. . .1- . "V «Haifa: ‘_.j;_ OVERDUE FINES: 25¢ per day per item . I‘m“ ‘ RETURNING LIBRARY MERLE: 0... Place in book return to remave - 4V5,” " - charge from circulation react-w»; A STUDY OF ATTITUDES OF FACULTY-OF-EDUCATION STUDENTS IN SELECTED THAI UNIVERSITIES TOWARD THE TEACHING PROFESSION By Chanita Rukspollmuang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1980 ABSTRACT A STUDY OF ATTITUDES OF FACULTY-OF-EDUCATION STUDENTS IN SELECTED THAI UNIVERSITIES TOWARD THE TEACHING PROFESSION By Chanita Rukspollmuang The attitudes of students enrolled in Faculties of Education in selected Thai universities toward the teaching profession were investigated. The study comprised two parts. The descriptive portion was an attempt to analyze the factors that influenced attitudes toward the teaching profession. The predictive aspect of the study was con- cerned with the factors that can be used to predict such attitudes. The population of the study was the undergraduate students enrolled in Faculties of Education in selected government universities during the 1979 academic year. The sample contained 1,405 students. The Attitude Toward the Teaching Profession scale, constructed by the Research Department of the Faculty of Education, Chulalongkorn University, was used to measure the attitudes of the students in this study. Three statistical techniques were used. One-way analysis of variance was employed to measure the factors that produce the differ- ences in the attitudes toward the teaching profession. The Pearson product-moment correlation coefficient was computed to find the Chanita Rukspollmuang relationship between variables. Multiple regression analysis was employed to analyze the predictors of such attitudes. The significance level was set at .05 for all the analyses. In general, findings of the study revealed favorable attitudes toward the teaching profession. However, the students responded nega- tively toward the slow professional progress in the teaching profes- sion, the low salary for teachers, and the characteristics of teaching they believed to be hard, routine, unenjoyable, and unexciting. Also, a majority of the students indicated that teaching made one a fussy and negative person. The results of analysis of variance and Pearson product-moment correlations indicated that the factors the produced the differences and/or were related to attitudes toward the teaching profession were age, gross provincial product (GPP) of the community of birth and residence, parents' occupation, parents' ethnic group, university attended, class level, academic program, types of primary and secondary schools, location in terms of GPP of primary and secondary schools, intention to become a teacher after graduation, whether the students attended a teacher training college, whether the students believed and complied with the referent group (father, mother, relative, teacher, and/or friend) in selecting a future profession,_and the selec- tion of desirable choices in the Joint Higher Education Entrance Examination, which included rank of Faculty of Education selected as well as the selected first-choice faculty and university. Seven variables were found to have a predictive value on attitudes toward the teaching professsion. Of these variables, only two--namely, the intention to become a teacher after graduation and Chanita Rukspollmuang grade point average (GPA)--were of practical use. The intention to become a teacher was found to be the best single predictor of attitudes toward the profession. Finally, it was recommended that attitudes toward the teaching profession could be included in the selection of applicants for admis- sion to a faculty of education, but not as the sole criterion for screening. The attitudes and/or intention to become a teacher after graduation that could be examined indirectly by the selection of desirable choices in the Entrance Examination could be included in the interviewing process, another screening device presently used to select applicants for admission to the faculty of education. ACKNOWLEDGMENTS I wish to express my sincere appreciation to the many people who have contributed to the completion of this study. I want to thank my doctoral committee chairman and major professor, Dr. David K. Heenan, for his encouragement, inspiration, and guidance, which enabled me to complete my education. I also acknowledge the assistance of the other members of my doctoral committee, Dr. Walter F. Johnson, Dr. Louise M. Sause, and Dr. James w. Costar, for their comments and constructive criticisms. Deep gratitude is extended to Dr. Sippanondha Ketudat, Minister of Education of Thailand and Secretary-General of the National Educa- tion Commission, forbeing the dissertation co-director and for assisting in all phases of the study. Special appreciation is extended to Dr. Vichian Gatesingha, Dr. Gerald W. Fry, Miss Pongsri Limchaichana, and other staff members of the National Education Commission for their enthusiastic assistance with this study. Finally, I wish to dedicate this dissertation to my beloved father, the late Lt. Gen. Narong Salirathavibhaga and my mother, Mrs. Sobhabhan, without whose inspiration and support my education at Michigan State University would not have been possible; to my husband, Dr. Sutus Rukspollmuang, for his patience and encouragement throughout the study; and to my dear son, Dawin, whose arrival has given a whole new meaning to my life. ii TABLE OF CONTENTS LIST OF TABLES ......................... LIST OF FIGURES ........................ Chapter I. THE PROBLEM ...................... Introduction ..................... A Brief Historical Background of Teacher Training in Thailand .................... Statement of the Problem ............... Purpose of the Study ................. Research Objectives ................. Research Hypotheses ................. Limitations of the Study ............... Definition of Terms ................. Overview ....................... II. REVIEW OF THE LITERATURE ................ Introduction ..................... The Nature of Attitudes ............... The Formation of Attitudes .............. Research on Attitudes Toward the Teaching Profession and Related Areas ............ Summary of Variables Under Study ........... III. DESIGN AND METHODOLOGY OF THE STUDY .......... Introduction ..................... Design of the Study ................. Population of the Study ............... Sample of the Study ................. Research Instrument: The Attitude Toward the Teaching Profession Scale (ATTP) .......... Data Collection ................... Data-Analysis Procedures ............... Chapter Page IV. PRESENTATION AND ANALYSIS OF DATA ........... 66 Introduction ..................... 66 Education Students' Beliefs About the Character- istics of a Profession ............... 66 Descriptive Study .................. 86 Predictive Study ................... lZl V. SUMMARY, FINDINGS, AND CONCLUSIONS ........... l35 Introduction ..................... l35 Summary of the Study ................. l35 Conclusion ...................... l38 APPENDICES ........................... l4O A. COVER LETTERS ..................... l4l B. CHARACTERISTICS OF THE EDUCATION STUDENTS IN THE SAMPLE ......................... l45 C. THAI AND ENGLISH VERSIONS OF THE QUESTIONNAIRE ..... l53 D. MULTIPLE CLASSIFICATION ANALYSIS TABLES ........ l69 E. RANK OF COMMUNITIES ACCORDING TO GROSS PROVINCIAL PRODUCT (GPP) AT THE CURRENT MARKET PRICE IN l978 . . . l86 SELECTED BIBLIOGRAPHY ..................... 189 iv Table TO. IT. 12. 13. I4. LIST OF TABLES Number of Candidates by Ranges of M.S. 5 Scores and Successful Candidates' Order of Choice of Faculties . . Number of Undergraduate Students in Education in Four Selected Universities, Academic Year l978 Size of Expected Sample of the Study, by University and Class Level .................... Size of the Actual Sample of the Study, by University and Class Level .................... Number of Male Students in the Sample by University and Class Level .................... Number of Female Students in the Sample, by University and Class Level .................... Education Students' Beliefs About the Characteristics of Any Profession ................... Education Students' Stated Beliefs About the Teaching Profession ...................... Summary Data on the Attitudes Toward the Teaching Profession of Education Students in the Study Sample Attitudes Toward the Teaching Profession, According to Students' Characteristics and Backgrounds ..... Subjective Norms (Referent Group) of the Education Students ....................... Summary Table for ANOVA Tests .............. Results of the Multiple-Range Comparison of Fathers' Ethnic Groups ..................... Results of the Multiple-Range Comparison of Types of Communities (GPP) of Students' Birthplaces ...... Page II 46 49 49 50 50 68 7O 72 79 85 96 98 99 Table l5. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Results of the Multiple-Range Comparison of Types of Communities of the Place of Longest Residence Results of the Multiple-Range Comparison of the Regions of Longest Residence ............. Results of the Multiple-Range Comparison of Universities Attended ................. Results of the Multiple-Range Comparison of Class Levels on the University ............... Results of the Multiple-Range Comparison of Academic Programs in the University .............. Results of the Multiple-Range Comparison of Students' Grade Point Averages ................. Results of the Multiple-Range Comparison of Types of Communities of Primary Schools ............ Results of the Multiple-Range Comparison of the Ranking of the Faculty of Education in the Entrance Examination ...................... Results of the Multiple-Range Comparison of the Level of Definiteness of Intention to Become a Teacher Results of the Multiple-Range Comparison of Students Who Had Attended and Had Not Attended a Teacher Training College ................... Results of the Multiple-Range Comparison of the First-Choice Faculty Selected in the Entrance Examination ...................... Results of the Multiple-Range Comparison of First- Choice Universities Selected in the Entrance Examination ...................... Results of the Multiple-Range Comparison of Subjective-Norm Levels ................ Pearson Product-Moment Correlation Matrix ........ Relationship Between Selected Personal Characteristic and Background Factors of Education Students and Their Attitudes Toward the Teaching Profession vi Page 101 102 103 104 105 106 107 108 109 110 111 112 113 117 118 Table 30. Simple Bivariate Correlation for Multiple Regression Analysis, Showing the Relationship Between Personal Characteristic and Background Factors of Education Students and Attitudes Toward the Teaching Profession ...................... 3l. Intercorrelation Matrix for Multiple Regression Analysis ....................... 32. Summary Table of Multiple Regression Analysis Showing Factors That Influence Attitudes Toward the Teaching Profession .................. vii Page 132 Figure l. 2. 3. LIST OF FIGURES Organization of Teacher Training Agencies . Multistage Sampling Procedure Used in the Study ..... Schematic Presentation of Conceptual Framework Relating Beliefs, Attitudes, Intentions, and Behaviors With Respect to a Given Object viii Page 48 53 CHAPTER I THE PROBLEM Introduction Buddhism has been embodied deeply in the educational system of Thailand for many centuries. In this philOSOphy of education, the ideal teacher is the Lord Buddha himself. His disciples, the monks, have taken the roles of teaching and intellectual leadership as a regular part of their lives. Even after the reign of King Rama V (l896-l9lO), when public education was initially provided, the monks made up a large contingent of the teachers. The monasteries and temples have played an important role by implanting respect for teach- ers in their students, and this has brought prestige to the teaching profession. Especially after World War II, Thai social institutions-- family, government, religion, education, and economics--have changed from the traditions that have shaped the country for centuries. The education function has, for the most part, moved from the temples to the schools. The various tasks that once were performed by the monks have been largely assumed by relatively new social institutions. As more teachers graduate from the school system, they are assuming the teaching role that was once relegated to the monks. Education is not regarded solely as something to enhance an individual's life. In a society in which one earns his living by working in a job that requires 1 some degree of literacy and skills for success, education is a neces- sity. Children are urged to strive to become important people, to be leaders, to gain the prestige, honor, and fame that can be achieved through formal schooling. The task of preparing the younger genera- tions for life has become more the task of the school than of the parents and the home. Hence the role of the teacher has increased in importance. Teachers are important persons in the lives of the younger generation, and teacher training has become an important key to the development of the educational system of the country. During the past three decades, Thailand focused on producing an increased number of graduates in education so that there would be enough qualified teachers in the country. Teacher training colleges were expanded and upgraded to produce more graduates at the bachelor's- degree level. In the higher educational institutions, the faculties of education provided more seats for applicants, and some graduate pro- grams were offered. In the l970s, because of the oversupply of gradu- ates in education, teacher unemployment,low salaries, and the quality of teachers were crucial issues in the Thai educational system. Teach— ers' salaries have not kept pace with the increased cost of living. They vary according to a teacher's qualifications, training, length of service, and position of responsibility. Usually, elementary and secondary school teachers who have a low level of training receive minimum pay. The teacher's income places him in the lower middle class. These factors may indeed affect Thai attitudes toward the teaching pro- fession. Since T962, secondary school graduates who want to continue their studies in a government university are required to take the Joint Higher Education Entrance Examination (JHEEE). Applicants are asked to choose up to six faculties in which they would like to study. A research study conducted in 1977 showed that many students (27.4%) selected the faculty of education as their sixth choice, the last pos- sible choice in the Entrance Examination. Moreover, the study also showed that many of these graduates did not enter the teaching profes- sion.] Recently, the Department of Teacher Training reported that stu- dents trained in education may not have favorable attitudes toward the teaching profession. This is demonstrated by their tendency to change their field of study and, upon graduation, their refusal to teach in the villages or to put their knowledge and training into practice, which would help upgrade the teaching profession.2 The issue was summed up by the Department of Teacher Training, which stated that one of the problems in teacher training is to produce graduates who will have favorable attitudes toward the teaching profession.3 In Thailand, education, in general, receives approximately 20% of the national budget. At the higher education level, govern- ment universities depend financially on the national budget. Govern- ment sources furnish about 88% of the total income of the government universities. The field of study that has had the greatest growth rate in terms of student enrollment is education.4 Between 1966 and l974, the number of students enrolled in education increased 27.4%. But dropouts and unemployment have become important problems in the training of prospective teachers. According to the Office of Univer- sity Affairs, during the years from l964 to l974, of all the various fields of study, the faculty of education had the highest dropout rate: 6.5% at Silpakorn University, l3.9% at the Patoomwan campus of Srinakharinwiroj University, and l7.l% at the Prasarnmitr campus of Srinakharinwiroj University.5 As for unemployment, the unemployment rate for graduates rose from l8% in 1973 to 48% in l974 because of the surplus of graduates in teacher education.6 According to the Office of University Affairs, l3.8% of the university graduates trained in education were unemployed in l974.7 Another persistent problem at the higher education level is the high value placed on any kind of university education. Even though the majority of the students intend to make good use of the knowledge they gain at the university, some students only want to get a degree so that they will have high social status. Many of the graduates in education do not intend to become teachers after graduation.8 General Prapart Charusatera made the following statement concerning teacher training: "The government invests a large sum of its national budget in teacher training. Thus, we should not allow those who do not wish to enter the teaching profession to study in the institution. To do so is a great loss to the educational system."9 These issues indicate the need for improvements and changes in the field of education. In the l977 seminar, "The New Approach to Teacher Training," sponsored by the Department of Teacher Training and the National Education Commission at Cholburi, it was recommended that attitudes toward the teaching profession be considered as one element in the screening of applicants for teacher training. It was also sug- gested that a more sophisticated method should be used to screen appli- cants for the faculty of education, such as accepting only those stu- dents who intend to become teachers after graduation. Another sugges- tion was that while these students are studying in the university, good attitudes toward the teaching profession should be enforced.10 Since 1977, the Thai government has instituted a policy of taking into account attitudes toward the teaching profession as another means of screening applicants for education and teacher train- ing. Also, the government encourages and supports the study and research on current attitudes and the pattern of changing attitudes toward the teaching profession, as well as the construction of inven- tories to measure such attitudes. A Brief Historical Background of Teacher Training in Thailand Until the nineteenth century, education was centered in the temples and the palace. Boys were sent to study the three R's with the Buddhist monks. Girls learned housework in their homes. The first formal school was set up by King Rama V in 1871 to train students to be government officers. The Department of Education was established in l887 and five years later became known as the Ministry of Education. In those days, the task of teacher training was the responsibility of the Department of Primary Education, which is now known as the Depart- ment of General Education. The first teacher training school was founded in Bangkok in l892. About 20 years later, a teacher training school for girls was established to prepare teachers for the outlying areas. At the beginning, teacher training was centered in Bangkok. Later, the Department of Primary Education instituted a policy to expand teacher training to the provincial areas. Graduates from the teacher training schools in the late nine- teenth and early twentieth centuries became teachers in the elementary schools. After Chulalongkorn University was established in l9l6, there was an effort to upgrade teacher qualifications. The university then offered courses leading to a Diploma of Education around 1930. To respond to the need and demand for qualified teachers, the teacher training program was expanded. The work began with the expan- sion of the existing teachers' colleges as well as the establishment of new ones. In 1954, the Department of Teacher Training was estab- lished in the Ministry of Education. On September l6, l954, the College of Education of Prasarnmitr College (now known as Srinakharinwiroj University), a degree-granting institution, was established to prepare teachers for the upper secondary schools. This was the first time a four-year program for a baccalaureate degree in education was offered. As a result of another reorganization of the Department of Teacher Training in early 1973, the College of Education and its eight branches were grouped to form a university under the Office of University Affairs. At present, the task of teacher training is the responsibilitytrf: l. the Office of University Affairs, which is responsible for the training of teachers in faculties of education in the higher edu- cation institutions; and 2. the Department of Teacher Training, the Department of Vocational Education, the Department of Physical Education, and the Department of Fine Arts in the Ministry of Education, which are respon- sible for the training of teachers in the teachers' colleges. The four departments in the Ministry of Education are respon- sible for preparing teachers at the following levels: l. the Certificate level: two years' training after passing the lower secondary school. Graduates will be able to teach in elemen- tary schools. 2. the Diploma or Higher Certificate in Education level: two years' further training after the certificate level, or two years after the pre-university courses, that is, the upper secondary school. Graduates will be able to teach in secondary schools. 3. the Bachelor's-Degree level: two years' further training after the diploma level. It was not until recently that teachers' col- leges offered courses leading to this level. The Office of University Affairs is responsible for the prepa- ration of teachers in the following degree levels: l. the Bachelor's-Degree level: two years' further training after the diploma level, or four years after the certificate level or after the pre-university course. The students are enrolled in faculties of education. 2. the Graduate Diploma level: one year's training after the bachelor's degree. The students specialize in one area of study. 3. the Master of Education level: two years' training after the bachelor's degree. 