationships among the mentoring and coaching experience, teachers’ self-efficacy and job satisfaction. There was a significant difference among the group of years of teaching experience in the mentoring and coaching experience of the teachers. These results could be applied in a policy presentation for the education sector to consider driving teacher professional development programmes through mentoring and coaching, especially in the context of vocational teachers. Findings suggest each life phase of the teachers’ career demonstrated what administrators should consider when organising professional development programmes in colleges or schools. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

คำสำคัญ

Mentoring and coaching experience teachers’ self-efficacy, vocational teachers, years of teaching experience