4. Doctor of Philosophy: a new program that requires three years' training after the master's degree. This program is offered at Srinakharinwiroj University and Chulalongkorn University. The organization of the teacher training agencies is presented in Figure l. The objectives of training training are: l. to prepare prospective teachers to meet the qualitative and quantitative needs at various levels in the field of education; 2. to train prospective teachers to have both the professional and personal qualifications needed for the profession, that is, a per- son who knows the subject matter thoroughly and has the personal quali- ties suitable to a teacher; and 3. to organize and supervise in-service training programs for teachers who are already employed, as well as to conduct qualifying examinations for those who wish to upgrade their academic and profes- sional status. Graduates are expected to be intellectual academicians, compe- tent researchers, and teachers with good professional attitudes. Statement of the Problem As mentioned before, to enter any of the government universi- ties, students are required to take the Joint Higher Education Entrance Examination (JHEEE), and in some faculties an interview is required. In completing the application form, students are allowed to select up to six faculties in which they would like to study. The JHEEE scores indicate in which faculty the student will be accepted. A considerable .mmwucwmm mcwcwmcp cmsummp mo cowpmNPcmmgouu.p wczmwd cowomusum cw .o.;a :owumuauw co cmummz cowumuzum umepmwumam cw mac—ape mpmacmcw cowuouzvu cw mmcmma m.copm;umm mewmmw< prmgm>wca eo muwmwo cowumuzum quwmzcm cm mama -wcwpcmo cmgmmz - cowpmuzcm we xcumwcwz .cowpmuaum 28.52; mo 8.55238 cowumozum cw mmcmmo m.copmgomm . Apmesppauwem< a poo lwcmgumzv cowumuznm cw opmuwcwpemo cmgmwz - cow» -muzum we acpmwcwz .cowumuzom chowp -muo> we acmeacmnmo cowumusum cw wmcmwo m.co_m;umm . cow“ -muzum cm mama -Pcwuemu cmgmpz - mue< uwmemca cw copumuaum cw mumuvmwpgmu . mumuwewucmu . comumuzvm cowumusum co xgpmmcrz co xgpmwcmz .muc< «awn .mcwcwmgh Locummh mo pcmspcmnwc we acmeucmamo _. mmwucmm< mcwcwmch gmzummh 10 number of students can not enroll in their first-choice or most desired faculty. (See Table l.) In this study, the students enrolled in the faculties of education generally had selected the faculty as their sixth or least-desirable faculty. Yet, they are expected to become good teachers and to have favorable attitudes toward the profession after completing their education. Besides, these students tend to be 1] Their those who did not receive good grades in secondary school. weak academic background and uninspired attitudes toward the teaching profession create serious problems in the teacher training programs. The role of attitudes has been recognized as important because it is believed to be related to effective teaching and other factors, such as student academic performance and achievement (Brembeck, l966; Taddeo, l977); students' perceptions, academic behavior, self-concept, and beliefs (Pinkney, l977); and students' general behaviors (Unruh, l977). Allport (l935), Rosenberg (l960), and Sorenson (l964) wrote that an individual's attitudes are formed by his experiences and surroundings. Therefore, students from different socioeconomic and educational backgrounds, and with unique personal characteristics, are likely to hold different attitudes toward any given subject. Moreover, attitude toward the teaching profession is one indi- cator of teacher qualification. It seems that good teachers should have a favorable attitude toward the profession. The degree to which one holds favorable or unfavorable attitudes toward the teaching pro- fession may be affected by hi 5. family background and economic status, the area of the country in which he resides, the ethnic group to which he belongs, the type and quality of education he receives, his sex, and 11 .amum_ .mcwmcc< zapmea>w== co mu_cco ”xoxmcmmv nmmpummmp com» umEmuwu< .cowpwcwsmxm mucmcucu comumuzuu gmsmw: unwed ms» co ugomum "mucsom N Ne NNN owe Fm~.~ ¢m¢.— cm~.— mm¢._ Now mNo.—p Pmuop u N N mm mm mnp Nam mum mom co~.~ muwosu sum 1 p m Fm mmp omm mpm mmm Pop emw.~ muwozu :pm n F n No mmp mmm wwm mew Pep mum.p muwogu cuw F 1 mp mm NPN Pmm —¢m mmm Pop epo.m muPogu tum u m mm NFP wmp mmm wow wow mop mmn.p muwocu tam _ ow 00— Few mom 0mm mmm CNN um Nm¢.N mumono amp ooplom mmlmw leow mmlmk eNION mmlmm QDIOO mmimm leom mmwMUwflch ARV mcoum m .m.: 4o mmmcmm Fawmmmuusm .mmwu_:ume mo muwogo we cmuco .mmpmuwucmu Fammmmuuzm can mmcoUm m .m.: Co mmmcmc An mmpmuwucmu mo cwnszz--._ mpnmh 12 many other factors beyond his control. It would be beneficial to know what factors influence and/or could be predictors of attitudes toward the teaching profession. This information would be useful in selecting applicants for the Faculty of Education, so that the graduates will be the ones most likely to contribute their knowledge and skills to the profession and to the develOpment of the country. A considerable amount of research, including both survey and comparative studies, has been done on attitudes toward the teaching profession. Many factors such as sex and social-class level have been found to be related to and/or produce differences in attitudes. How- ever, in each study, only a few variables were introduced, and, so far, no attempt has been made to study the predictors of such atti- tudes. A central theme of the present study, then, is to investigate the attitudes of students in selected Thai universities toward the teaching profession. A study of currently enrolled students in Facul- ties of Education and an analysis of the characteristics and back- grounds that are related to such attitudes may reveal the pattern of attitudes toward the teaching profession of these prospective teachers and the factors that affect their attitudes. Also, the researcher will analyze predictors of the attitudes with the ultimate goal of seeing if attitudes toward the teaching profession would be an approp— riate addition to the screening process. Conclusions and recommendations will be drawn for educational planners and university personnel concerning the pattern and 13 determinants of attitudes toward the teaching profession and the screening of applicants for faculties of education. Purpose of the Study This study differs from previous studies in that it is both descriptive and predictive. The general purpose is to investigate attitudes toward the teaching profession of students presently enrolled in Faculties of Education in selected Thai universities. Many personal characteristic, socioeconomic background, and educational background variables are introduced to study their possible influence on attitudes. The descriptive portion of the study is intended to reveal the factors that produce differences in, or are related to, attitudes toward the teaching profession. In the predictive part, predictors of the atti- tudes are analyzed. In sum, the investigator will attempt to answer the following questions: l. What are the attitudes toward the teaching profession of students in the Faculty of Education? 2. What factors have an influence on attitudes toward the teaching profession? 3. What are the predictors of attitudes toward the teaching profession? Research Objectives The following are the objectives of the study: 1. 14 To measure the differences in attitudes toward the teaching profession of education students with different personal characteris- tics and backgrounds: ddddd—J \lO‘U‘I-bOON-J .10 .11 .12 .13 .14 .15 .16 .17 .18 .19 .20 .21 .22 .23 .24 .25 .26 Sex Age University attended Class level Academic program First-choice faculty selected in the Entrance Examination First choice university selected in the Entrance Examination Rank of Faculty of Education selected in the Entrance Examination Intention to become a teacher Attendance at a teacher training college M.S. 5 (M.6) percentage on the secondary-school-leaving examination Grade point average (GPA) in university Type of primary school attended Type of secondary school attended Type of community (GPP) in which the primary school is located Type of community (GPP) in which the secondary school is located Region where the secondary school is situated Type of community (GPP) in which the student was born Region of the student's birthplace Type of community (GPP) in which the student had the longest residence Region of longest residence Family size Birth order in the family Father's ethnic group Mother's ethnic group Father's education 1.27 1.28 1.29 1.30 1.31 15 Mother's education Father's occupation Mother's occupation Family income Student's subjective norms (referrent group) in the selection of a future profession 2. To analyze the relationship between attitudes toward the teaching profession and the following continuous variables: 2.1 2.10 2.11 2.12 2.13 2.14 2.15 2.16 3 Student's age Class level or years in the university Rank of Faculty of Education selected in the Entrance Examination Degree of intention to become a teacher M.S. 5 or M.6 percentage on the secondary-school-leaving examination Grade point average in the university Type of community (rank of GPP) in which the primary school is located Type of community (rank of GPP) in which the secondary school is located Type of community (rank of GPP) in which the student was born Type of community (rank of GPP) of the longest residence Family size Birth order in the family Father's educational level Mother's educational level Family income Level of subjective norms (referrent group) To analyze the factors in Objective l that might be pre- dictors of attitudes toward the teaching profession. The first two objectives are for descriptive purposes, in attempting to describe the factors that influence attitudes toward the teaching profession. The third objective is for predictive purposes. 16 Research Hypotheses Research hypotheses were formulated to test the differences in personal characteristics, socioeconomic backgrounds, educational backgrounds, and other selected factors among the students. The following are the research hypothesis tested by analysis of variance (ANOVA): Personal Characteristics H]: There are differences in attitudes toward the teaching profession between male students and female students. 2: There are differences in attitudes toward the teaching profession among students of different age groups. H3: There are differences in attitudes toward the teaching profession among students of different birth order in the family. Socioeconomic Background H4: There are differences in attitudes toward the teaching profession among students who come from different-sized families. H5: There are differences in attitudes toward the teaching profession among students whose families have different income levels. 6: There are differences in attitudes toward the teaching profession among students whose fathers have different occupations. H7: There are differences in attitudes toward the teaching profession among students whose mothers have different occupations. H8: There are differences in attitudes toward the teaching profession among students whose fathers finished different educational levels. H9: There are differences in attitudes toward the teaching profession among students whose mothers finished different educational levels. 17 There are differences in attitudes toward the teaching profession among students whose fathers are in different ethnic groups. There are differences in attitudes toward the teaching profession among students whose mothers are in different ethnic groups. There are differences in attitudes toward the teaching profession amon students who were born in different types of communities TGPP). There are differences in attitudes toward the teaching profession among students who were born in different regions. There are differences in attitudes toward the teaching profession among students who spent the longest time in different types of communities (GPP). There are differences in attitudes toward the teaching profession among students who spent the longest time in different regions. Educational Background H H17: l6: There are differences in attitudes toward the teaching profession among students who attend different universities. There are differences in attitudes toward the teaching profession among students who are in different years (class levels) in the university. There are differences in attitudes toward the teaching profession among students who are studying in different academic programs. There are differences in attitudes toward the teaching profession among students who received different percentages on the M.S. 5 or M.6 (grade l2) school-leaving examination. There are differences in attitudes toward the teaching profession among students who received different grade point averages in the university. There are differences in attitudes toward the teaching profession among students who graduated from different types of primary schools. H25: 18 There are differences in attitudes toward the teaching profession among students who graduated from different types of secondary schools. There are differences in attitudes toward the teaching profession among students whose primary schools are in different types of communities (GPP). There are differences in attitudes toward the teaching profession among students whose secondary schools are in different types of communities (GPP). There are differences in attitudes toward the teaching profession among students whose secondary schools are in different regions. Other Selected Factors H 26‘ 27‘ 28‘ 29‘ 30‘ 31‘ There are differences in attitudes toward the teaching profession among students who ranked the Faculty of Educa- tion as different choices in the Entrance Examination. There are differences in attitudes toward the teaching profession among students whose levels of definiteness of intention to become a teacher are different. There are differences in attitudes toward the teaching profession among students who had attended a teacher training college and those who had not attended. There are differences in attitudes toward the teaching profession among students who selected different faculties as their first choice in the Entrance Examination. There are differences in attitudes toward the teaching profession among students who selected different univer- sities as their first choice in the Entrance Examination. There are differences in attitudes toward the teaching profession between students with high subjective-norm levels and those with low subjective-norm levels. Limitations of the Study The study involved the students enrolled in faculties of edu- cation of selected government universities. The findings may be applied only to these universities or other institutions that have 19 similar characteristics. Moreover, the findings may not be interpreted in terms of cause and effect. Generalization of the findings must be done with caution. The characteristics of students and the socio- economic as well as educational background factors used in this study were selected from the review of literature and logical hypotheses. Other factors such as institutional characteristics, i.e., class size and qualifications of staff and teachers, may or may not have a bear- ing on attitudes toward the teaching profession, but such possibili- ties were beyond the scope of the present study. The instrument selected for the research, the Attitude Toward the Teaching Profession scale (ATTP scale), was developed in l978. The first attempt to use that instrument was undertaken in this study. Definition of Terms The following key terms are defined in the context in which they are used in this dissertation: Attitude: An individual's stated feelings and beliefs about, and predisposition to act in a certain way toward,certain abstract and/or concrete objects. Attitude toward the teaching profession: Measured by scores obtained on the Attitude Toward the Teaching Profession scale. Teaching profession: An instructional activity that reflects the following features of a profession: (I) A profession is a vocation or a calling. It implies not only academic achievement and scholarship but also devotion to one's work. (2) A profession has well-defined functions. The function of the teaching profession is to promote the 20 education and well-being of students. (3) A profession lays down minimum requirements for entry: educational qualifications, previous experience, and practical skills. (4) A profession exercises discipline over its members and is usually free from outside interference or domi- nation. (5) A profession tries to raise the economic and social stand- ing of its members. (6) A profession is built on the concept of an intellectual discipline within a learned society, with members organ- ized for the common good and the advancement of the profession (World Confederation of Organization of the Teaching Profession, 1963). Belief: An opinion, expectation, or judgment. A belief is a pattern of meanings--the totality of an individual's cognition about a particular thing. All beliefs about an object contain both an affec- tive and an evaluative aspect. Subjective norms: Belief of an individual that the referent groups, which are father, mother, relative, teacher, and/or friend, think he/she should become a teacher and/or a tendency to follow the advice of the referent groups in selecting a future profession. Referent groups: The persons an individual refers to in selecting a future profession. In this study, the referent groups included father, mother, relative, teacher, and/or friend. University: A tertiary educational institution with an enabling act and department status. The fields of study in a Thai university may not be as broad as those in other countries. This study was con- cerned only with the government universities that come under the jurisdiction of the Office of University Affairs. 21 Faculty: An academic unit within a university, normally com- posed of several departments with related academic disciplines, e.g., Faculty of Science, Faculty of Engineering, Faculty of Education. Each faculty is headed by a dean. Academic program of study: A professional training program in a faculty of a university, e.g., Early Childhood Education or Elemen- tary Education in the Faculty of Education. A number of Thai organizations are also referred to in this dissertation. They are as follows: Office of the Prime Minister: A governing body under the Prime Minister. Its many departments and offices perform staff functions in formulating plans and policies and in coordination. Office of the National Education Commission (NEC): A govern- mental agency with the duty of formulating long-term educational policies and plans, and coordinating all types and levels of education. It has department status under the Office of the Prime Minister. National Economic and Social Development Board (NESDB): A governmental agency charged with formulating social and economic development plans. It has department status under the Office of the Prime Minister. Similar to the NEC, it has an executive committee and a council. Office of University Affairs: A ministry concerned primarily with higher education (but not all higher education comes under this ministry) and headed by a minister. Teacher Training College: A government college that prepares prospective teachers at the diploma, certificate, and bachelor's-degree 22 levels. A Secondary Education Certificate and a Certificate in Educa- tion for four- or two-year curriculum are required for admission. Teachers' Council: A nongovernmental body created by legis- lative action, which formulates, regulates, and controls personnel administration of all government teachers. Its governing committee is headed by the Minister of Education. The Teachers' Council deals not only with personnel administration but also with teachers' profes- sional ethics, standards, and rights. The following terms are defined according to the way in which they are used in Thailand: Primary or elementary school: According to the revised 1977 National Scheme of Education, primary school is equivalent to Pratom (grades) 1-6. In the 1960 National Scheme of Education, primary school referred to Pratom 1-7. The latter designation pertains to those who graduated from primary school before 1977. Pratom (P): School year or grade; six years of elementary education according to the 1977 National Scheme of Education or seven years of schooling according to the 1960 National Scheme. Secondary school: According to the 1977 National Scheme of Education, the secondary-school level is divided into (a) lower secon- dary school: Matayom (M) 1-3 or grades 7-9; and (b) upper secondary school: M. 4-6 or grades 10-12. For those who graduated before 1977, the lower secondary school is equivalent to Matayom Suksa (M.S.) 1-3 or grades 8-10, and the upper secondary school is equivalent to M.S. 4-5 or grades 11-12. 23 Matayom Suksa (M.S.): Five years of secondary education, according to the 1960 National Scheme of Education. In the 1977 National Scheme, the name was changed to Matayom, which refers to six years of secondary education. Joint Higher Education Entrance Examination (JHEEE): The selection device now used to screen applications for admission to the public Thai universities. Baht: Thai currency unit. Approximately 20 baht equal one U.S. dollar. Overview Chapter I contained an introduction to the study, a brief discussion of teacher training in Thailand, a statement of the problem, and purposes of the study. Also delineated were the objectives and research hypotheses, the limitations of the study, and definitions of terms used in the dissertation. Literature relevant to the study is reviewed in Chapter II. This includes a brief summary of writings on attitudes and their forma- tion, as well as related research on attitudes toward the teaching profession. In Chapter III the design and methodology of the study are described. Included in this chapter are the population and sample, the instrument, and data-collection and data-analysis procedures used in the research. The research findings are presented in Chapter IV. The results of responses to the Attitude Toward the Teaching Profession Scale, 24 ANOVA tables, data from Pearson product-moment correlation coeffi- cients, and results of the multiple-regression analyses are discussed. Chapter V begins with a summary of the findings and ends with conclusions and suggestions for further study. 25 Notes--Chapter I 1National Education Commission, "Follow-Up Study of Teacher Training" (Bangkok, 1976), p. 1. (In Thai.) 2Department of Teacher Training, Ministry of Education, "Report of Seminar in Teacher Training, 8-17 November 1978." (In Thai. 3Department of Teacher Training, Ministry of Education, :Report of the Symposium on Education, 3-7 February 1975 at Lumpang." In Thai. 4Sippanondha Ketudat, Wichit Srisa-an et al., Systems of Higher Education: Thailand (New York: International Council for Education Development,'1978), p. 63. 5 Ibid., p. 100. 6National Education Commission, "Higher Education in Thailand" (Bangkok, October 1977), p. 8. 7Ketudat, Srisa-an et al., p. 64. 8National Education Commission, "Teacher Training in Univer- sity," report of a seminar on teacher training in Thailand (Bangkok, 1972), p. 5-2. (In Thai.) 9General Prapart Churusatera, "Some Viewpoints on Education," in Column Sri-sod, Thai Rath Newspaper (Bangkok), 19 August 1972. 10Pinyo Sathorn, Principlesof Education (Bangkok: Supa Pub- lishing Co., 1978), p. 309. (In Thai.) 1]National Education Commission, "Teacher Training in Univer- sity," p. 5-8. CHAPTER II REVIEW OF THE LITERATURE Introduction The literature and research reports reviewed here are reported under four subject headings. First is a review of the nature of atti- tudes, followed by research on the formation of attitudes. The third section is a review of research done on attitudes toward the teaching profession. The chapter ends with a summary of variables drawn from the review of literature. The Nature of Attitudes Psychologists have not agreed completely on a definition of attitudes. Two different theories on attitudes exist: the cognitive or consistency theory and the behavioral theory. Proponents of the former theory define attitude as a “predisposition" to behavior or a "readiness to respond"; those who support the latter theory view atti- tude as a behavior and define it as a response. Allport preferred to define attitudes as "a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related."1 Campbell regarded an indi- vidual's social attitude as an enduring syndrome of response consis- 2 tency with regard to a set of social objects. Cronbach regarded it 26 27 as meanings one associates with a certain object that influence his acceptance of it.3 For Katz and Scotland, "an attitude is a tendency or disposition to evaluate an object or the symbol of that object in a certain way."4 Newcomb suggested a more comprehensive definition of attitudes. He wrote, "An individual's attitude toward something is his predisposition to perform, perceive, think, and feel in relation to it."5 Among the behaviorists, Doob suggested that an attitude be defined as an implicit, drive-producing response, considered socially significant in the individual's society.6 Another strong supporter of the behavioral definition was Green, who emphasized that an atti- tude does not refer to any one specific act or response, but is an abstraction from a large number of related acts or responses. He termed an attitude "a consistency among responses to a specified set of 7 Fishbein viewed attitude as learned, stimuli or social objects." mediating evaluative responses and beliefs about an object. He wrote, "An attitude may be characterized asai'mediating evaluative response,‘ that is, as a learned implicit response that varies in intensity and tends to 'mediate' or guide an individual's more overt evaluative 8 Guttman defined attitude as a 9 responses to an object or concept." "delimited totality of behavior with respect to something." Some research efforts have been concerned with the direction of attitudes. Rokeach stated that attitude is a relatively enduring organization of beliefs about an object or situation, predisposing one to respond in some preferential manner.10 Bogardus viewed an attitude as a tendency to act toward or against some environmental 28 factor, which becomes thereby a positive or negative value.n Thurstone defined attitude as the amount of affect for or against a psychological object.12 In general, attitudes are viewed to have three interrelated components. Krech and Crutchfield defined attitude as "an enduring organization of motivational, emotional, perceptual and cognitive processes with respect to some aspect of the individual's world."13 In 1962, Krech, Crutchfield, and Ballachy stated that the person's feelings, cognitions, and action tendencies "become mutually inter- dependent." Theywrote, "The individual's cognitions are influenced by his feelings and action tendencies toward the object and therefore, a change in his cognitions about the object would tend to produce change ‘4 Rosenberg and in his feelings and attitude tendencies toward it." Hovland also stated that "attitudes are predispositions to respond to some class of stimuli with certain classes of responses and desig- nate the three major types of responses as cognitive, affective and ‘5 Fishbein also emphasized the point, stating that "with behavioral." respect to any object, an individual has a positive, negative, or neutral attitude; that is, there is a mediating evaluative response associated with every stimulus.“16 The Formation of Attitudes Allport suggested four common conditions for the formation of attitudes. According to him, attitudes are built through (a) the accretion of experience, that is, through the integration of numerous specific responses of a similar type; (b) individualization, 29 differentiation, or segregation of response and conduct; (c) dramatic experience or trauma; and (d) the imitation of parents, teachers, and/or playmates.17 Theorists generally agree with Allport's belief that attitudes are learned through experience. Rosenberg wrote that attitudes and beliefs are learned as a result of specific experiences, communication from other people, observation of the behavior of models, and institutional factors such as school.18 Sorenson wrote that attitudes develop in a number of ways: 1. from the attitudes expressed in the home, school, church, peer groups, and other places; 2. from the ideas, facts, and attitudes expressed in books, movies, radio, and television; 3. from experiences, in terms of how pleasant or unpleasant they are; 4. from a person's status in relation to others--his personal relativity; and 5. from self- orego involvement. This is related to Item 4 but is more comprehensive.19 Duijker also indicated that attitudes are dependent on a large variety of factors, such as age, sex, status, education, information, propaganda, language, and political, social, economical, geographical, and climatological circumstances.20 Other writers have also agreed that attitudes are learned from culture; from primary groups such as parents, teachers, and peer groups as well as close associates; and from internalized norms, education, propaganda, and personal experi- ences.21’22’23 30 In his study on attitudes toward education and the physically disabled in 11 nations, Jordan indicated that four classes of vari- ables seem to be important determinants, correlates, and/or predictors of attitudes: (a) demographic factors, such as age, sex, and income; (b) socio-psychological factors, i.e., a person's value structure; (c) contact with the object, such as amount, nature, perceived volun- tariness, and enjoyment of the contact; and (d) the knowledge factor, that is, the amount of factual information one has about the attitude object.24 Research on Attitudes Toward the Teaching Profession and Related Areas A few research studies have been conducted in Thailand on attitudes toward the teaching profession. In general, it was found that students liked the teaching profession. The profession was viewed as being important to the society, even though it required much sacrifice and patience.25 Pongchai reported that students gave the following main reasons for becoming a teacher: 1. a preference for teaching, 2. a desire for a simple life, and 3. a recognition of teaching as a respectful profession.26 Mori concluded that the motivation for becoming a teacher was the result of two factors: the individual's attitudes toward the occupational values of teaching and his self-concept of his needs for 27 becoming a teacher. The following were reported to be the occupa- tional values preferred by Thai students: 31 u—l 0 social services, 2. independence and high responsibility, 3. opportunity to study social problems, 4. security, 5. enough free time to do one's own activities, 6. salary, 7. professional advancement, 8. respect, and 9. prestige.28 Despite the students' preference for the teaching profession, Some of them were discouraged by the tasks that are boring and routine, the low salary, and the lack of housing and health centers. This finding was confirmed by Boonwanich29 and Chinchomb.30 The majority of students chose to study in the faculties of 31,32 education on their own. However, a study conducted at Knon Kaen University in 1973 reported that while they were studying, students in the faculty of education were less satisfied with their selected 33 profession than were students in other faculties. Also, a study at Chiang Mai University concluded that the Faculty of Education was given less importance by students than were other faculties.34 Most of the students indicated that they had selected the faculty in the Entrance Examination to ensure themselves a place in a university. The result was supported in a study done in 1977, which showed that many of the students (27.38%) selected the Faculty of Education as their sixth or least desirable choice.35 32 Furthermore, several researchers have examined the relation- ship between professional training experiences and favorable atti- tudes toward the teaching profession. Students indicated that they wanted more to be teachers after the student-teaching experience than 36’37’38 Also, years of training has been before the experience. found to affect attitudes. Brim used the MTAI to measure the atti- tudes of students at a Denver university. He found that the students who were graduating had more favorable attitudes toward children than did those who had just entered the teacher training program.39 In Thailand, Rungsiyokrit found a significant difference in attitudes toward the teaching profession between students working for the Certificate of Education and those working for the Certifi- cate of Elementary Teacher Education.40 It was found that there was not a positive relationship between years in the university and attitudes toward the teaching profession. Higher-level students (juniors and seniors) had less favorable attitudes than did lower- 1eve1 students (freshmen and sophomores).4] In a comparison of the attitudes of secondary school teachers and senior students in education who were training at Chulalongkorn University and Prasarnmitr College, the results attested to the fact that the former had significantly more favorable attitudes than did the latter (p < .05).42 In a study of attitudes toward the teaching profession of students enrolled in the Faculty of Education at Chulalongkorn Uni- versity, it was found that years in the university affected the atti- tudes of both female and male students. Female students had the most favorable attitudes toward the teaching profession during their 33 50phomore year. In the junior and senior years, they became less favorable toward the profession. Male students had increasingly more favorable attitudes in their first, second, and third years in the university, whereas their attitudes becamse less favorable in the fourth year. No significant differences in attitudes toward the teaching profession were found among freshman, junior, and senior students.43 Lasharojana found that not all of the education students intended to become teachers after they graduated. Almost half of the students, of whom most were males, indicated they did not intend to become teachers after graduation. Moreover, only one-tenth of all students showed a great personal pride in becoming a teacher.44 Other Thai researchers have found that whereas the students intended to become teachers, some of them refused to go back to teach in their hometowns in the provincial areas.45’46 Assavachin reported that at Chulalongkorn University, only 48% of the junior students and 56% of the senior students in the Faculty of Education said they thought their teachers were satisfied with the teaching profession.47 Another investigation of the differences in attitudes toward the teaching profession among students in faculties of education from eight higher education institutions under the Office of University Affairs found that female students had more favorable attitudes than did male students, students from Bangkok had more favorable attitudes than did those from outside Bangkok, students who had selected the faculty of education as their first choice in the Entrance Examination 34 had more favorable attitudes than did those for whom the faculty of education was a less-preferred choice, and students from small fami- lies had more favorable attitudes than did those from large families. In that study, no significant differences in attitudes were found between students of different ages and different paternal occupa- tions.48 Chinsomboon et al. found no significant differences in atti- tudes between male and female students at Chulalongkorn University. Attitudes toward the teaching profession have been found to be related to grade point average,49 self-discipline,50 and success in teaching.51 Finally, studies on the attitudes of teachers with different backgrounds have found a significant difference between those with 52 those whose major was guidance and without a bachelor's degree, and those with majors in other areas,53 male and female teachers, age ranges, grade level preferred to teach, and income per month. No significant differences have been found between variations in teachers' level of education, grade level actually taught, years of teaching, and location of the schools.54 Summary of Variables Under Stugy Dependent Variable The dependent variable of this study was attitude toward the teaching profession, as measured by the Attitude Toward the Teaching Profession Scale (ATTP scale). The mean of the scores obtained on the ATTP scale was used to divide the students into two groups: 35 those with low-level attitude (O-mean) and those with high-level attitude (mean-the highest score obtained). Independent Variables From the review of literature and logical assumptions, the following were selected as the independent variables of the study: 1. Personal characteristics, which included a. student's sex, b. student's age, and c. student's birth order in the family. Age and sex are variables commonly used in attitudinal studies. The researcher hypothesized that birth order is related to attitude toward the teaching profession. The oldest children in the family may have to assume many responsibilities for their younger siblings and may thus aspire to a profession other than teaching. 2. Socioeconomic background, which included a. family size, b. family income, c. father's occupation, d. mother's occupation, e. father's education, f. mother's education, 9. father's ethnic group, h. mother's ethnic group, i. type of community in which the student was born, j. region of the student's birthplace, 36 k. type of community of the student's longest residence, and 1. region of the student's longest residence. Duijker stated that geographical factors are related to atti- tudes as the result of internalization of the local attitudes and culture.55 Birthplace and place of the longest residence were selected as geographical factors. Parents' occupation and family income are the economic factors indicated by Duijker. Parents' edu- cation and their ethnic group are related indirectly to the attitudes expressed at home, according to Sorenson.56 Size of family is related indirectly to family income, which may or may not be related to the attitudes of family members. 3. Educational background, which included a. university the student attends, b. class level or year in the university, c. academic program, d. percentage on the M.S. 5 or the secondary-school- leaving examination, e. grade point average in the university, f. type of primary school attended, 9. type of secondary school attended, h. type of community in which the primary school is located, i. type of community in which the secondary school is located, and j. region in which the secondary school is located. 37 The university the students attend, primary school attended, and secondary school attended were regarded by Rosenberg and Hovland as institutional factors.57 Also, type and location of primary and secondary school affect the quality of education the student receives and provide different experiences that may or may not affect a stu- dent's attitudes. In addition, GPA and M.S.ES leaving-examination scores give insight into the student's pleasant or unpleasant experi- ences in school. A study has shown that GPA is related to attitude toward the teaching profession, as is student's academic major. Class level reveals years of training in the university. 4. Other selected factors, which included a. rank of Faculty of Education selected in the Entrance Examination, b. firmness of intention to become a teacher after graduation, c. first-choice faculty selected in the Entrance Examina- tion, d. first-choice university selected in the Entrance Examination, e. whether the student had attended a teacher training college, and 6. subjective norms (referent groups) of the student. The student's subjective norms represent the internalized norms cited as one factor in the formation of attitudes. The students who attended a teacher training college before studying at the university receive more years of professional training and are more familiar 38 with the profession than students who have not attended a teacher's college. Rank of faculty of education, first-choice faculty, and university selected in the Entrance Examination indicate the intention of the student to study in the faculty of education. The intention to become a teacher after graduation was selected because it is believed to be related to attitude toward the teaching profession. 39 Notes--Chapter II '6. w. Allport, "Attitudes," in A Handbook of Social Psycholo , ed. C. A. Murchison (Worchester, Mass.: Clark University Press, 193%) p. 810. 9 2D. T. Campbell, "The Indirect Assessment of Social Attitudes," Psychological Bulletin 47 (1950): 31. 3L. J. Cronbach, Educational Psychology (New York: Harcourt, Brace, and World, 1963), p. 435. 4D. Katz and E. Scotland, "A Preliminary Statement to a Theory of Attitude Structure and Change," in Psychology: A Study of a Science, ed. S. Koch (New York: McGraw-Hill, 1959), p. 420. 5T.M.Newcomb, Social Psychology (New York: Dryden Press, 1950). p. 118. 6L. W. Doob, "The Behavior of Attitudes," Psychological Review 54 (1947): 135. 7B. F. Green, "Attitude Measurement," in Handbook of Social Psychology, ed. G. Lindzey (Reading, Mass.: Addison-Wesley, 1959), p. 335. 8M. Fishbein, Readings in Attitude Theory and Measurement (New York: John Wiley & Sons, Inc., 1967), p. 390. 9L. Guttman, "The Problem of Attitudes and Opinion Measurement," in Measurement and Prediction, ed. S. A. Stauffer (Princeton: Princeton University Press,Tl950), p. 51. 1OM. Rokeach, "Attitude Change and Behavior Change," Public Opinion Quarterly 30 (1966): 530. 1]E. S. Bogardus, Fundamentals of Social Psychology (New York: Century Press, 1931), p. 52. 12L- L- Thurstone, "The Measurement of Social Attitudes," Journal of Abnormal Social Psychology 26 (1932): 249. 13D. Krech and R. S. Crutchfield, Theory and Problems of Social Psychology (New York: McGraw-Hill Book Company, 1948), p. 152. '40. Krech and R. s. Crutchfield, Individual in Society (New York: McGraw-Hill Book Company, 1962), pp. 139-40. 15M. Rosenberg and C. I. Hovland, Attitude Organization and Change: An Analysis of Consistency Among Attitude Components (New Haven: Yale University Press, 1960), p. 3. 40 16Fishbein, Readings in Attitude Theory and Measurement, p. 389. 17A11port, "Attitudes," pp. 810-14. 18Rosenberg and Hovland, Attitude Organization and Change, p. 130. 19 H. Sorenson, Psychology in Education (New York: McGraw-Hill Book Company, 1964), p. 123. 20H. C. Duijker, "Comparative Research in Social Science With Special Reference to Attitude Research," International Social Science Bulletin (UNESCO) 7 (1955): 559. 21J. Wilson, M. C. Robech, and W. 8. Michael, Psychological Foundation of Learning and Teaching (New York: McGraw-Hill Book Company, 1969), p. 336. 22C. T. Morgan and R. A. King, Introduction to Psychology (New York: McGraw-Hill Book Company, 1966), p. 594. 23R. N. Haber and A. H. Fried, An Introduction to P5 cholo (New York: Holt, Rinehart, and Winston, Inc., 1975). PP. 671-702. 24 J. E. Jordan, Attitudes Toward Education and Physically Disabled Persons in Eleven Nations (East Lansin : Latin American Studies Center, Michigan State University, 1968), p. 96. 25Nangnoy Tittiranondha, "A Survey of Opinions About the Teaching Profession of Students for the Higher Certificate in Educa- tion in Educational Region I in Academic Year 1964" (Bachelor's thesis, Chulalongkorn University, 1965), p. 35. (In Thai.) 26Wanida Pongchai, "Attitudes of Male Teachers Toward the Teaching Profession" (Bachelor's thesis, Chulalongkorn University, 1967), p. 45. (In Thai.) 27Takako Mori, "Analysis of Factors Influencing Motivations for Becoming a Teacher," Journal of Educational Research 60 (December 1966): 174-79. 28Somboon Salayacheevin, "A Study of Occupational Values and Attitudes of Freshman Students in Khon Kaen University in Academic Year 1975,“ Abstracts of Research Related to Education (Bangkok: National Education Commission, 1979), pp. 34-35. (In Thai.) 29Vatjana Boonvanich, "A Survey of Opinions About the Teaching Profession of Students for the Certificate in Education in Educational Region V in Academic Year 1964" (Bachelor's thesis, Chulalongkorn University, 1965), p. 69. (In Thai.) 41 30Suthin Chinchomb, "A Survey of the Opinions of Teacher Students Toward the Teaching Profession" (Bachelor's thesis, Chula- longkorn University, 1966), p. 39. (In Thai.) 3lSeri Lasharojana, "The Attitudes of Fourth Year Students at the College of Education--Prasarn Mitr, Patoomwan, and Bangsaen-- Towards the Teaching Profession and Courses in Education in the Year 1962" (Master's thesis, Prasarn Mitr, 1963), p. 138. (In Thai.) 32Boonvanich, "Survey of Opinions About the Teaching Profes- sion," p. 67. 33 p. 35. Salayacheevin, "Study of Occupational Values and Attitudes," 34Facu1ty of Education, Chiang Mai University, "A Study of the Reasons and Motivations for Choosing Faculty of Education and Atti- tudes Toward the Teaching Profession of Freshman Students in Academic Year 1977," Journal of Research Abstracts 4 (Bangkok: Research Registration Division, National Research Council, 1978), p. 20. (In Thai.) 35Utomporn Thongutai and Puaengkaew Poonyakanoke, "A Research Report on the Interviewing Process Based on the Data From the Measure- ment of the Teaching Attitude Inventory" (Chulalongkorn University, 1977), p. 18. (In Thai.) 36Boonvanich, "Survey of Opinions About the Teaching Profes- sion," p. 68. 37E. E. Lipscomb, "A Study of the Attitudes of Student Teachers in Elementary Education," Journal of Educational Research 60 (December 1966 : 163. 38Chinchomb, "Survey of the Opinions of Teacher Students," p. 39. 39B. J. Brim, "Attitude Change in Teacher Education Students," Journal of Educational Research 59 (August 1966): 441-45. 40Aree Rungsoyokrit, "A Comparative Study of Attitudes Toward the Teaching Profession of Student Teachers at the Level of Certifi- cate of Education (Paw Kaw Saw) and Certificate of Elementary Teacher Education (Paw Paw), Academic Year 1969" (Master's thesis, Prasarn Mitr, 1970). pp. 46-47. (In Thai.) 415amruay McKhanorn, "Changing Attitudes Toward the Teaching Profession of Faculty of Education Students" (Master's thesis, Chulalongkorn University, 1973), p. 90. (In Thai.) 42 42Nuanchan Timwong, "A Comparative Study of Attitudes of Teachers and Prospective Teachers Toward the Teaching Profession" (Master's thesis, Chulalongkorn University, 1968), p. 62. (In Thai.) 43Duangporn Chinsomboom, Wipa Kesornsirichareon, and Supachai Kanchanavasee, "Measurement of Attitudes Toward the Teaching Profes- sion of Education Students in the Faculty of Education, Chulalongkorn University“(unpub1ished research report, Chulalongkorn University, 1976), p. 26. (In Thai.) 44 45Tittiranondh, "Survey of Opinions About the Teaching Pro- fession,“ p. 36. 46 p. 50. Lasharojana, "Attitudes of Fourth Year Students," p. 139. Chinchomb, "Survey of the Opinions of Teacher Students," 47Tassanee Assavachin, "Education Students' Attitudes Toward the Study in the Faculty of Education" (Bachelor's thesis, Chulalong- korn University, 1967), p. 9. (In Thai.) 48Thongutai and Poonyakanoke, "Research Report on the Inter- viewing Process," p. 43. 49Chinsomboon et al., "Measurement of Attitudes," p. 25. 50Sommai Grajanglikit, "A Comparative Study of the Attitudes Before and After Practice Teaching Toward the Student Teaching Pro- grams of the College of Education, Prasarn Mitr, Academic Year 1970" (Master's thesis, Prasarn Mitr, 1971), pp. 41-42. (In Thai.) 5lWannipa Thong-ngok, "The Relationship Between Attitudes Toward the Teaching Profession, Self-discipline and Achievement in Teaching and Learning of Student Teachers in the College of Education, Pitsunulok" (Master's thesis, Prasarn Mitr, 1974), p. 58. (In Thai.) 52 p. 63. 53Tida Boonyanyaew, "A Comparative Study of Attitudes of Master's Degree Teachers in Guidance and Master's Degree Teachers in Other Academic Programs Toward the Teaching Profession" (Master's thesis, Prasarn Mitr, 1974), p. 53. (In Thai.) 54Thongutai and Poonyakanoke, "Reserach Report on the Inter- viewing Process," pp. 21-22. 55 Timwong, "Comparative Study of Attitudes of Teachers," Duijker, "Comparative Research in Social Science.” 43 56Sorenson. Psychology_in Education. 57Rosenberg and Hovland, Attitude Organization and Change. CHAPTER III DESIGN AND METHODOLOGY OF THE STUDY Introduction In this chapter, the selection of the population and sample for the study, the instrument used in the research, procedures for data collection, and statistical treatment used in the study are discussed. Design of the Study The study was designed to investigate attitudes toward the teaching profession of students presently enrolled in Faculties of Education in selected Thai universities. The investigation had both descriptive and predictive aspects. The investigator attempted to describe factors that influence attitudes toward the teaching profes- sion and the predictors of those attitudes. The purposes of the study were to answer three research questions: 1. What are the attitudes of students in the Faculty of Education toward the teaching profession? 2. What factors have an influence on attitudes toward the teaching profession? 3. What are the predictors of attitudes toward the teaching profession? 44 45 Population of the Study The population of this study was the students enrolled in the Faculties of Education in four selected universities--Chula1ongkorn, Kasetsart, Silpakorn, and the Prasarnmitr campus of Srinakharinwiroj-- during the 1979-80 academic year. All four universities are govern- ment institutions under the control of the Office of University Affairs. The main campus of each school is located in Bangkok. Although the Faculty of Education of Silpakorn University is located in Nakorn Pathom, its main administration building is in Bangkok. Also, the community of the Nakorn Pathom campus and those in Bangkok are quite similar. The Prasarnmitr campus was selected to represent Sirnak- harinwiroj University because (a) it is the oldest of all the campuses of this university, (b) it is comparable in terms of campus size and enrollment to the other three universities, and (c) its main adminis- tration building is in Bangkok. The reasons for choosing these four universities were as follows: 1. to enter these institutions, students have to take the Joint Higher Education Entrance Examination (JHEEE); 2. they are all government universities that have Faculties of Education; 3. they are all located in the same type of community, that is, a large-size campus in the chief cities in the central part of Thailand--Bangkok and Nakorn Patom; and 4. the students in these universities are heterogeneous and come from different backgrounds of interest in the study. 46 As for the characteristics of the subjects in the population, they were day-time regular students majoring in education. The total population was 4,473 students. (See Table 2 for the distribution of the population according to institution and year in school.) Table 2.--Number of undergraduate students in education in four selected universities, academic year 1978. 1st 2nd 3rd 4th Institution Year Year Year Year Total Chulalongkorn 392 401 339 380 1,512 Kasetsart 226 146 247 231 850 Prasarnmitr 268 227 587 574 1,656 Silpakorn 138 130 111 76 455 Total 1,024 904 1,284 1,261 4,473 Sample of the Study The samples were selected through the use of the multistage sampling method. The following paragraphs describe the three sampling stages. Stage 1 Using the Faculty of Education of each university as a unit, the population was divided into four groups: 1. Faculty of Education, Chulalongkorn; 2. Faculty of Education, Kasetsart; 3. Faculty of Education, Prasarnmitr campus, Srinakharinwiroj; and 4. Faculty of Education, Silpakorn. 47 Stage 2 For each Faculty of Education of each university, the students were divided into four groups according to their class level: freshman, SOphomore, junior, or senior. Stage 3 One-third of the students were randomly selected from each class level. Figure 2 graphically depicts the three sampling stages used in the research. Based on the multistage sampling procedure, the expected size of the sample for this study was 1,491 students. (See Table 3.) The questionnaires (ATTP scale) were administered from December 19, 1979, to January 17, 1980. The instruments were distributed in the class- rooms and were collected the same day, after the students had finished answering the questions. Usable questionnaires were collected from 1,405 students; these students constituted the actual sample of the study. (See Table 4.) Tables 5 and 6 show the number of male and female students, respectively, in the study sample. Demographic characteristics of the students in the sample are shown in tabular form in Appendix 8. Research Instrument: The Attitude Toward the Teaching Profession Scale (ATTP) According to Thai government policies adapted in the 1977 aca- demic year, attitudes toward the teaching profession are considered in screening applicants for the teacher training institutes. Thus, the 48 .zczum asp cw com: mczcwuoca mcwpasam mmmumwupszii.m mesmwd m\~ m\p M\~ M\_ mucmuzpm mpcmnsum mucousum mucmuzum cam» sue com» com coma ucm coax amp somcmm Lomczc woosogqom cmszmmcd _ J M L .1111111111141111111111;111:1111114 " p n ” nocmzcwcozxocmcm .mzasmo :coxmapwm cuesccmmmca gemmummax :coxmcopopagu .cowuauaum .cowpouacm .cowuoozum .cowumuauu ac au_:umm mo appaumd co Appsumm eo xppzumd _ H A L mmwuwmcm>wca Lace cw :owpmuzum eo mmmupaumd cw mpcmczum mumzumcmcwucz ”cowaopsaoa xuzum m omeom N omeem F emepm 49 Table 3.--Size of expected sample of the study, by university and class level. lst 2nd 3rd 4th Institution Year Year Year Year Total Chulalongkorn ' 131 134 113 127 505 Kasetsart 75 49 82 77 283 Prasarnmitr 89 76 196 191 552 Silpakorn 46 43 37 25 151 Total 341 302 428 420 1,491 Table 4.--Size of the actual sample of the study, by university and class level. lst 2nd 3rd 4th Institution Year Year Year Year Total Chulalongkorn 124 144 108 124 500 Kasetsart 75 67 79 80 301 Prasarnmitr 96 77 159 136 468 Silpakorn 48 31 32 25 136 Tota1 343 319 378 365 1,405 50 Table 5.--Number of male students in the sample, by university and class level. lst 2nd 3rd 4th Institution Year Year Year Year Total Chulalongkorn 57 56 45 48 206 Kasetsart 38 3O 44 37 149 Prasarnmitr 13 17 90 89 209 Silpakorn 6 2 5 O 13 Total 114 105 184 174 577a aTotals for male and female students do not add to 1,405 because nine students did not indicate their sex on the questionnaire. Table 6.--Number of female students in the sample, by university and class level. lst 2nd 3rd 4th Institution Year Year Year Year Total Chulalongkorn 66 87 63 75 291 Kasetsart 37 37 35 43 152 Prasarnmitr 83 59 67 46 255 Silpakorn 4O 29 27 25 121 Total 226 212 192 189 819a aTotals for male and female students do not add to 1,405 because nine students did not indicate their sex on the questionnaire. 51 Office of University Affairs, which is responsible for producing teachers at degree level, developed an eight-year project for research and development in the area of attitudes toward the teaching profes- sion. The instrument used in the present study was developed under that project in 1978 by Dr. Somwung Pitiyanuwat and Niyada Srichan of the Research Department, Faculty of Education, Culalongkorn Univer- sity. (See Appendix C for Thai and English versions of the ATTP scale.) The ATTP scale was based on ideas from Fishbein's theory of attitudes. The assumptions of this theory are: 1. an individual holds many beliefs about a given object; i.e., the object may be seen as related to various attri- butes, such as other objects, concepts, values, or goals; 2. associated with each of the attributes is an implicit evaluative response, i.e., an attitude; 3. through conditioning, the evaluative responses are asso- ciated with the attitude object; 4. the conditioned evaluative responses summate; and thus 5. on future occasions, the attitude object will elicit this summated evaluative response, i.e., the overall attitude.1 According to this theory, an individual's attitude toward an object is a function of (1) his stated beliefs about that object, i.e., the probability that the object is associated with other objects, concepts, values, or goals; and (2) the implicit evaluative responses associated with those stated beliefs, or the evaluative aspect of those beliefs, i.e., the attitude toward the "related objects."2 52 (See Figure 3.) Fishbein and others have provided strong evidence that an individual's attitude toward any object can be predicted from a knowledge of the individual's beliefs about the object and the evaluative aspects of those beliefs. The belief under consideration is a normative belief, that is, a belief about whether the particular act should or should not be performed. There are two types of norma- tive beliefs: (a) the individual's belief about what he personally feels he should do (i.e., a personal norm or rule of behavior), and (b) the individual's belief about what "society" (i.e., most other people, his "significant others," etc.) "says" he should do (i.e., a social or group norm).3 Three major formulas in Fishbein's theory may be expressed algebraically as follows: f1 (1) A= z: b-E- where A0 is the attitude toward some object or class of objects, 0; b. is the stated belief i about 0, the subject's ith stated belief or opinion about the object, o, i.e., the subjective probability that the attitude object is associated with some other object or attribute; ei is the evaluation of attribute i, or the evaluative aspect of b-, i.e., the subject's attitude toward the related objett or attribute; and n is the number of beliefs or Opinions the subject holds about the attitude object. (2) B T BI = (Aact)wi + (SN)w2 where B is the subject's behavior; 81 is the subject's behavioral intention; 53 b----. r—Nm "x powwno o“ pumamms spa: meow>ogom .uumnno cw>wm m on pumammc saw: meow>mgwn new .mcowpcmpcw .mmuzuwuua .mewwpma mcmumpme xgozmsmcm pmauamucoo mo comuwpcmmmga uwamEmzumii.m moaned C I—Nm ”x Humane op pumqmmc cap: mcowucmucH x sconce sneezed oesoeee< ---tv xumnummd 1------ mucmzpwcH Ila-ll. . . .< .z .m .N .P "x scones cease meo__om 54 Aact is the subject's attitude toward performing the act or behavior SN is the subject's subjective norm concerning the behavior; and wl,w2 are empirically determined data weights from standard multiple-regression procedures. (3) SN = n 1: 1 N81 (MC)i where SN is the subject's subjective norm; NB. is the subject's stated normative beliefs, i.e., the subject's belief that referent j_thinks he should or should not perform behavior i; MCi is the subject's motivation to comply with refernt i; and n is the number of relevant referents. n The theory's validity of attitude (A0 = ,5] biei) is supported by Fishbein's research, which found that attitude toward blacks is n X b.e. highly related to expected attitude scores computed from i=1 1 1 (range of rxy = .76 - .82). The empirical validity of the theory concerning subjective norms (SN) and behavioral intention (BI) was shown by Ajzen and Fishbein, Hornick, Darroch, DeVries and Ajzen, Jaccard and Davidson, Vinokur, and Pitiyanuwat.4 Fishbein's theory was used experimentally in Thailand in a recent study by Taewtrakulwath.5 55 Construction of the ATTP Scale In accordance with Fishbein's theory, the contents of the instrument are the stated salient beliefs about the teaching profes- sion. Sixty M.S. 5 students in both science and art streams and 57 freshman students in the Faculty of Education, Chulalongkorn Uni- versity, were asked to answer an open-ended question: "I believe the teaching profession is. . . ." Twenty-two frequently given responses were selected as the questionnaire items. Also, it was found that the influential groups (subjective norms) that are impor- tant in decision making are father, mother, relative, teacher, and friend. The ATTP scale can be divided into three parts, as follows: 1. Attitude toward the teaching profession 1.1 Evaluation of the probability of belief (b1). Example: Teaching is a prestigious profession. Strongly Agree, Agree, Disagree, Strongly Disagree 1.2 Evaluation of the attributes of each belief (e1). Example: Professions that are prestigious are. Very Desirable, Desirable, Undesirable, Very Undesirable 2. Subjective norms 2.1 Evaluation of the possibility of subjective norms (NB ). Example: My father thinks that I should be a teacher. Strongly Agree, Agree, Disagree, Strongly Disagree. 2.2 Evaluation of the possibilit to behave as suggested by the subjective norms (MC; 1. Example: In choosing my future profession, I will follow my father's advice. Most Possible, Possible, Not Possible, Never Possible. 3. Behavioral intention (BI). Example: Definiteness of intention to become a teacher. Most Definite, Very Definite, Definite, Not Definite, Never Intend. 56 After it was revised, the ATTP scale was administered to 453 M.S.ES students and the freshman students in the Faculty of Education, Chulalongkorn University, in 1977. The data from that study were used for item selection and for analysis of the instrument's validity and re1iability. Item Selection The items selected for the ATTP scale were those that could discriminate students who have positive attitudes toward the teaching profession from those who have negative attitudes (a = .40). Reliabi1ity Test-retest reliability.--Thirty-six students took the ATTP scale twice, with a one-week interval between tests. Using Pearson's reliability model, r _ any- (2 XXX .Y) 4 xy /[N Z'x2 - (2 x)z][N 2y? - (Z 3'12] it was computed that rx = 0.68 (p < .01), for items bi and e The 3! 1" reliability for subjective norms (SN) was relatively low (rxy = .38, p < .10) since there were only five items. Internal consistency reliability.--The test of internal con- sistency reliability was done by using Cronbach's coefficient alpha: 57 The test measured the extent to which the criterion group members express the same preferences for statements presented in the ATTP scale. It was found that a = .67 for students from coeducational schools, a = .59 for students from girls' schools, and a = .66 for students from boys' schools. The reliability for the subjective norms was a = .77 for students from coeducational schools, a = .79 for students from girls' schools, and a = .84 for students from boys' schools. Validity The validity factors tested were (1) content validity, or the representativeness of salient beliefs concerning the teaching profession; and (2) construct validity, which was employed to test five hypotheses: H]: Attitude scores measured by the Fishbein method are highly related to scores measured by the Likert method. H2: There are relationships among behavioral intention (BI), attitude (A0), and subjective norms (SN). H3: The students who have positive attitudes toward the teaching profession have higher scores than those who have negative attitudes. 4: Those who study in the Faculty of Education have higher scores than those students in M.S. 5. H5: Faculty of Education students who selected the faculty as their first or second choice have more favorable attitudes toward the teaching profession than those who selected this faculty as another choice. Correlation coefficients were employed to test Hypotheses 1 and 2. Hypotheses 3, 4, and 5 were tested by the t-test method. In sum, the ATTP scale was found to be discriminating and reliable. 58 In the final stage, the ATTP scale was revised and comprised five parts: Part 1 = the evaluation of attributes of the teaching profes- sion (ei) Part 2 = the subject's belief about whether referents think he should become a teacher (NBi) Part 3 = the subject's motivation to comply with the referents (Hep Part 4 = the subject's subjective probability that the teaching profession is associated with some other attributes (bi) Part 5 = variables to be studied for this research (independent variables) Parts 1 and 4 are the scores for attitudes toward the teaching profession. Parts 2 and 3 are the scores for subjective norms. Sub- jective norms and behavioral intention, included in part 5, are treated as independent variables for the study. In the first four parts, the subjects were asked to rate the statements on a four-point scale. In part 5, the subjects were asked to select choices for each item or to complete the statements. Scoring Procedures Attitude toward the teaching profession: 1. Part 1. For the positive statements (every item except items 4, 6, 9, and 12), score: Very desirable 4 points Desirable 3 points Undesirable 2 points Very undesirable 1 point For the negative statements (items 4, 6, 9, and 12), reverse the scoring procedure: score 1, 2, 3, 4 points, respectively. 59 2. Part 4. For the positive statements (every item except items 4, 6, 9, 12, and 22), score: Strongly agree 4 points Agree 3 points Disagree 2 points Strongly disagree 1 point For the negative statements (items 4, 6, 9, 12, and 22), score 1, 2, 3, 4 points, respectively. 3. The attitudes-toward-the-teaching-profession score is the multiplication ofitemi of Part 1 with itemi of Part 4; there is a range from 1 to 16 points for each statement. 4. The attitudes-toward-the-teaching-profession score for each subject is the result of the multiplication of 22 items in Part 1 and 22 items in Part 4 and has a range from 1 to 352 points. Subjective norms: 1. For each item in Parts 2 and 3, score: Part 2 Very possible 4 points Possible 3 points Not possible 2 points Never possible 1 point Part 3 Strongly agree 4 points Agree 3 points Disagree 2 points Strongly disagree 1 point 2. The subjective-norms score results from the multiplication of item i of Part 2 with item i of Part 3, which has a range from 1 to 16 points. 60 3. The subjective-norms score of each subject is the result of multiplying five items in Part 2 and five items in Part 3, and has a range from 1 to 80 points. Avoiding the possibility of staged answers.--One of the prob- lems with the ATTP scale is the possibility of faking the answers. The methods of preventing this problem are as follows: 1. Anonymity--The students did not have to write their names or students numbers on the answer sheet. Also, in the introduction to the ATTP scale, the researcher informed the students that the pur- pose of the study was not to identify individual responses but to report the results in general. The students were requested to answer the questions truthfully. 2. The answers to the negative statements (items 4, 6, 9, and 12) in Parts 1 and 4 were rechecked. The subjects should have answered the same way in both parts. 3. If the pattern of answers was all positive or all nega- tive answers, that questionnaire was discounted. 4. The students were asked to complete the questionnaire within 30 minutes so that they would put down the first thing that came to their mind after reading each statement. Data Collection Letters of transmittal written by Dr. Sippanondha Ketudat, Secretary-General of the National Education Commission and later the Minister of Education, were sent to the Deans of the Faculties of Education of the four selected universities. (See Appendix A for 61 Thai and English versions of the letters.) The letter asked for their cooperation in administering the ATTP scale to the students. The secretary of each faculty provided a list of available classes in the second semester, which were randomly selected from each grade level. Students in the selected classes were asked to complete the ATTP scale in the classroom within 30 minutes. To avoid replication, the students were asked if they had answered the ATTP scale before. If they had, they were asked not to answer it again. Those who did not answer in the first meeting were asked to do so in the next meeting. Administration of the scale and data collection took place on December 19, 1979, and January 17, 1980. A high percentage of return (about 90.5%) was realized. The total number of returned ques- tionnaires was 1,405. Data-Analysis Procedures Again, the main purposes of this study were (1) to investigate the attitudes of presently enrolled students in Faculties of Education toward the teaching profession; (2) to analyze the effect of personal, educational, and socioeconomic background factors on such attitudes; and (3) to analyze factors that are predictors of attitudes toward the teaching profession. The study was divided into two parts. The first dealt with descriptive information concerning the factors that have an effect on attitudes toward the teaching profession. The second part analyzed the predictors of such attitudes. 62 The raw data were coded and punched onto IBM cards. Using the computer, IBM model 370, series 135, at the National Statistical Office of the Data-Processing Center of Thailand, the data were then analyzed using the following programs in the Statistical Package for the Social Sciences (SPSS): 1. ANOVA and multiple-range comparisons: t-test and Scheffé; 2. Pearson product-moment correlation coefficient; and 3. Multiple regression analysis. One-way analysis of variance (ANOVA) was introduced to deter- mine the differences in educational students' attitudes toward the teaching profession. The significance level was set at .05. Post-hoc comparison, Scheffé, and t-test were used. Scheffé was used to com- pare the differences in the factors that were considered significant and that had more than two groups. Using the t-test, other signifi- cant factors that had only two groups were compared to find the sub- groups that produced the differences in attitudes toward the teaching profession. Pearson product-moment correlation was used to analyze the relationship between the selected interval variables of the character- istics and backgrounds of the students and the attitudes toward the teaching profession. Sixteen continuous variables were selected to conduct the analysis. The relationships were considered significant at the .05 level. Multiple regression analysis was conducted for the predictive part of the study. All variables on the characteristics and back- grounds of the students were first analyzed to select only those that 63 had a significant relationship with attitudes (a = .05). The second step was to conduct a multiple regression analysis to find the pre- dictors of such attitudes. In this analysis, the F value was set at 3.8, and the tolerance value was set at .4, which is the level of sig- nificance at the .05 level. Moreover, since the variables were both conbinuous and concrete categorical variables, through multiple regression analysis the categorical variables were grouped as dummy variables. In Appendix 0, tables of multiple classification analysis are presented. These tables show the effect of combined personal, socio- economic, and educational background factors on attitudes toward the teaching profession. The five principal analyses employed in the study were the following: 1. summary data: mean, standard deviation, variance of all variables on the personal characteristics and backgrounds of the students, and frequency of responses to the items in the ATTP scale; 2. a summary table of one-way analysis of variance (ANOVA); 3. presentation of the multiple-range comparison of the vari- ables found to be significantly different in the ANOVA: t-test for variables that have two groups and Scheffé for those with more than two groups; 4. a summary table of Pearson product-moment correlation coefficients; and 5. tables of multiple regression analysis. 64 Chapter IV contains the results of the various statistical analyses used in the study. 65 Notes--Chapter III 1M. Fishbein and I. Ajzen, Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research (Reading, Mass.: Addison-Wesley, 1975), p.529. 2 Ibid., p. 23. 3M. Fishbein, Readings in Attitude Theory and Measurement (New York: John Wiley & Sons, Inc., 1967), p. 489. 4I. Ajzen and M. Fishbein, "Attitudes and Normative Beliefs as Factors Influencing Behavioral Intentions," Journalof Personality and Social Ps cholo 21 (1969): 1-9; J. A. Hornick, "Two Approaches to Individual Differences in Cooperative Behavior in an Expanded Prisoner's Dilemma Game" (Master's-level paper, University of Illinois at Urbana-Champaign, 1970); R. K. Darroch, "Attitudinal Variables and Perceived Group Norms as Predictors of Behavioral Intentions" (Ph.D. dissertation, University of Illinois at Urbana-Champaign, 1971); D. L. DeVries and I. Ajzen, "The Relationship of Attitudes and Norma- tive Beliefs to Cheating in College," Journal of Social Psychology 83 (1971): 199-207; J. J. Jaccard and A. R. Davidson, 11Towardian Under- standing of Family Planning Behaviors: An Initial Investigation," Journal of Applied Social Psychology 2 (1972): 228-35; 0. R. K. Vinokur::“Fami1y Planning Decision: Attitudes, Beliefs, and Behavioral Intentions" (Ph.D. dissertation, University of Michigan, 1975); S. Pitiyanuwat, "Relationships Among Attitudes, Beliefs, Achievement, Intentions and Achievement Behavior in Mathematics" (Ph.D. disserta- tion, University of Minnesota, 1976). 5U. Taewtrakulwat, "Teacher Students' Attitudes Toward Drug Dependence and Their Subjective Norms" (Master's thesis, Chulalong- korn University, 1979). (In Thai.) CHAPTER IV PRESENTATION AND ANALYSIS OF DATA Introduction The results of the statistical analysis are presented in this chapter. The summary data include the mean, standard deviation, and variance of the 31 independent variables concerning characteristics and backgrounds of students enrolled in the faculties of education. The frequencies of responses to the ATTP scale are also included. A one-way analysis of variance (ANOVA) table provides a summary of the variables that were or were not considered significant at the .05 level. For those that were considered significant, a multiple- range comparison (Scheffé) was applied for the variables with more than two groups, and the t-test was applied for those with two groups, to examine the specific differences between subgroups. A summary table of the Pearson product-moment correlation coefficients follows, displaying the relationship between the 16 selected continuous vari- ables and attitudes toward the teaching profession. The results of multiple regression analyses are also presented. Education Students' Beliefs About the Characteristics of a Profession Descriptive information showing the responses of students enrolled in the faculties of education to the Attitude Toward the Teaching Profession (ATTP) scale is presented in Tables 7 and 8, 66 67 which describe their stated beliefs about the desirable and undesir- able characteristics of a profession and what they believe to be true about the teaching profession. Table 7 presents students' ratings of characteristics of pro- fessions as they view them generally. Respondents indicated that a profession is desirable if it: 11. 12. 13. 14. 15. 16. 17. gives social status and prestige, is important to the country, has direct influence on children, provides an opportunity for corruption, is enjoyable and exciting, requires the use of intellectual abilities, requires love of work as such, allows an individual to acquire new skills and knowledge, uses psychology in the work, emphasizes good human relations, requires ability to adapt to changing situations, requires much patience, involves heavy responsibilities, requires one to be a firm person, requires some sacrifice, requires one to be a good model for children and others, and' provides an opportunity for marriage. 68 Table 7.--Education students' beliefs about the characteristics of any profession. Desirable Undesirable N0 Professions that . . . are: Response N % N % N % 1. give social status and prestige 1,388 98.8 13 0.9 4 0.3 2. are important to the country 1,398 99.5 4 0.3 3 0.2 3. have direct influence on children 1,116 79.4 277 19.7 12 0.9 4. provide slow professional progress 29 2.1 1,372 97.6 0.3 5. are hard work 532 37.9 866 61.6 7 0.5 6. pay low salaries 42 3. 1,355 96.4 0.6 7. provide no opportunity for corruption 1,296 92.2 104 7.4 5 0.4 8. are enjoyable and exciting 1,353 96.3 48 .4 0.3 9. are routine 54 3. 1,345 95.7 5 0.4 10. require the use of intellec- tual abilities 1,393 98.4 19 1.4 0.2 11. require love of work as such 1,364 97.8 29 2.1 0.1 12. make you a fussy and negative person 76 5.4 1,327 94.5 2 0.1 13. allow an individual to acquire new skills and knowledge 1,389 98.9 9 .6 7 0.5 14. use psychology in the work 1,351 96.1 50 3.6 4 0.3 15. emphasize good human relations 1,384 98.5 16 .1 5 0.4 16. require ability to adapt to changing situations 1,372 97.7 29 2.0 4 0.3 17. require much patience 1,275 90.7 129 9.2 l 0.1 18. involve heavy responsibilities 1,166 83.0 235 16.7 4 0.3 19. require you to bea firm person 1,371 97.6 30 2.1 4 0.3 20. require some sacrifice 1,344 95.7 58 4.1 3 0.2 21. require you to be a good model for children and others 1,381 98.3 22 1.6 2 0.1 22. provide an opportunity for marriage 1,212 86.3 186 13.2 7 0.5 69 Education students rated professions as undesirable if they: 1. 2. 3. 4. 5. permit slow professional progress, are hard work, pay low salaries, are routine, and make one a fussy and negative person. Table 8 shows that with regard to the teaching profession, the majority of students agreed that it: 1. «DOOM 0'1 12. 13. 14. 15. 16. 17. 0&0me is a prestigious profession, is important to the country, has direct influence on children, permits slow professional progress, is hard work, pays low salaries, provides no opportunity for corruption, requires intellectual abilities, requires love of work, makes one a fussy and negative person, requires new skills and knowledge, requires good human relations, takes much patience, requires heavy responsibilities, requires a firm person, requires sacrifice for the profession, requires use of psychology in the profession, Table 8.--Education students' stated beliefs about the teaching 70 profession. Agree D1sagree Response N % N % N % 1. Teaching is a prestigious profession. 1,302 92.7 101 7.2 2 0.1 2. The teaching profession is important to the country. 1,395 99.3 9 0.6 l 0.1 3. Teachers have direct influ- ence on children. 1,347 95.9 57 4.1 1 0.1 4. The teaching profession pro- vides slow professional progress. 918 65.3 484 34.5 3 0.2 5. Teaching is hard work. 1,316 93.7 87 6.2 2 0.1 6. Teachers earn low salaries. 1,205 85.8 197 14.0 3 0.2 7. The teaching profession provides no opportunity for corruption. 869 61 .9 534 38. 0 2 0.1 8. Teaching is an enjoyable and exciting profession. 576 41.0 827 58.9 2 0.1 9. The teaching profession is routine work. 848 60.3 552 39.3 5 0.4 10. The teaching profession requires intellectual abilities. 1,364 97.1 37 2.6 4 0.3 11. Teachers love the teaching profession. 1,323 94.2 80 5.7 2 0.1 12. Teachers are fussy and nega- tive persons. 794 56.5 608 43.3 3 0.2 13. Teachers must acquire new skills and knowledge. 1,389 98.9 14 1.0 2 0.1 14. Teachers use psychology in their profession. 1,392 99.1 9 0.6 4 0.3 15. Teachers have good human relations. 1,393 99.1 10 0.7 2 0.1 16. The teaching profession requires ability to adapt to changing situations. 1,372 97.7 31 2.2 2 0.1 17. The teaching profession takes much patience. 1,369 97.5 34 2.4 2 0.1 18. The teaching profession involves heavy responsibilities. 1,361 96.9 42 3.0 2 0.1 19. Teachers are firm people. 1,374 97.8 29 2.1 2 0.1 20. Teachers sacrifice themselves for the teaching profession. 1,356 96.5 47 3.4 2 0.1 21. Teachers are good models for children and others. 1,354 96.4 46 3.2 5 0.4 22. Teachers rarely get married. 221 15.7 1,163 82.8 21 1.5 71 18. requires a good model for children and others, and 19. requires the ability to adapt to changing situations. Factors on which the students did not rank the teaching pro- fession high were: 1. it provides slow professional progress, 2. it is hard work, 3. teachers earn too low a salary, 4. teaching is neither enjoyable nor exciting, 5. teaching is routine work, and 6. teaching makes one a fussy and negative person. The mean (7), standard deviation (5.0.), and variance ($2) of the responses to the ATTP scale are presented in Table 9. The mean of the attitude toward the teaching profession for the entire sample (N = 1,405) was 233.56. Students' attitudes toward the teaching pro- fession were widely dispersed, as indicated by the standard deviation of 3.77 and variance of 1140.66. As for the various factors (the independent variables), the mean ranged from the smallest (107.86) for students whose fathers had other ethnicity than Thai and Chinese, to the largest (252.33) for those students who were most certain of becoming teachers after gradua- tion. The difference ranged from the narrowest (17.09) for those stu- dents whose fathers were neither Thai nor Chinese to the widest (77.48) for students who selected Khon Kaen University as their first-choice university in the entrance examination. 72 Table 9.--Summary data on the attitudes toward the teaching profession of education students in the study sample. Variables Mean S.D. Variance N Attitude toward the teaching profession - 233.56 33.77 1140.66 1,405 Student's sex: Male 233.57 35.06 1228.89 577 Female 233.66 32.80 1076.10 819 Student's age: Below 17 224.39 36.07 1300.65 28 18-20 232.07 32.92 1083.58 567 21-23 233.17 35.40 1253.31 471 24 and above 237.36 32.43 1051.59 339 University attended: Chulalongkorn 229.87 33.75 1139.24 500 Kasetsart 231.89 35.23 1241.48 301 Srinakharinwiroj 239.08 31.19 972.89 468 Silpakorn 231.66 37.15 1380.03 134 Class level: Freshman 234.18 35.20 1239.03 342 Sophomore 228.87 31.95 1020.63 319 Junior 235.82 33.80 1142.22 378 Senior 234.72 33.72 1137.64 365 Academic program: Early Childhood Education 223.57 32.01 1024.62 7 Elementary Education 239.28 32.79 1075.51 251 Secondary Education 231.67 34.56 1194.59 501 Nonformal Education 236.77 33.09 1094.66 81 Physical Education 233.43 27.67 765.48 110 Agricultural Education 249.76 39.52 1561.94 25 Home Economics Education 240.35 28.43 808.34 30 Art Education 226.09 28.57 816.47 32 Others 230.49 35.83 1283.71 292 First-choice faculty: Agriculture 226.69 47.12 2220.41 42 Law 235.50 32.56 1059.95 54 Medical Science 229.91 33.79 1142.05 151 Humanities 233.55 35.19 1309.98 150 Fine Arts 233.52 32.16 1034.39 44 Natural Science 236.53 30.04 902.14 17 Engineering 220.03 32.30 1043.60 39 Education 238.18 32.44 1052.59 578 Social Science 228.40 33.71 1136.51 212 Table 9.--Continued. 73 Variables Mean S.D. Variance N First-choice university: Chulalongkorn 231.65 33.29 1108.24 494 Kasetsart 235.13 21.58 997.24 154 Silpakorn 230.20 28.21 796.04 50 Srinakharinwiroj 240.77 31.53 993.85 259 Chiang Mai 236.77 33.56 1126.58 56 Khon Kaen 215.09 77.48 6002.89 11 Prince of Songkla 233.63 33.05 1092.27 8 Thammasat 230.81 37.93 1438.76 175 Mahidol 228.03 34.16 1167.03 59 Rank of Faculty of Education: First choice 238.17 31.67 1002.88 160 Second choice 236.83 32.40 1049.47 446 Third choice 226.39 28.85 832.19 110 Fourth choice 229.58 37.62 1415.54 128 Fifth choice 227.58 38.32 1468.75 194 Sixth choice 232.77 33.93 1151.41 223 Intention to become teacher: Most definite 252.33 33.20 1101.96 233 Very definite 234.58 31.19 972.67 , 479 Definite 228.10 30.64 938.51 354 Not definite 222.24 38.74 1500.74 119 Never intend 224.90 33.36 1112.60 211 Attended teacher college: Attended 239.24 31.43 988.09 351 Did not attend 231.53 34.23 1171.98 1,050 M.S. 5 percent: 80% and above 235.70 32.53 1058.05 136 70-79% 235.27 33.71 1136.39 555 60-69% 232.20 34.80 1211.12 415 50-59% 230.49 35.26 1242.99 161 Below 50% 228.91 32.01 1024.89 11 GPA in the university: 3.5-4.0 230.87 34.93 1208.58 31 3.0-3.4 238.29 31.41 986.55 210 2.5-2.9 230.60 32.69 1068.43 610 2.0-2.4 230.64 36.80 1354.38 457 0.0-1.9 229.16 28.56 815.56 74 Type of primary school: Local administration 236.64 34.69 1203.65 383 Municipal 234.66 34.91 1218.53 119 Under the Ministry 234.50 31.38 984.65 321 Private 230.01 34.11 1163.67 525 Table 9.--Continued. 74 Variables Mean S.D. Variance N Demonstration 239.43 33.30 1109.13 35 Other types 231.36 34.52 1191.94 14 Location of primary school (GPP--millions of baht): Low (2000-10,000) 236.32 32.70 1069.11 483 Average (10,001-20,000) 235.31 33.87 1146.95 283 High (20,001-78,000) 230.26 34.39 1182.55 587 Type of secondary school: Government 233.32 33.45 1118.90 1,048 Private 231.76 35.99 1295.21 216 Demonstration 238.43 35.71 1274.90 44 Other types 236.03 32.22 1038.19 64 Location of secondary school (GPP--millions of baht): Low (2000-10,000) 235.67 31.05 964.18 347 Average (10,001-20,000) 235.15 35.59 1266.78 219 High (20,001-78,000) 231.51 34.50 1190.05 771 Region of secondary school: Bangkok 231.46 34.70 1204.25 723 Central 234.70 34.30 1176.26 325 North 234.54 29.61 876.99 80 Northeast 235.45 31.10 567.42 127 South 237.68 33 23 1103.92 94 Birthplace (GPP--mi11. of baht): Low (2000-10,000) 236.20 32.61 1063.48 538 Average (10,001-20,000) 235.07 34.16 1166.80 278 High (20,001-78,000) 230.50 34.33 1178.56 561 Birthplace (region): Bangkok 230.39 35.16 1236.24 457 Central 234.26 31.70 1005.04 433 North 235.33 33.21 1103.05 122 Northeast 236.40 30.68 941.51 188 South 236.83 37.99 1442.93 159 Residence (GPP--mill. of baht): Low (2000-10,000) 236.29 33.21 1102.60 460 Average (10,001-20,000) 234.62 33.46 1119.53 274 High (20,001-78,000) 230.92 34.24 1172.44 627 Residence (region): Bangkok 230.42 35.12 1233.17 541 Central 234.21 30.99 960.41 437 North 234.52 34.04 1158.93 110 Northeast 238.27 31.13 969.34 164 South 236.99 38.44 1477.47 143 Table 9.--Continued. 75 Variables Mean S.D. Variance N Family size: 1-3 233.71 34.06 1160.16 10 4-6 233 72 33.85 1145.99 321 7-9 231 66 34.28 1175.02 344 10 and up 236 98 29.73 884.04 98 Birth order in the family: 1-3 234 22 33.63 1131.00 832 4-6 231.05 33.18 1100.82 415 7-9 234.09 37.08 1374.67 117 10 and up 242 58 22.39 501.47 24 Father's ethnicity: Thai 234 39 32.79 1075.08 1,075 Chinese 231.39 36.95 1365.50 320 Others 207.86 17.09 292.14 7 Mother's ethnicity: Thai 234.33 32.94 1084.80 1,141 Chinese 229.68 37.10 1376.51 255 Others 230.00 59.40 3528.00 2 Father's education: Gr. 1-Gr. 4 235.39 32.24 1039.35 587 Gr. S-Gr. 7 231.92 31.61 999.46 130 Gr. 8-Gr. 10 232.40 36.16 1307.58 227 Gr. ll-Gr. 12 228.66 33.22 1103.25 87 Diploma 233.83 34.18 1168.31 120 Bachelor's degree 235.58 31.62 999.66 137 Master's or Ph.D. 227.05 35.78 1280.00 38 Mother's education: Gr. 1-Gr. 4 234 32 32.78 1074.30 826 Gr. 5-Gr. 7 234.33 32.93 1084.22 146 Gr. 8-Gr. 10 233.02 33.61 1129.74 135 Gr. ll-Gr. 12 229.83 33.46 1119.26 53 Diploma 230.86 33.51 1122.84 93 Bachelor's degree 230.98 34.42 1184.77 94 Master's or Ph.D. 235 22 38.43 1476.89 18 Father's occupation: Death 234 72 33.73 1137.84 216 No occupation 236 48 30.36 921.73 58 Government employee 233 50 31.58 998.01 263 Business or industry employee 234.16 40.23 1618.52 110 Private business 232.65 34.03 1151.57 360 Teacher 235.17 31.36 983.65 86 Farmer 232.91 33.80 1142.33 213 Others 231 73 35.40 1253.39 95 Table 9.--Continued. 76 Variables Mean S.D. Variance N Mother's occupation: Death 233.88 34.40 1183.15 76 No occupation 232.93 33.75 1138.87 450 Government employee 239.63 30.50 930.10 88 Business or industry employee 237.82 30.64 939.10 39 Private business 231.43 34.64 1199.82 318 Teacher 230.98 31.99 1023.21 90 Farmer 234.91 35.50 1259.92 236 Others 233.93 32 16 1934.38 103 Family income (baht): None 235 84 30.22 913.49 103 Below 500 245 29 35.11 1232.68 31 SOD-1,000 239.74 33.10 1095.62 81 1,001-2,000 232.27 29.19 851.96 119 2.001-3,000 233 54 34.73 1206.28 256 3.001-5,000 231 19 33.26 1106.10 329 5,001-7,000 236 10 34.27 1174.26 201 Above 7,000 233 15 32.89 1081.99 239 Norm-~father: Low 231.48 34.29 1176.35 1,000 High 238.71 31.90 1017.93 405 Norm-~mother: Low 230.92 34.78 1209.58 966 High 239.39 30.69 941.90 439 Norm--re1ative: Low 232.90 33.90 1149.13 1,280 High 239.94 31.65 1001.62 124 Norm--teacher: Low 232.79 34.23 1171.65 1,120 High 236.62 31.79 1010.84 285 Norm--friend: Low 233.64 33.60 1129.09 1,279 High 232.75 35.60 1267.39 126 Subjective norms: Low 230.80 35.38 1251.89 769 High 236.91 31.42 987.49 636 77 To present a clearer picture of the attitudes toward the teach- ing profession of the students enrolled in the Faculties of Education, Table 10 differentiates two groups of students--those with high scores on attitudes toward the teaching profession (7'? 233.57) and those with low scores on attitudes toward the teaching profession (Y'S 233.56). Table 10 shows that both male and female students had high attitudes toward the teaching profession. Of all the age groups, those who were 24 years old and older had high attitudes. Only those students who attended Srinakharinwiroj University had high attitudes toward the teaching profession. Students at all class levels except the sophomore level had high attitudes. Concerning students in the various academic programs offered in the university, whose who studied elementary education, nonformal education, agricultural education, and home economics education had high attitudes toward the teaching pro- fession. Students who selected law, natural science, and education as their first-choice faculty and those who selected Kasetsart Uni- versity, Srinakharinwiroj University, Chiang Mai University, and Prince of Songkla University as their first choice in the Entrance Examination had higher attitude scores than students who selected other faculties and universities as their first choices. The evidence that the students who preferred to study education had more positive attitudes than others was also demonstrated by the fact that those who ranked the Faculty of Education as their first or second desirable choice in the Entrance Examination and those who were most certain about becoming a teacher after graduation had higher ratings of attitudes toward the teaching profession than did the others who were sampled. Students 78 who received above 70% on the secondary-school-leaving examination and who maintained between a 2.5 and a 3.4 grade point average in the uni- versity had high attitude scores as well. Further, the students who graduated from government and demon- stration schools held more positive attitudes than those who graduated from private schools. Students from different types of communities in terms of GPP also showed varying levels of attitudes toward the teach- ing profession. It was found that students who were from the provin- cial areas had the most positive attitudes toward the teaching profession. Among the socioeconomic backgrounds of the students, it was shown that the students who were from a relatively large family with seven to nine children and those who were born as the fourth, fifth, or sixth child of the family had more positive attitudes. Of all the ethnic groups, the Thai had the highest scores on attitude toward the teaching profession. Students whose fathers received lower primary education (grades 1-4) and/or education of no higher than a bachelor's degree had high attitudes. Concerning mother's educational level, it was found that those whose mothers received higher primary education (grades 1-7) and/or received a master's or a Ph.D. degree had high scores on atti- tude toward the teaching profession. It is noteworthy that the stu- dents whose fathers were teachers had more positive attitudes; those whose mothers were teachers had less positive attitudes. 79 Table 10.--Attitudes toward the teaching profession, according to students' characteristics and backgrounds. Attitude Variables N High _. Low N 22233.57 X5233.56 Student's sex: Male 577 233.57 Female 819 233.66 Student's age: Below 17 224.39 28 18-20 232.39 567 21-23 233.17 471 24 and above 339 237.36 University attended: Chulalongkorn 229.87 500 Kasetsart 231.89 301 Srinakharinwiroj 468 239.08 Silpakorn 231.66 134 Class level: Freshman 342 234.18 Sophomore 228.87 319 Junior 378 235.82 Senior 365 234.71 Academic program: Early Childhood Education 223.57 7 Elementary Education 251 239.28 Secondary Education 231.57 501 Nonformal Education 81 236.77 Physical Education 233.43 110 Agricultural Education 25 249.76 Home Economics Education 20 240.35 Art Education 226.09 32 Others 230.49 292 First-choice faculty: Agriculture 226.69 42 Law 54 235.50 Medical Science 229.91 151 Humanities 233.55 150 Fine Arts 233.52 44 Natural Science 17 236.53 Engineering 220.03 39 Education 578 238.18 Social Science 230.53 118 80 Table 10.--Continued. Attitude Var1ables N High _- Low N 72233.57 XEZ33.56 First-choice university: Chulalongkorn 231.65 494 Kasetsart 154 235.12 Silpakorn 230.20 50 Srinakharinwiroj 259 240.77 Shiang Mai 56 236.77 Khon Kaen 215.09 11 Prince of Songkla 8 233.63 Thammasat 230.81 175 Mahidol 228.03 59 Rank of Faculty of Education: First choice 446 238.17 Second choice 144 236.83 Third choice 226.39 110 Fourth choice 229.58 128 Fifth choice 227-58 194 Sixth choice 232.77 223 Intention to become teacher: Most definite 233 252.33 Very definite 479 234.58 Definite 228.24 354 Not definite 222.24 119 Never intend 9 261.56 Attended teacher college: Attended 358 239.24 Did not attend 231.53 1,050 M.S. 5 percent: 80% and above 136 235.70 70-79% 555 235.27 60-69% 232.20 415 50-59% 230.49 161 Below 50% 228.91 11 GPA in the university: 3.5-4 0 230.87 31 3.0-3 4 210 23.829 2.5-2 9 610 234.60 2.0-2 4 230.64 457 0.0-1.9 229.16 74 Type of primary school: Local administration 383 236.64 Municipal 119 234.66 Under the Ministry 321 234.50 Table 10.--Continued. 81 Attitude Variables High __ Low N 72233.57 x5233.56 N Private 230.01 525 Demonstration 35 239.43 Other types 231.36 14 Type of secondary school: Government 233.32 1,048 Private 231.76 216 Demonstration 44 238.43 Other types 64 236.03 Location of primary school (GPP--millions of baht) Low (2000-10,000) 483 236.32 Average (10,001-20,000) 283 235.31 High (20,001-78,000) 230.26 587 Location of secondary school (GPP-~millions of baht) Low (2000-10,000) 347 235.67 Average (10,001-20,000) 219 235.15 High (20,001-78,000) 231.51 771 Region of secondary school: Bangkok 231.46 723 Central 325 234.70 North 80 234.54 Northeast 127 235.45 South 94 237.68 Birthplace (GPP--mill. of baht): Low (2000—10,000) 538 236.20 Average (10,001-20,000) 278 235.07 High (20,001-78,000) 230.50 561 Birthplace (region): Bangkok 230.39 497 Central 433 234.26 North 122 235.33 Northeast 188 236.40 South 159 236.83 Residence (GPP--mi11. of baht): Low (2000-10,000) 460 236.29 Average (10,001-20,000) 274 234.62 High (20,001-78,000) 230.92 627 82 Table 10.--Continued. Attitude Var1ables N High __ Low N 73233.57 X5233.56 Residence (region): Bangkok 230.42 541 Central 437 234.21 North 110 234.52 Northeast 164 238.27 South 143 236.99 Family size: 1-3 321 233.71 4-6 632 233.72 7-9 231.66 344 10 and up 98 236.98 Birth order in the family: 1-3 832 234.22 4-6 231.05 415 7-9 117 234.09 10 and up 24 242.58 Father's ethnicity: Thai 1,075 234.39 Chinese 231.39 320 Others 207.86 7 Mother's ethnicity: Thai 1,141 234.33 Chinese 229.67 255 Others 230.00 2 Father's education: Gr. 1-Gr. 4 587 235.39 Gr. 5-Gr. 7 231.92 130 Gr. 8-Gr. 10 232.40 Gr. ll-Gr. 12 228.66 Diploma 120 233.83 Bachelor's degree 137 235.58 Master's or Ph.D. 227.05 38 Mother's education: Gr. l-Gr. 4 826 234.32 Gr. S-Gr. 7 146 234.33 Gr. 8-Gr. 10 233.02 135 Gr. ll-Gr. 12 229.83 53 Diploma 230.86 93 Bachelor's degree 230.98 94 Master's or Ph.D. 18 235.22 83 Table 10.--Continued. Attitude Variables , N H1gh __ Low N 72233.57 X5233.56 Father's occupation: Death 216 234.72 No occupation 58 236.48 Government employee 233.50 263 Business or industry employee 110 234.16 Private business 232.65 360 Teacher 86 235.17 Farmer 232.91 213 Others 231.73 95 Mother's occupation: Death , 76 233.88 No occupation 232.93 450 Government employee 88 239.63 Business or industry employee 39 237.82 Private business 231.43 318 Teacher 230.98 90 Farmer 236 234.91 Others 103 233.93 Family income (baht): None 103 235.84 Below 500 31 245.29 SOD-1,000 81 239.74 1.001-2,000 232.27 119 2.001-3,000 233.54 256 3.001-5,000 231.19 329 5.001-7,000 201 236.10 Above 7,000 233.15 239 Norm--father: Low 231.48 1.000 High 405 238.71 Norm--mother: Low 230.92 966 High 439 239.39 Norm--relative: Low 232.90 1,280 High 124 239.94 Norm--teacher: low 232.79 1,120 High 285 236.62 84 Table 10.--Continued. Attitude Variables H19h LOW N 72233.57 16233.55 N Norm--friend: LOW 1,279 233.64 High 232.75 126 Subjective norms: LOW 230.80 769 High 636 236.91 Students with lower family income levels (from none to 1,000 baht per month) and those whose families had incomes between 5,001 and 7,000 baht per month had more positive attitudes toward the teaching profes- sion that did students from other family income levels. Table 11 provides an indication of the role certain referent groups play in influencing students' professional career decisions. This group, described in the Definition of Terms in Chapter I as sub- jective norms, comprises parents, relatives, teachers, and/or friends. From the table it can be seen that persons in these groups tended to be positive in endorsing the respondents for teaching, although the differ- ences did not vary widely except in the case of teachers and friends. With regard to following the advice of these groups, respondents tended to express independence in their career decision making, particu— larly with regard to relatives, teachers, and friends. It is interest- ing that parents, who traditionally have played an important role in the Thai culture where their children are concerned, were not endorsed by a majority of respondents, although they were still the most 85 significant of the groups that were rated. It would be of considerable interest to pursue this aspect of the study in greater depth. The question comes to mind: Just who are the "significant others" whom students like those in the sample consult in such matters as career decision making in the current Thai culture? Table ll.--Subjective norms (referent group) of the education students. . . Probably No Tendency to Follow Subject1ve Probably Norm Group's Advice NOt Response N % N % N % In choosing my future profes- sion, I would most likely follow . . . advice. 1. my father's 624 44.4 771 54.9 10 0.7 2. my mother's 633 45.0 764 54.4 8 0.6 3. my relative's 209 14.8 1,188 84.5 8 0.6 4. my teacher's 361 25.7 1,037 73.8 7 0.5 5. my friend's 228 16.2 1,167 83.1 10 0.7 Opinions of Subjective Norm . No Group Regarding the Student Agree D1sagree Response Becoming a Teacher N % N % N % . thinks that I should become a teacher. 1. My father 742 52.8 638 45.4 25 1.8 2. My mother 836 59.5 549 39.1 20 1.4 3. My relative 625 44.5 759 54.0 21 1.5 4. My teacher 937 66.7 444 31.6 24 1.7 5. My friend 680 48.4 707 50.3 18 1.3 86 Descripgjve Study Introduction Analysis of variance (ANOVA) is a procedure for testing the homogeneity of a set of means. It is a method for splitting the total variation of the data into meaningful components that measure differ- ent sources of variation. In this analysis, significance of differ- ences between variables was tested on the basis of the F ratio, or the ratio of between-groups variance to within-group variance. The larger the F ratio, the less likely it is that the variances in the population from which the samples were drawn are equal. At the .05 alpha level, the null hypothesis is rejected, and the researcher may conclude that obtained differences between the sample variance are valid. The total sum of squares (SST) measures the total variability of the data. The total sum of deviation squared from the grand mean can be separated into two parts: the sum of deviation squared within groups (SSW), which reflects chance variation, and the weighted sum of deviation squared of group means from the grand mean (553), which reflects variability resulting from true difference and chance. The estimate of the population variance of the criterion is mean square between groups (MSB), p3). H014: No differences will be found in attitudes toward the teach- ing profession among students who spent the longest time in different types of communities (GPP), as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: Ho: 111 = N2 = 113 where l = Low GPP (2000-10,000 million baht) 2 = Average GPP (10,001-20,000 million baht) 3 = High GPP (20,001-78,000 million baht) 101 Table 15.--Results of the multiple-range comparison of types of communities of the place of longest residence. Residence (GPP) df SS MS F p Between groups 2 8094.14 4047.07 3.556 0.029* Within groups 1358 1545635.75 1138.17 Total 1360 1553729.00 *p < .05. Scheffé ranges for the .05 level: 73 '72 71 High Average Low (20,001-78,000) (10,001-20,000) (2,000-10,000) 230.92 234.62 236.29 Subset l Subset 2 There were statistically significant differences between stu- dents who had spent the longest time in a high-GPP community and those who had spent the longest time in a low-GPP community as the results of the Scheffé indicated (01 > u3). Thus, the high-GPP communities and the low-GPP communities produced the differences in attitudes toward the teaching profession. H015: No differences will be found in attitudes toward the teach- 1ng profess1on among students who spent the longest time 1n different regions, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: No‘ “1 = “2 = “3 = “4 z “5 102 where 1 = Bangkok 4 = Northeast region 2 = Central region 5 = Southern region 3 = Northern region Table 16.--Results of the multiple-range comparison of the regions of longest residence. Residence (If SS MS F (Region) p Between groups 4 10958.43 2739.61 2.412 0.047* Within groups 1390 1478742.44 1135.79 Total 1394 1589700.00 *p < .05. Scheffé ranges for the .05 level: 70 72 X3 75 74 Bangkok Central North South Northeast 230.42 234.21 234.52 236.99 238.27 Subset l The p value on the F-test was less than .05 (p = .047), indi- cating that there was some possibility of two or more groups being dif- ferent. However, the results of the Scheffé test did not prove to be statistically significant. H016: No differences will be found in attitudes toward the teach- 1ng profess1on among students who attend d1fferent un1ver- sities, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: Ho: “1 = N2 = N3 = N4 Srinakharinwiroj Silpakorn Chulalongkorn 3 Kasetsart where 1 .b II II 103 Table l7.--Results of the multiple-range comparison of universities attended. Universities Attended df 55 N5 F 9 Between groups , 3 22416.91 7472.30 6.621 0.0008* Within groups 1399 1578768.64 1128.49 Total 1492 1601185.00 *p < .05. Scheffé ranges for the .05 level: Y1 Y4 Y2 Y3 Chulalongkorn Silpakorn Kasetsart Srinakharinwiroj 229.86 231.66 231.89 239.08 Subset l Subset 2 There were significant differences among the students attending different universities. The multiple-range comparison (Scheffé) showed that the students who attended Srinakharinwiroj University and those who attended Chulalongkorn University produced the differences. The former had significantly more favorable attitudes toward the teaching profes- sion than did the latter (p3 > 0]). H017: No differences will be found in attitudes toward the teach- ing profession among students who are in different years (class levels) in the university, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: ”o‘ “1 = “2 = “3 = “4 freshman 3 sophomore junior senior where 1 N II II h 11 ll 104 Table l8.--Resu1ts of the multiple-range comparison of class levels in the university. Class Level df SS MS F P Between groups 3 9554.35 3184.78 2.801 0.039* Within groups 1400 1591767.87 1137.97 Total 1403 1601322.00 *p < .05. Scheffé ranges for the .05 level: 72 )0 74 X3 Sophomore Freshman Senior Junior 228.87 234.18 234.72 235.82 Subset l The p value was less than .05 (p = .039), indicating signifi- cant differences between class levels in the university. However, the Scheffé test did not prove to be statistically significant. H018: No differences will be found in attitudes toward the teach- ing profession among students who are studying in different academic programs, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: Ho‘ “1=“2‘”3‘“4‘“5‘“6=“7‘“8=“9 Early childhood ed. Elementary ed. Secondary ed. Nonformal ed. Physical ed. Agricultural ed. Home economics ed. Art ed. Other academic programs where \DGDNON II II II II 1 2 3 4 5 105 Table l9.--Resu1ts of the multiple-range comparison of academic programs in the university. Academic Program df SS MS F p Between groups 8 23763.00 2970.38 2.603 0.008* Within groups 1310 1495015.38 1141.23 Total 1318 1518778.00 *p < .05. Scheffé ranges for the .05 level: 70 78 79 73 ‘75 233.57 225.09 230.49 231.57 233.43 Subset 1 72 77 76 239.28 240.35 249.76 As a result of the Scheffé test, statistically significant dif- ferences were not found among the various academic programs in the uni- versity, even though significant differences existed among the students in these academic programs (p = .008). H020: No differences will be found in attitudes toward the teach- ing profession among students who received different grade poing averages in the university, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: Ho‘ “1 = “2 = “3 = “4 = 1'5 where l = 3.5-4.0 4 = 2.0-2.4 2 = 3.0-3.4 5 = 0.0-1.9 3 = 2.5-2.9 106 Table 20.--Results of the multiple-range comparison of students' grade point averages. Grade Point Average df SS MS F p Between groups 4 10902.90 2723.72 2.390 0.049* Within groups' 1377 1570217.50 1140.32 Total 1381 1581120.00 *p < .05. Scheffé ranges for the .05 level: 75 74 71 73 72 0.0-1.9 2.0-2.4 3.5-4.0 2.5-2.9 3.0-3.4 Subset l Significant differences in attitudes toward the teaching pro- fession were found among students who had different grade point averages in the university, since the p value was less than .05 (p = .049). However, the results of the Scheffé test did not prove to be statis- tically significant. H023: No differences will be found in attitudes toward the teach- ing profession among students whose primary schools are in different types of communities (GPP), as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: ”0‘ p1 = 112 = 113 where 1 = Low GPP (2000-10,000 million baht) 2 = Average GPP (10,001-20,000 million baht) 3 = High GPP (20,001-78,000 million baht) 107 Table 21.--Results of the multiple-range comparison of types of communities of primary schools. Primary School Community (GPP) df 55 NS F p Between groups 2 10927.83 5463.91 4.816 0.0082* Within groups 1350 1531685.38 1134.58 Total 1352 1542613.00 *p < .05. Scheffé ranges for the .05 level: 73 72 71 High Average Low (20,001-78,000) (10,001-20,000) (2000-10,000) 230.26 235.31 236.32 Subset 1 Subset 2 Significant differences were found in the different types of communities in which the primary schools are located, since the P value was less than .05 (p = .0082). The results of the Scheffé test showed that students who graduated from primary schools located in low-GPP communities had statistically more favorable attitudes toward the teaching profession than did those who graduated from primary schools in high-GPP communities (0] > u3). H026: No differences will be found in attitudes toward the teach- ing profession among students who ranked the Faculty of Education as different choices in the Entrance Examination, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: ”o‘ 1'1 = “2 = “3 = “4 = “5 = “5 108 where 1 = First choice 4 = Fourth choice 2 = Second choice 5 = Fifth choice 3 = Third choice 6 = Sixth choice Table 22.--Results of the multiple-range comparison of the ranking of the Faculty of Education in the Entrance Examination. Rank of Faculty of Education df 55 MS F p Between groups 5 25773.96 5154.59 4.543 0.004* Within groups 1239 1405891.19 1634.70 Total 1244 l431664.00 *p < .05. Scheffé ranges for the .05 level: 73 ‘75 74 75 '72 '71 226.39 227.58 229.58 232.77 236.83 238.17 Subset 1 Significant differences in attitudes toward the teaching profes- sion were found among students who ranked the Faculty of Education dif- ferently as their desirable choices in the Entrance Examination, since the p value was less than .05 (p = .004). However, the Scheffé test did not prove to be statistically significant. H027: No differences will be found in attitudes toward the teach- ing profession among students whose levels of definiteness of intention to become a teacher are different, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: Ho‘ “1 = “2 = “3 = “4 = “5 109 where l = most certain 4 = not certain 2 = very definite 5 = never intend 3 = certain Table 23.--Results of the multiple-range comparison of the level of definiteness of intention to become a teacher. Definiteness of Intention df 55 MS F p Between groups 4 124221.89 31055.42 29.535 0.000* Within groups 1391 l462586.81 1051.46 Total 1395 1586808.00 *p < .05. Scheffé ranges for the .05 level: 74 75 73 ‘72 71 224.24 224.90 228.10 234.58 252.23 Subset 1 Subset 2 Subset 3 The results of the Scheffé test showed that there were no sta- tistical differences between students who were not definitely planning to become a teacher, those who never intended to become a teacher, and those who definitely wanted to become a teacher. In addition, no sta- tistical differences were found between those who were most certain to become a teacher and those who had very definite plans to become a teacher after graduation. Nevertheless, the students who were most certain about becoming a teacher after graduation had significantly more favorable attitudes toward the teaching profession than did any other students (111 > u4; u] > “5‘ u] > u3; u] > “2)' 110 H028: No differences will be found in attitudes toward the teach- ing profession between students who had attended a teacher training college and those who had not attended, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: Ho: U] = U2 where 1 those who had attended a teacher training college those who had not attended a teacher training college N II II Table 24.--Results of the multiple-range comparison of students who had attended and had not attended a teacher training college. Whether Student Had Attended a df SS MS F p Teacher College Between groups 1 15641.85 15641.84 13.893 0.002* Within groups 1399 1575144.38 1125.91 Total 1400 1590786.00 *p < .05. t-test for the two groups of students: Variable fl_ M222. 3_ d: ‘p Attitudes: Group 1: attended a teacher 350 239.24 college 3.73 1399 0.000* Group 2: did not attend a 1050 231.53 teacher college *p < .05. The t-test was used to measure the differences between two groups of students: those who had attended a teacher college and those who had not attended. The F-test results showed that significant 111 differences were found between these two groups (111 f uz). 0n the one-tailed test, it was found that the students who had attended a teacher college had significantly more favorable attitudes toward the teaching profession than did those who had not attended, since the t value was positive (p1 > uz). H029: No differences will be found in attitudes toward the teach- ing profession among students who selected different facul- ties as their first choice in the Entrance Examination, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: ”0‘ u1 = 112 = “3 = “4 = “5 = “6 = 117 = u8 = “9 where l = Agriculture 6 = Natural science 2 = Law 7 = Engineering 3 = Medical science 8 = Education 4 = Humanities 9 = Social sciences 5 = Fine arts Table 25.--Results of the multiple-range comparison of the first-choice faculty selected in the Entrance Examination. Selected df SS Faculty MS F 9 Between groups 8 29394.05 3674.25 3.218 0.0013* Within groups 1278 1459396.57 1141.93 Total 1286 l488790.00 *p < .05. 112 Scheffé ranges for the .05 level: '77 71 79 73 '75 220.02 226.69 228.40 229.91 233.52 Subset 1 72 7B 78 235.50 235.53 238.18 Even though significant differences were found in attitudes toward the teaching profession among students who selected different faculties as their first choice in the Entrance Examination (p = .0013), the Scheffé test did not prove to be statistically significant. H030: No differences will be found in attitudes toward the teach- ing profession among students who selected different uni- versities as their first choice in the Entrance Examination, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: ”0‘ “1 = “2 = “3 = “4 = “5 = “6 = “7 = “8 = u9 where l = Chulalongkorn 6 = Kohn Kaen 2 = Kasetsart 7 = Prince of Songkla 3 = Silpakorn 8 = Thammasat 4 = Srinakharinwiroj 9 = Mahidol 5 = Chiang Mai Table 26.--Results of the multiple-range comparison of first-choice universities selected in the Entrance Examination. Selected Universities df 55 MS F p Between groups 8 23534.21 2954.28 2.575 0.008* Within groups 1257 l442002.31 1147.18 Total 1265 l465636.00 *p < .05. 113 Scheffé ranges for the .05 level: 76 79 73 78 71 77 215.09 228.03 230.20 230.81 231.65 233.63 Subset 1 72 7B 74 235.13 236.77 240.77 The p value on the F-test was less than .05, indicating that there was some possibility of two or more groups being different. However, the Scheffé test did not prove to be statistically signifi- cant. H03]: No differences will be found in attitudes toward the teach- ing profession between students with high subjective-norm levels and those with low subjective-norm levels, as measured by the ATTP scale. This hypothesis can be written in statistical notation as follows: Ho: 111 = u2 Low subjective-norm level (score 0-8) High subjective-norm level (score 9-16) where 1 Table 27.-—Results of the multiple-range comparison of subjective-norm levels. Subjective Norms df SS MS F p Between groups 1 12978.75 12978.75 11.463 0.007* Within groups 1403 1588466.63 1132.19 Total 1404 1601445.00 *p < .05. 114 t-test for the two subjective-norm levels: XEIiEQlE fl_ Mean 3_ ‘9: .2 Attitudes: Group 1 769 230.80 *p < .05. Group 1 refers to the students with a low subjective-norm level or those who hardly believe and/or tend to follow their referent groups in selecting a future profession. Group 2 refers to those with a high subjective-norm level or those who believe and/or tend to follow their referent groups in selecting a future profession. The results of the t-test showed that there were statistically significant differences between these two groups (111 f uz). For the one-tailed test, because the obtained t value was negative, the stu- dents with a high subjective-norm level were shown to have signifi- cantly more favorable attitudes toward the teaching profession than those with a low subjective-norm level (p2 > p1). In summary, after the multiple-range comparison of the sub- groups of 14 factors for which the p value was less than .05, only seven factors were found to be statistically significant. As a result of the multiple-range comparison, Scheffe, and/or t-test, statistically significant differences were found for: 1. type of community (GPP) of the student's birthplace, 2. type of community (GPP) of the student's longest residence, 3. university attended, 115 4. type of community (GPP) in which the primary school is _1ocated, 5. whether the student had attended a teacher training college, 6. certainty of the student's intention to become a teacher after graduation, and 7. subjective-norm level in the student's selection of a future profession. Pearson Product-Moment Correlation Coefficient In this analysis, the strength of the linear relationship between two or more variables is measured. These correlation coeffi- cients indicate the degree to which variation (or change) in one vari- able is related to variation (or change) in another. In the present study, the Pearson product-moment correlation coefficient was used to measure the relationship between attitudes toward the teaching profes- sion and the independent variables. Because the Pearson correlation coefficient is the method used to compare quantitative variables, 16 independent variables from the personal characteristic and background factors of students enrolled in the Faculties of Education were selected for analysis. The intercorrelation coefficients or correlation matrix, which displays the degree to which variation in one variable is related to variation in another, is presented in Table 28, where l = student's age (years), 2 = years in the university (class level), 3 = rank of the Faculty of Education \10501 10 11 12 13 14 15 16 17 116 definiteness of intention to become a teacher, M.S. 5 percentage on the final exam, GPA in the university, type of community (GPP) in which the primary school is situated, type of community (GPP) in which the secondary school is situated, type of community (GPP) of birthplace, type of community (GPP) of longest residence, number of children in the family, birth order in the family, father's educational level, mother's educational level, family income level, attitude toward the teaching profession, and subjective-norm level (belief that the referent groups think he/she should become a teacher). A summary tabulation of the Pearson product-moment correlation coefficients, which shows the relationship between the 16 variables and attitudes toward the teaching profession, is presented in Tab1e 29. The table shows that there were relationships between attitudes toward the teaching profession and the student's age, rank of the Faculty of Education, definiteness of intention to become a teacher, GPA, type of community (GPP) in which the primary school is situated, type of community (GPP) in which the secondary school is 117 oo.— op. No.1 no.1 No. mo.n —o.1 e—.- e—.1 ¢—.u mp.u no.1 po. om. ~—.u N—. ~_. ~— oo.— oo.1 no.1 No.1 po. no. no.1 co.u mo.- no.1 co. co. NN. no.1 mo. no.1 op oo.— cc. —¢. m—.u mp.n mp. —~. em. pm. op. mo. pp.u op. cp.n om.u m— oo.p cm. 00.1 pp.. op. co. Np. mo. mo. mo. m—.u op. op.n o—.. «F oo.— mp.u -.1 op. mo. p—. mo. mo. mo. m—.1 m—. $0.: o—.u mp oo.— om. co.1 «0.1 «0.1 no.1 No. no.1 no.1 po. po. mo. Np oo.p ~—.1 pp.1 00.- m~.u No. mo.u ¢o. oc.u mo. m—. _— oo.p mm. mm. am. No. me. o—.. m—. w—.. m~.u op oo.p —o. ow. mo. co. m—.1 cp. mp.u om.1 m oo._ no. we. mo. m—.n om. NN.1 mm.u m oo.p mo. —o. ~—.- mp. mp.n mm.1 m oo.— ~—. co. .1 cm. po.- 0 oo.~ oo.u mp. mo.u no.1 m oo.p em.1 mo. N—. c oo.— mm.u mm.u m oc.p ow. N oo.p F N— op m— op mp N— pp op m m m o m ¢ m N — m—nmwgm> .Amoc._ u zv xwgums covum—mggou aco5051uu=uogn comgmmm--.m~ m_nmp 118 situated, type of community (GPP) of birthplace, type of community (GPP) of longest residence, and subjective-norm levels of the students, since the p values were less than .05. Only four variables—-student's age, definiteness of intention to become a teacher, GPA, and subjective- norm levels--had a positive relationship with attitudes toward the teaching profession. The other variables had a negative relationship with such attitudes. Table 29.--Re1ationship between selected personal characteristic and background factors of education students and their attitudes toward the teaching profession (N = 1,405). Variables S'Tp16 p Student's age 0.0807 0.001* Years in the university (class level) 0.0275 0.152 Rank of the Faculty of Education -0.0831 0.001* Intention to become a teacher 0.2196 0.000* M.S. 5 or M.6 percentage 0.0405 0.065 Grade point average (GPA) 0.0565 0.017* Location of primary school (GPP) -0.0715 0.004* Location of secondary school (GPP) -0.0761 0.002* Birthplace (GPP) -0.0601 0.012* Place of longest residence (GPP) ~0.0691 0.005* Family size 0.0278 0.149 Birth order in the family 0.0051 0.424 Father's educational level -0.0193 0.235 Mother's educational level -0.0269 0.157 Family income (baht per month) -0.0008 0.488 Student's subjective-norm level 0.0988 0.000* *p < .05. 119 The coefficients suggest that students who held positive atti- tudes toward the teaching profession were older, ranked the Faculty of Education as their desirable choice, had a strong intention to become a teacher after graduation, had good grade point averages, had attended primary and secondary schools in communities with a low Gross Provin- cial Product (GPP), were born and resided for the longest time in low-GPP communities, and believed that the referent groups thought they should become teachers. Summary of Descriptive Study The analysis of data suggested that, in general, students in the Faculties of Education in selected Thai government universities had favorable attitudes toward the teaching profession. The profession still maintains its prestigious and respectable status. However, cer- tain persisting problems related to the profession prevent students from entering the teaching field. Students reported that they believed teachers receive too low salaries, that teaching permits slow professional progress, and that teaching is boring, routine, unexcit- ing, and hard work. The results of analysis of variance (ANOVA) and Pearson product-moment correlation coefficient testing showed that the follow- ing factors produced the differences in and/or were related to atti- tudes toward the teaching profession: Socioeconomic Background Personal Characteristics Age Birthplace Residence Parents' occupation Parents' ethnic group 120 Educational Background University attended Class level Academic program Type of primary school Type of secondary school Location of primary school Location of secondary school Other Selected Factors First-choice faculty selected in the Entrance Examination First-choice university selected in the Entrance Examination Rank of Faculty of Education selected in the Entrance Examination Intention to become a teacher Whether student attended a teacher training college Referent groups in career decisions Some of the factors found to be significant in this study sup- ported the findings of other research on attitudes toward the teaching profession. Experience in professional training, the selection of desirable choices in the Entrance Examination, university attended, class level in the university, academic program, grade point average in the university, location of primary and secondary schools, and types of communities of birthplace and longest residence were found in this study to produce significant differences in attitudes toward the teaching profession. However, some of these factors, namely, 121 class level, academic program, grade point average, type of secondary school attended, and rank of Faculty of Education selected as well as first-choice faculty and university selected in the Entrance Examina- tion have not been proven in other studies to be statistically signifi- cant. Student's sex, family size, and income level, which were found in other studies to produce significant differences in attitudes, were not found to be significant in this study. Moreover, it is interesting that a 1977 research study found that students from Bangkok had more favorable attitudes toward the teaching profession than did those out- side of Bangkok. But the findings of the present study were just the opposite. It was found that students who were born, resided, and attended primary school in communities with a low GPP, which are pro- vincial areas, had more favorable attitudes toward the teaching pro- fession.than did students from average- and high-GPP communities. Finally, factors that were not proven to be statistically sig- nificant should not be overlooked. The inconsistencies found in the results of this study and others may have resulted from the lack of control over a great many factors beyond an individual's control. Also, knowing which factors do not differentiate is as important in many types of decisions as is knowing those that do set persons, elements, and other factors apart. Predictive Study Multiple Regression Analysis Multiple regression analysis (MRA) is the statistical procedure used to separate the effects of independent variables in multiple 122 regression. It shows the extent to which variation in independent variables is related to variation in a dependent variable. This analysis is particularly useful in determining which variables or factors affect the dependent variable. In this study, MRA was intro- duced to study attitudes toward the teaching profession (the dependent variable). 0f major interest was the relationship between selected independent variables and this dependent variable. The objective of MRA is to find the beta weight or regression coefficient of each inde- pendent variable. The square of the beta value (B) shows the amount of variance in attitudes toward the teaching profession explained by each independent variable. The unstandardized regression coefficient (B), or the score weight, shows the effect of one unit change in the independent variable or change in attitudes toward the teaching pro- fession. The multiple correlation coefficient (R) shows the relation- ship between independent variables and the dependent variable. The coefficient of determination (R2) indicates the proportion of varia- tion in the dependent variable explained by independent variables. The R2 change for each variable is taken as the component of variation attributable to that variable. The F ratio, the test of significance, is the test for a specific regression coefficient. The overall F ratio is the test for goodness of fit of the regression equation. In the beginning, the categorical variables are grouped as dummy variables to transform the categorical variables into numerical ones. For instance, sex is a categorical variable; it is then grouped as male (yes=1, no=0), female (yes=1, no=0). As a result of this pro- cedure, the number of independent variables increases. 123 The first step in MRA is to compute a simple bivariate corre- lation for all the variables, which is shown by the r value. This analysis was undertaken to select only those variables that were significantly (p < .05) related to attitudes toward the teaching pro- fession. In this way, the variables that had a low correlational relationship with the dependent variable were disregarded. Table 30 presents the simple bivariate correlation relationship between each independent variable and attitudes toward the teaching profession. From the table, it can be seen that although a relationship exists, the correlations are somewhat low: 0 to .22 for positive relation- ships and -.10 the highest correlation coefficient for the many nega- tive relationships. After the simple bivariate correlation, 37 out of 103 independent variables were found to be significant at the .05 level. One of the problems in MRA is multicollinearity, or the situa- tion in which some or all of the independent variables are highly inter- correlated. The greater the intercorrelation of the independent variables, the lower the reliability of the relative importance indi- cated by the regression coefficients. One of the solutions for this problem is to use only one of the variables in the highly correlated set to represent the common underlying dimension.1 In this study, the independent variables for which the intercorrelations were higher than or equal to .70 were reexamined to select one variable in each set. (See page 126.) Table 31 shows the intercorrelation matrix of the 38 variables selected on the basis of their value at the .05 level (37 independent variables and the dependent variable). From the table, it is seen that 17 variables were highly correlated. 124 Table 30.—-Simple bivariate correlation for multiple regression analysis, showing the relationship between personal characteristic and background factors of education students and attitudes toward the teaching profession. Variables Simple P Student's sex: Male 0.0001 0.498 Female 0.0035 0.448 Student's age 0.0807 0.001* Years in the university (class level) 0.0275 0.152 University: Chulalongkorn -0.0814 0.001* Kasetsart -0.0258 0.167 Srinakharinwiroj 0.1155 0.001* Silpakorn -0.0183 0.247 Academic program: Early Childhood Education -0.0209 0.216 Elementary Education 0.0790 0.002* Secondary Education -0.0440 0.049* Nonformal Education 0.0235 0.190 Physical Education -0.0012 0.482 Agricultural Education 0.0646 0.008* Home Economics Education 0.0242 0.183 Art Education -0.0338 0.103 Other programs -0.0466 0.040* Selected first-choice faculty: Agriculture -0.0357 0.090 Law 0.0115 0.334 Medical Science -0.0375 0.080 Humanities -0.0001 0.498 Fine Arts -0.0002 0.497 Natural Sciences 0.0097 0.358 Engineering . -0.0678 0.006* Education 0.1144 0.001* Social Sciences -0.0645 0.008* Selected first-choice university: Chulalongkorn -0.0417 0.059 Kasetsart 0.0163 0.271 Silpakorn -0.0l9l 0.237 Srinakharinwiroj 0.1014 0.001* Chiang Mai 0.0193 0.234 Khon Kaen -0.0486 0.034* Prince of Songkla 0.0001 0.498 Thammasat -0.0308 0.124 Mahidol -0.0343 0.099 125 Table 30.--Continued. Variables Simple P Rank of Faculty of Education -0.0831 0.001* Intention to become a teacher 0.2196 0.000* Attended a teacher training college: Attended 0.0970 0.000* Did not attend -0.1037 0.000* M.S. 5 or M.6 percentage 0.0405 0.065 Grade point average (GPA) 0.0565 0.017* Type of primary school: Local administration 0.0559 0.018* Municipal 0.0099 0.355 Under MOE 0.0150 0.287 Private -0.0813 0.001* Demonstration 0.0278 0.149 Other types -0.0066 0.403 Type of secondary school: Government -0.0124 0.321 Private -0.0227 0.197 Demonstration 0.0259 0.166 Other types 0.0160 0.275 Location of primary school (GPP) —0.0715 0.004* Location of secondary school (GPP) -0.0761 0.002* Region in which secondary school is situated: Bangkok -0.0640 0.008* Central 0.0185 0.244 North 0.0071 0.395 Northeast 0.0176 0.255 South 0.0327 0.111 Birthplace (GPP) -0.0601 0.012* Region of birthplace: Bangkok -0.0696 0.005* Central 0.0138 0.302 North 0.0161 0.273 Northeast 0.0330 0.108 South 0.0346 0.098 Place of longest residence (GPP) -0.0691 0.005* 126 Table 30.--Continued. Variables Simple P Region of place of longest residence: Bangkok -0.0737 0.003* Central 0.0129 0.315 North 0.0082 0.379 Northeast 0.0507 0.029* South 0.0342 0.100 Family size 0.0278 0.149 Birth order in the family 0.0051 0.424 Father's ethnicity: Thai 0.0444 0.048* Chinese -0.0350 0.095 Other -0.0539 0.022* Mother's ethnicity: Thai 0.0472 0.038* Chinese -0.0542 0.021* Others -0.0040 0.441 Father's educational level -0.0193 0.235 Mother's educational level -0.0269 0.157 Father's occupation: Death 0.0146 0.292 No occupation 0.0179 0.251 Government employee -0.0009 0.486 Business or industry employee 0.0052 0.423 Private business -0.0159 0.276 Teacher 0.0122 0.324 Farmer -0.0082 0.379 Other occupations -0.0147 0.292 Mother's occupation: Death 0.0023 0.466 No occupation or housewife -0.0129 0.315 Government employee 0.0464 0.041* Business or industry employee 0.0213 0.212 Private business -0.0341 0.101 Teacher -0.0200 0.226 Farmer 0.0179 0.251 Other occupations 0.0031 0.454 Family income (baht per month) -0.0008 0.488 127 Table 30.--Continued. Variables Simple P Having father as subjective norm 0.0970 0.001* Having mother as subjective norm 0.1164 0.001* Having relative as subjective norm 0.0679 0.005* Having teacher as subjective norm 0.0456 0.044* Having friend as subjective norm -0.0075 0.389* Overall subjective norm 0.0988 0.000* *p < .05. 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Variables [_ ‘2 Personal characteristics Student's age 0.08 0.001 Socioeconomic background Mother is Thai 0.05 0.038 Mother is government employee 0.05 0.041 Father is neither Thai nor Chinese -0.05 0.022 Birthplace (GPP) —0.06 0.012 Birthplace: Bangkok -0.07 0.005 Residence: Northeast 0.05 0.029 Educational background University attended: Chulalongkorn -0.08 0.001 Srinakharinwiroj 0.12 0.001 Academic program: Elementary education 0.08 0.002 Secondary education -0.04 0.049 Agricultural education 0.06 0.008 Other programs -0.05 0.040 GPA 0.06 0.017 Type of primary school: Local administration 0.06 0.018 Private . -0.08 0.001 Location of secondary school (GPP) -0.08 0.002 Region of secondary school (GPP) -0.06 0.008 130 Variables Selected other factors Rank of Faculty of Education Intention to become a teacher First-choice faculty: Engineering Education Social Science First-choice university: Khon Kaen Level of subjective norms [‘5 -0.08 0.22 -0.07 0.11 -0.06 -0.05 0.10 0.001 0.000 0.006 0.001 0.008 0.034 0.000 In the analysis, independent variables were entered individually into the regression equation on the basis of the following criteria, according to the SPSS program:2 l. The maximum number of independent variables that will be entered into the analysis is 26. 2. The minimum F ratio computed in a test for significance of a regression coefficient is no smaller than 3.8, which is the signifi- cance level at .05. 3. The tolerance value of an independent variable being con- sidered for inclusion, which is the proportion of the variance of that variable not explained by the independent variables already in the regression equation, is no less than .40. This intermediate value of .40 would indicate that 40% of the variance of a potential independent variable is unexplained by predictors already entered. Table 32 presents the results of the multiple regression analy- sis. Seven variables--the intention to become a teacher after gradua- tion, study of Agricultural Education, mother is a government employee, grade point average in the university, attend Srinakharinwiroj 13l University at the Prasarnmitr campus, attend Chulalongkorn University, and father is neither Thai nor Chinese--were found to have an influence on attitudes toward the teaching profession. Among these variables, the intention to become a teacher after graduation showed the highest correlation with attitudes (r = .22). Attending Srinakharinwiroj Uni- versity at Prasarnmitr campus was the second highest correlated vari- able, with r = .12. When considering the beta value (8), the data sug- gested that, again, the intention to become a teacher after graduation is the best predictor of attitudes toward the teaching profession, with a significant beta value of .21. This factor can explain about 5% of the variation in attitudes (R2 = .05). Together, all seven factors explained 7% of the variation in attitudes (R2 = .07). The overall relationship between all these fac- tors and attitudes toward the teaching profession was .27, since R = .27. Six variables other than the intention to become a teacher accounted for only a very small variation in attitudes, since R2 change ranged between 0.003 and 0.005 and R2 increased by only 2% (from .05 to .07) of the variation. The intention to become a teacher, studying Agri- cultural Education, mother is a government employee, grade point average in the university, and attending Srinakharinwiroj University had a posi- tive influence, whereas attending Chulalongkorn University and father is neither Thai nor Chinese had a negative influence on attitudes toward the teaching profession. It should be recognized that some factors in Table 32, such as study of Agricultural Education, mother is a government employee, and father is neither Thai nor Chinese, may not lead to meaningful 132 no. H mm A_oo. v no oN.o_ u o mo¢.F n mNPm w_osmm so.oom n oooomooo o oo.o moo. No.o __. moo. No. AN. AaooEoe Looseeomoeov oooata>ooo ooeozeotooxaeotm oooeoo A oo.o ooo.- oe.o~- mo.- ooo. No. om. amooooo go: wasp smcuwmc mo emgpmu N _o.~ moo. o~.op oo. ooo. oo. om. eooooeooo _otoopoooto< eo oooem o oo.o moo. No.N oo. eoo. oo. om. zoomta>_oo ago ow _oo otoxoeopooooo ooooeo _ Ne.oo moo. oo.m Po. ooo. mo. NN. eaeeooe o esoeao oo oooeeaooo m mo mucosa xcmm o m m L mm mm a mmpamPgm> .coommmeoga mcocuomu as» nngop mmuzpouuo mocmopeco awn» mgopumw mcozocm momzpocm :oommmgmmg monoupze mo mono“ xgmsssmii. mm monop 133 generalization because they represent small groups and their r values, R2 change values, and beta values are low. However, it does not mean that these factors should not be considered in analyzing attitudes toward the teaching profession. The results of the multiple regression analysis indicated that intention to become a teacher after graduation is the best predictor of attitudes toward the teaching profession (B = .2l). For the practi- cal use of predictors, grade point average should also be included because it applies to everyone in the population. Chapter V contains a summary of the study, conclusions based on the statistical analyses described in Chapter IV, a discussion of the findings, and recommendations for further research. 134 Notes--Chapter IV 1N. H. Nie, C. Hull, J. Jenkins, K. Steinbrenner, and D. Bent. SPSS: Statistical Package for the Social Sciences, 2nd ed. (New York: McGraw-Hill Book Company, l975), pp. 340-41. 2 Ibid., p. 346. CHAPTER V SUMMARY, FINDINGS, AND CONCLUSIONS Introduction Chapter V contains a summary of the study and a discussion of the results from the analysis of data. Summary of the Study Purposes of the Study The purposes of the study were (l) to investigate attitudes toward the teaching profession of students presently enrolled in Faculties of Education in selected Thai government universities, (2) to describe the factors that produce differences in and/or are related to such attitudes, and (3) to analyze the predictors of atti- tudes toward the teaching profession. Design and Methodology of the Study The population of the study was the undergraduate students enrolled in Faculties of Education in four Thai government universities during the 1979-80 academic year. One-third of the students in each class level at Chulalongkorn University, Kasetsart University, Srinak- harinwiroj University, and Silpakorn University were randomly selected. The total number of students in the study sample was 1,405. 135 136 The instrument used to collect the data in this study was the Attitude Toward the Teaching Profession scale (ATTP scale), which was constructed in 1977 by the Research Department of the Faculty of Edu- cation at Chulalongkorn University. The questionnaire was administered in classrooms during the second semester of the academic year, from December 19, 1979, to January l7, 1980. The statistical analysis was conducted on the IBM 370 computer at the National Statistical Office of the Data-Processing Center of Thailand. In the descriptive portion of the study, one-way analysis of variance and Pearson product-moment correlation coefficient were used to analyze the data. In the predictive part of the research, multiple regression analysis was employed to analyze the predictors of attitudes toward the teaching profession. The significance level was set at .05 for all analyses. Findings of the Study In general, students had favorable attitudes toward the teach- ing profession. However, the characteristics of the profession that a majority of students reported they did not like were slow professional advancement; the low salary for teachers; and the hard, routine, unenjoyable, and unexciting work involved in teaching. Also, they said they believed teaching made one a fussy and negative person. The results of the descriptive portion of the study showed that type of community (GPP) of the student's birthplace and residence, location of primary school, university attended, class level in the university, academic program, grade point average in the university, 137 rank of Faculty of Education selected in the Entrance Examination, first-choice faculty and university selected, intention to become a teacher after graduation, whether the student had attended a teacher training college, father's ethnic group, and level of subjective norms (whether the student believed the referent group in selecting a future profession) produced the differences in students' attitudes toward the teaching profession. Student's age, grade point average in the univer- sity, intention to become a teacher after graduation, and level of subjective norms had a positive relationship with attitudes, whereas rank of Faculty of Education selected in the Entrance Examination, type of community (GPP) in which the primary and secondary schools were located, and type of community (GPP) of the student's birthplace and residence had a negative relationship to attitudes toward the teaching profession. In the predictive portion of the study, the multiple regression analysis showed that intention to become a teacher after graduation was the best predictor of attitudes toward the teaching profession. It had the highest correlation (r = .22) and beta weight (8 = .21). Other predictors of such attitudes were studying Agricultural Education, mother is a government employee, grade point average in the univer- sity, attending Srinakharinwiroj University, attending Chulalongkorn University, and an unusual and interesting factor: father is neither Thai nor Chinese. The intention to become a teacher, studying Agri- cultural Education, mother is a government employee, grade point average, and attending Srinakharinwiroj University had a positive influence on attitudes, whereas attending Chulalongkorn University 138 and father is neither Thai nor Chinese had a negative influence. For practical use of these results, the intention to become a teacher and grade point average, which can be generalized to the entire popu- lation, are recommended. Conclusion This study has identified some of the problems related to the teaching profession and teacher training institutions in Thailand. It seems apparent that some better form of screening is needed for the selection iyf students who enroll in the faculties of education. The study shows that there are some predictors that might be useful in the selection process. How these and other factors might be utilized must be a subject for future, more detailed research. It appears also that some changes need to be effected to make the teaching profession more attractive to prospective teachers and to society as a whole. One might speculate on possible ways of doing this: - Improving salaries and benefits. - Making people more aware of the important role teachers and schools play in the development of the country. - Changing the traditional/cultural expectations of society toward the teachers and schools. - Encouraging the concept of community schools. - Relating more clearly the curriculum to the wants and needs of society. - Changing instructional techniques to encourage learning for the sake of learning, thereby making the educational experience more meaningful and enjoyable to both students and teachers. - Discouraging the use of rote learning and emphasis on memorization. 139 The purpose of the study was to describe a problem in the educa- tional system of Thailand and to ascertain if there were predictors that might help to alleviate the problem. It was the purpose of this study to provide a foundation on which other studies might build. APPENDICES I40 APPENDIX A COVER LETTERS T41 APPENDIX A d as.oeon/bn¢n< ihflhvaunmznsaunasnnslnununvual bd qu‘nnuu uchu ISov unnonuoqiniizfilnfinflnuqdfimmntontfluuoqa tfiuu nwulnm:n1n1an1 {on uavuflnn {néwatflov fihflnvaUSmmaionnnn Michigan State University flfl1fiuflszau§93M303mwfiflwu5t40v A Study of Attitude Toward the Teaching Profession of the Faculty of Education Students in the Selected Thai Universities dulihfln-flhlnualunmzn1nnfin4ua= nmzflnunnaani tfiunéufloodav lugnuzduntDuo1sqaddUSnUfifimdnuovflhflnuaéa fiulniuonaanoqthinznannN1ulut10vnalfld o. vooqmnaln'uavuflnn {humatflav liuuuflhunflnofiuqfiwnj dvéuounaaninansu n1.aunfin lBunqfimfi ua: uqoaaoafluznn HQNUMi tfiufia§nvdu Tunastfiusausouiaqatdan11fifibiiovd u. nooqmanlfihan-flhlnuaflnhfiuflnunodlunmzn1nnan§5ufld O,h,n, us: ( mouuuufihfifiunflmafiunflwnj . ' aanfiusaua:tfiuntfluafiutiovd'uavuflmfi {hawatflau s:unt?uu Ouanioumutaufinagvndv {otfiuuunidaIUSnflaasmnlfinonuoqtnsnzfinou {ntfluwszqwdn uouanunoanflbfloaunvav ‘TTDGACaJ”A4L. . }-- (unufidfluun' inqflh) lSIQI’lBfl'HHIIIZIl1fiufl11fl’lfiflfl8’lltflfifl’lfl noudfiunaaflnun Ins. bdoocdd T42 I43 ahtufi I d as..aon/ ahfihvaunmznssunasnnslnununvuan quflnauu menu I U U BTOV uoaanuauinsnznlnflnflnunuSmwainnifiuuoqa tion 51:: mo 210m i’néwatflou finflnmdmntonwn Michigan State University ““71”U733“0‘3“Pmmqnfiug WIN A Study of Attitude Toward the Teaching Profession of the Faculty of Education Students in the r I 0 r on an flnuanqans tflunqufloounv lugnuzduutflunnwnsufldfinunqndvuovflhflnunad fivlniuanoqnoqiniazfiannnau uaoumanlfihandnhfihflnunodlunm:Inunfinani- n1nnan{ fiufld 9,b,n no: ( nauuuufihflhunflnoflunflnnj ahniuanuaztfluntfluofin Lined unv uflna inéwatflan stuntiuudunvnnunutovfinnihndv 3nt30uu1tNoTUsnflanamnlnnonuoqinsnznnnu fihtfiuwszqmdu. nouanunonuflufiaadnuqu 13,454) A; 3... (ufluflUUuun' tnqflh) tanqfinaanmznsaunwsnnsflnuaunvunfl novfi‘unaifinun Iflfi. bdooodd nwulnmzflnunnaani un15nun§bfladnn1 unnfinunfiufifiunfiunsfilim dszanuflns ”M13M015Ut0801flflflfl; 144 Office of the National Education Commission November l979 Dean of Faculty of Education Dear Sir: Allow me to introduce Mrs. Chanita Rukspollmuang, a doctoral candi- date from Michigan State University. She is presently involved in a research project: "A Study of Attitudes Toward the Teaching Profession of Faculty-of-Education Students in Selected Thai Universities." As I am one of her research advisors, I would like to ask for your cooperation in: l. permitting Mrs. Chanita Rukspollmuang to use the Attitude Toward the Teaching Profession Scale (ATTP scale) constructed by Dr. Somwung Pitiyanuwat and Miss Niyada Srichan of the Research Department, College of Education, Chulalongkorn University, which was selected as the research instrument. 2. allowing the freshman, sophomore, junior, and senior students presently enrolled in the Faculty of Education to answer the ATTP scale. Mrs. Chanita Rukspollmuang will contact you personally. Thank you for your cooperation. Sincerely, Sippanondha Ketudat Secretary-General, Office of the National Education Commission APPENDIX B CHARACTERISTICS OF THE EDUCATION STUDENTS IN THE SAMPLE I45 APPENDIX B Student's sex: Sex Number % Male 577 4l.l Female 8l9 58.3 No response 9 0.0 Total l,405 lO0.0 Student's age: Age (years) Number % Below 17 28 2.0 18-20 567 40.4 2l-23 47l 33.5 24 and above 339 24.l Total l,405 lO0.0 University in which student is presently enrolled: University Number % Chulalongkorn 500 35.7 Kasetsart 30l 2l.4 Srinakharinwiroj 468 33.3 Silpakorn l34 9.5 No response 2 0.0 Total |,405 IO0.0 T46 147 Class level in the university: Class Level Number % Freshman 342 24.3 Sophomore 3l9 22.7 Junior 378 26.9 Senior 365 26.0 No response l 0.0 Total l,405 lO0.0 Academic programs studied in the university: Academic Program Number % Early Childhood Education 7 0.5 Elementary Education 25l l7.8 Secondary Education SOl 35.7 Nonformal Education Bl 5.8 Physical Education llO 7.8 Agricultural Education 25 1.8 Home Economics Education 20 l.4 Art Education 32 2.3 Others 292 20.8 No response 86 6.l Total 1,405 100.0 First-choice faculty students selected in the Entrance Examination: UNESCO Field of Study Number % Agriculture 42 3.0 Law 54 3.8 Medical Science l5l lO.8 Humanities l50 10.7 Fine Arts 44 3.l Natural Science l7 l.2 Engineering 39 2.8 Education 578 4l.l Social Science 2l2 l5.l No response ll8 8.4 Total 1,405 l00.0 148 First-choice university students selected in the Entrance Examination: University Number % Chulalongkorn 494 35.1 Kasetsart 154 11.0 Silpakorn 50 3.5 Srinakharinwiroj 259 18.4 Chiang Mai 56 4.0 Khon Kaen 11 0.8 Prince of Songkla 8 0.6 Thammasat 175 12.5 Mahidol 59 4.2 No response 139 9.9 Total 1,405 100.0 Rank of Faculty of Education students selected in the Entrance Examination: Rank Number % First choice 336 31.8 Second choice 144 10.2 Third choice 110 7.8 Fourth choice 128 9.1 Fifth choice 194 13.8 Sixth choice 223 15.9 No response 160 11.4 Total Tj405 100.0 Definiteness of intention to become a teacher after graduation: Intention Number % Most definite 233 16.6 Very definite 479 34.1 Definite 354 25.2 Not definite 119 8.5 Never intend 211 15.0 No response 9 0.6 Total 1,405 100.0 149 Whether students attended a teacher training college before studying in the university: Teacher College Number % Attended 351 25.0 Did not attend 1,050 74.7 No reSponse 4 0.3 1,405 100.0 M.S.ES percentage on the final exam and GPA in the university: S Percentage GPA core Number % Number % High (70%+, 3.0-4.0) 691 49.2 241 17.2 Average (SO-69%, 2.0-2.9) 576 41.0 l.067 75.9 Low (50%-, 0.0-1.9) 11 0.8 74 5.3 No response 127 9.0 23 1.6 Total 1,405 100.0 1,405 100.0 Types of primary and secondary schools students graduated from: Type of School Primary Secondary Number % Number % Government school 823 58.6 1,048 74.6 Private school 525 37.3 216 15.4 Demonstration school 35 2.5 44 3.1 Other types 14 1.0 64 4.6 No response 8 0.6 33 2.3 Total 1,405 100.0 1,405 100.0 150 Type of community (GPP) of student's birthplace, place of longest residence, primary school, and secondary school: Birth Reside Primary Secondary No. % No. % No. % No. % GPP (mill. baht) Low (2000-10,000) 538 38.2 460 32.8 483 34.4 347 24.7 Average (10,001— 20,000) 278 19.7 274 19.5 283 20.0 219 15.6 High (20,001-78,000) 561 39.2 627 44.6 587 41.8 771 54.9 No response 28 1.9 44 3.1 52 3.7 68 4.8 Total 1,405 100.0 1,405 100.0 1,405 100.0 1,405 100.0 Region of bithplace, place of longest residence, and secondary school: . Birth Reside Secondary Region Number % Number % Number % Bangkok 497 35.4 541 38.5 723 51 5 Central 433 30 8 437 21.1 325 23 1 North 122 8.7 110 7 8 80 5 7 Northeast 188 13.4 164 11.7 127 9 0 South 159 11.3 143 10.2 94 6 7 No response 6 0.4 10 O 7 56 4 0 Total 1,405 100.0 1,405 100 0 1,405 #100 0 Number of children in the family and birth order of student in the family: Number of Children 512e Order Number % Number % Small (1-3) 321 22.8 832 59.2 Medium (4-6) 632 45.0 415 29.6 Large (7 and up) 442 31.5 141 10.0 No response 10 0.7 17 1.2 Total 1,405 100.0 1,405 100.0 151 Parents' ethnic group: Ethnicity Father Mother Number % Number % Thai 1,075 76.5 1,141 81.2 Chinese 320 22.8 255 18.2 Others 7 0.5 2 0.1 No response 3 0.2 7 0.5 Total 1,405 100.0 1,405 100.0 Parents' educational level: Educational Level Father Mother Number % Number % Primary (P.l-P.7) 717 51.0 972 69.2 Secondary (Ml-M5) 314 22.4 188 13.4 Higher education 295 21.0 165 11.7 No response 79 5.6 80 5.7 Total 1,405 100.0 1,405 100.0 Parents' occupation: , Father Mother Occupation Number % Number % Death 216 15.4 76 5.4 No occupation 58 4.1 450 32.0 Government employee 263 18.7 88 6.3 Business or industry 110 7.8 59 2.8 Private business 360 25.6 318 22.6 Teacher 86 6.1 90 6.4 Farmer 213 15.2 236 16.8 Others 95 6.8 103 7.3 No response 4 0.3 5 0.4 Total 1,405 100.0 1,405 100.0 152 Family income (baht per month): Income (Baht) Number % Low (none-1,000) 215 15.3 Average (1,001-5,000) 704 50.1 High (5,001 and higher) 440 31.3 No response 46 3 3 Total 1,405 1 00: o APPENDIX C THAI AND ENGLISH VERSIONS OF THE QUESTIONNAIRE 153 APPENDIX C uuuinfinunfinafiunflwnj ahfiuan uuuinfihunfinofiunflwnjdfiulunnsfifihahMSUfinuafiwuésrfiu 03mmnian n11snuvnunanasfifibaxsnunnulufihum:sou q Innfiu Oanflnflnuafinlfinantfluudanfiataun:tfluuflan flnflnun finfih fivualfifinunaunfianannuanannmannoqn Lfiusfiunnndqn Ldalfiwannfififihtdafialnua:LfinflszTuuu I O LLflN’JUS'nJ 101nmauahnnnnnua (TUsnwfin) 154 155 . 0' 0 0' O 0 I 0’ hand 9 . anflaasmnunnaannoIUfiuaofinauqafihvmzflnanqfinluuna:unnonnLfiufinum: dfinfio'ln'fitflun'ln Tnu‘flmafi'awunu J salutiowfinwn‘umnntfiuuaxm'nu find 6 A R 1 6 R R 00 90 010 «ab 0“ 0‘: 11350111.] nasnhanuflfltfiusfitfiufiufi ................ nnsnhvaudflnonuafifim5301:influnfitfiuénfi .. nosnhfiuflflfinfiwanatfinTnunsutfiufivfi....... nann1fiaounaonfialuaafiwiflufiud........... nnsdnauTUnnsznfintfiufivd ............... nos15¥0t0utfiaufiaULfiu§ud .............. nosnhooufiTfiflTanaannTnuLfiufiufi.......... nasnhvnufiaanaduinuifludufi............. noanHLQUatdotfiufinfi .................. noanhvnuflnanonflunoauinannanunintfiufinfi. nosfifibofllafinluafiflwLfiufiud.............. n15§€00ut0u§nd ....................... nasdnouuaoonanonnfi1nfiadLanatflufiufi..... nnsnhnqufinavlufinfinunLfiufiufi............ nnsdnauwhfiolnhnquédhfluéhtfiudnfi........ nnfidaan05u01151ntfiu§nfi ............... nnsfinanannuiflufiufl .................... nosnhvnuflnnutflnnunuqnifiufiud........... nosfifiaunhflolfihlananfihufiuLflufinfi........ nnsnhvnudnanLauaaxtfluéud.............. nasonnfioLOuuuuadnuflfiuntfinuazégutflufind. nnsunauauflnsaunfiotfluavfi............... finnn ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... p..... 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N—l —l cameo NOSU‘l-hOONd ATTITUDE TOWARD THE TEACHING PROFESSION SCALE The Attitude Toward the Teaching Profession Scale is used as the research instrument for a doctoral dissertation. anonymity, you are not required to write your name or student number. Please answer every statement according to the truth and what you actually feel or believe about the teaching profession. To insure your PLEASE RESPOND TO EVERY STATEMENT. The following are characteristics related to a profession. Rate each statement by completing it with J in the approp- riate column. Professions that . . . are: give social status and prestige are important to the country have a direct influence on children provide slow professional progress are hard work pay low salaries provide no opportunity for cor- ruption are enjoyable and exciting . are routine . require the use of intellectual abilities . require love of work as such . make you a fussy and negative person . allow an individual to acquire new skills and knowledge . use psychology in the work . emphasize good human relations . require ability to adapt to changing situations . require much patience . involve heavy responsibilities . require you to be a firm person . require some sacrifice . require you to be a good model for children and others . provide an opportunity for marriage Very Desir- able Desir- able Undesir- able Very Undesir- able 163 Part 2. Read the following statements to see if each statement has a possibility of being true. Write / in the appropriate column. Most Likely Likely May Be Not Likely Likely 1. In choosing my future profession, I would follow my father's advice. 2. In choosing my future profession, I would follow my mother's advice. 3. In choosing my future profession, I would follow other relatives' advice. 4. In choosing my future profession, I would follow my teacher's advice. 5. In choosing my future profession, I would follow my friend's advice. Part 3. Read the following statements. Rate the degree to which each statement can be true. Write / in the appropriate column. Strongly Agree Agree Dis- agree Strongly Disagree ]. My father thinks that in the future, I should be a teacher. 2. My mother thinks that in the future, I should be a teacher. 3. My relative thinks that in the future, I should be a teacher. 4. My teacher thinks that in the future, I should be a teacher. 5. My friend thinks that in the future, I should be a teacher. Part 4. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. \IOIU'I «h (A) f\‘)--J oxooo 164 You are asked if you agree with the statements. statement, write / in the appropriate column. . Teaching is a prestigious profession. . The teaching profession is important to the country. . Teachers have a direct influence on children. The teaching profession provides slow professional progress. . Teaching is hard work. . Teachers earn a low salary. . The teaching profession provides no opportunity for corruption. Teaching is an enjoyable and exciting profession. The teaching profession is routine work. . The teaching profession requires intellectual abilities. . Teachers love the teaching pro- 12. fession. Teachers are fussy and negative persons. Teachers must acquire new skills and knowledge. Teachers use psychology in their profession. Teachers have good human relations. The teaching profession requires ability to adapt to changing situations. The teaching profession takes much patience. The teaching profession involves heavy responsibilities. Teachers are firm persons. Teachers sacrifice themselves for the teaching profession. Teachers are good models for children and others. Teachers rarely get married. Strongly Agree Agree The following are statements about the teaching profession. For each Mildly Dis- agree Strongly Disagree 165 Part 5. Please read the following statements. Write / in the approp- 10. riate place or complete the statement. Sex: 1 Male 2 Female Age: years old. University attended: 1 Chulalongkorn 3 Srinakharinwiroj 2 Kasetsart 4 Silpakorn Status of student (class level): 1 Freshman 3 Junior 2 Sophomore 4 Senior Academic program: Early Childhood Education Elementary Education Secondary Education Nonformal Education Physical Education Agricultural Education Home Economics Education Art Education 9 Others (Specify) mNOIUT-wa-d First-choice faculty and university selected in the Entrance Exam: Faculty: University: Rank of the Faculty of Education selected in the Entrance Exam: 1 First 4 Fourth 2 Second 5 Fifth 3 Third 6 Sixth Definiteness of the intention to become a teacher: 1 Most definite 4 Not definite 2 Very definite 5 Never intend 3 Definite Attended a teacher training college: 1 Yes 2 No Percent of the last year in secondary school (M.S.5 or M.6): 1 80% and above 4 50-59% 2 70-79% 5 Below 50% 3 60-69% 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 166 Grade point average (GPA) in the university: 1 3.5-4.0 4 2.0-2.4 2 3.0-3.4 5 0.0-1.9 3 2.5-2.9 Type of last primary school attended: Local administration primary school Municipal primary school Government school (under Ministry of Education) Private school Demonstration school Others (Specify) mmth—I Primary school attended in community: Type of upper secondary school attended: 1 Government school 2 Private school 3 Demonstration school 4 Others (Specify) Upper secondary school attended located in community: Location of upper secondary school attended: 1 Bangkok 4 Northeastern region 2 Central region 5 Southern region 3 Northern region I Birthplace (community): Birthplace (region): 1 Bangkok 4 Northeastern region 2 Central region 5 Southern region 3 Northern region Place of longest residence (until now) in community: Place of longest residence (until now): 1 Bangkok 4 Northeastern region 2 Central region 5 Southern region 3 Northern region I Family size: number of children in family, including myself: Birth order: I was born as the child in the family. 23. 24. 25. 26. 27. 28. Father's ethnicity: 1 Thai 2 Chinese 3 Others (Specify) 167 Mother's ethnicity: 1 Thai 2 Chinese 3 Others (Specify) Father's education: 1 Pratom 1-4 2 Pratom 5-7 3 Matayom l-3 Mother's education: 1 Pratom 1-4 2 Pratom 5-7 3 Matayom 1-3 Father's occupation: 1 Death 2 No occupation 3 Government employee 4 Business or industry 5 Private business 6 Teacher 7 Farmer 8 Others (Specify) Will 4 Matayom 4-5 or equiv. 4 Matayom 4-5 or equiv. \lO‘iU‘l V0501 Diploma or equivalent Bachelor's degree Higher than bachelor's degree Diploma or equivalent Bachelor's degree Higher than bachelor's degree Mother's occupation: 1 Death 3 Government employee 4 Business or industry 5 Private business 6 Teacher 7 Farmer 8 Others (Specify) 2 No occupation or housewife 168 29. Family income (baht per month): No income Below 500 SOD-1.000 l,001-2.000 2.001-3.000 3,001‘59000 5,001-7,000 More than 7,000 mummwa—I THANK YOU FOR YOUR COOPERATION! APPENDIX D MULTIPLE CLASSIFICATION ANALYSIS TABLES 169 APPENDIX 0 Analysis of Variance for Multiple Classification Analysis Factors df1 df2 F 10. 11. . Personal characteristics: sex, age, birth order . Socioeconomic background: family size, family income, parents' occupation . Socioeconomic background: parents' education, parents' ethnicity . Socioeconomic background: type of community (GPP) and region of birthplace and residence . Socioeconomic background: type of community (GPP) of primary school, secondary school, birthplace, and residence . Educational background: university attended, class level, academic program, M.S.5 percent, GPA . Educational background: type and location of primary and secondary school . Educational background: primary school, secondary school, teacher college, university . Selected factors: rank of Faculty of Education, intention to become a teacher, whether attended a teacher training college First-choice faculty, first- choice university selected in the Entrance Examination, and subjective norms Subjective norms: father, mother, relative, teacher, and/or friend 24 16 12 22 16 12 10 17 1371 1320 1267 1317 1243 1186 1257 1352 1231 1232 1398 1.517 0.881 ° 0.962 1.118 1.313 2.067 1.085 2.058 10.599 2.236 4.639 0.157 0.629 0.497 0.341 0.233 0.003* 0.364 0.017* 0.000* 0.003* 0.000* *p < .05. 170 Multiple Classification Analysis: The Impact of Personal Characteristics of the Education Students on Attitudes Toward the Teaching Profession Unadjusted Adjusted for Variable & Category N Independents Dev'n Eta Dev'n Beta Sex Male 565 -0.25 -l.02 Female 814 0.18 0.71 0.01 0.03 Age Below 17 25 -6.19 -5.99 18-20 562 -1.70 -1.97 21-23 467 -O.13 0.06 Above 24 325 3.60 3.77 0.07 0.07 Order of birth 1-3 827 0.79 0.76 4-6 412 -2.25 -2.16 7-9 116 0.46 0.36 10+ 24 9.11 9.13 0.05 0.05 Multiple R Squared 0.008 Multiple R 0.088 Grand mean = 233.47 Multiple Classification Analysis: 172 The Impact of Socioeconomic Background of the Education Students on Attitudes Toward the Teaching Profession Adjusted for Variable & Category N Unadjusted Independents Dev'n Eta Dev'n Beta Family size 1-3 313 -0.02 0.06 4-6 613 -0.05 0.08 7-9 326 -0.85 -1.04 Above 10 93 3.36 2.89 0.03 0.03 Family income None 102 1.71 1.44 Below 500 31 11.44 12.83 BOO-1.000 80 5.51 6.91 1,001-2.000 119 -l.58 -0.83 2.001-3.000 252 -0.98 -0.44 3,001-5.000 323 -2.64 -2.74 5.001-7.000 201 2.25 1.90 Above 7,000 237 -0.56 -1.63 0.09 0.09 Father's occupation Death 198 1.97 0.93 N0 J0b 54 1.92 1.97 Gov't employee 260 -o.23 -o.44 Bus1neSS, 107 3.02 3.73 Private 1nd. 343 -].o] 0.75 Teacher 83 1.52 3.03 Farmer 206 -1.41 -4.33 Others 89 -2.71 -2.29 0.05 0.07 Mother's occupation Death 65 -O.91 -2.25 No job/housewife 434 -O.21 -O.36 Gov't employee 86 6.55 7.39 Business 38 3.31 2.33 Private ind. 304 -1.98 -1.93 Teacher 88 -2.32 -3.04 Farmer 230 1.11 1.47 Others 100 0.12 0.94 0.06 0.07 Multiple R Squared 0.016 Multiple R 0.126 Grand mean = 233.85 Multiple Classification Analysis: 173 The Impact of Parents' Education and Parents' Ethnicity on Attitudes Toward the Teaching Profession Unadjusted Adjusted for Variable & Category N Independents ' Dev'n Eta Dev'n Beta Father's education Pl-P4 561 1.54 1.19 P5-P7 126 -1.05 -1.59 M1-M3 221 -l.27 -2.03 M4-M5 86 -5.11 -4.82 Diploma 119 0.06 0.89 Bachelor's 135 1.84 3.96 Master's or Ph.D. 36 -7.37 -6.72 0.07 0.07 Mother's education Pl-P4 794 0.85 0.65 P5-P7 144 0.72 2.13 M1-M3 134 -0.74 -0.22 M4-M5 51 -4.87 -3.63 Diploma 92 -2.54 -4.24 Bachelor's 52 -3.50 -5.46 Master's or Ph.D. 17 -0.78 4.02 0.05 0.06 Father's ethnicity Thai 1022 0.52 0.26 Chinese 256 -1.48 -0.53 Others 6 -25.37 -21.25 0.06 0.05 Mother's ethnicity Thai 1076 0.57 0.56 Chinese 207 -2.75 -2.81 Others 1 -45.54 -24.25 0.05 0.04 Multiple R Squared 0.012 Multiple R 0.110 Grand mean = 233.54 Multiple Classification Analysis: 174 The Impact of Birthplace and Place of Longest Residence on Attitudes Toward the Teaching Profession Unadjusted Adjusted for Variable & Category N Independents Dev'n Eta Dev'n Beta Birthplace (GPP) Low 518 2.37 1.74 Average 265 1.94 2.96 High 547 —3.19 -3.08 0.08 0.08 Birthplace (region) Bangkok 476 -3.39 1.07 Central 408 1.02 -0.26 North 115 2.34 5.84 Northeast 175 2.70 -5.17 South 154 3.01 -1.14 0.08 0.08 Place of longest residence (GPP) Low 449 2.68 -0.70 Average 264 1.46 -2.16 High 617 -2.57 1.43 0.07 0.04 Place of longest residence (region) Bangkok 518 -3.35 -3.19 Central 416 1.09 0.89 North 103 0.83 -5.53 Northeast 153 4.61 8.40 South 140 3.53 4.06 0.09 0.12 Multiple R Squared 0.010 Multiple R 0.100 Grand mean = 233.50 Note: GPP = Gross Provincial Product Low = 2,000-10,000 million baht Average = 10.001-20,000 million baht High 20,001-78,000 mi11ion baht Multiple Classification Analysis: The Impact of Type of Community (GPP) on Attitudes Toward the Teaching Profession 175 Unadjusted Adjusted for Variable & Category N Independents Dev'n Eta Dev'n Beta Location of elementary school Low 436 2.24 3.04 Average 255 3.24 4.99 High 561 -3.21 -4.63 0.09 0.13 Location of secondary schoo1 Low 308 2.38 0.87 Average 206 3.17 1.29 High 738 -l.88 -0.72 0.07 0.03 Location of birthplace Low 469 1.82 0.48 Average 249 2.42 -0.68 High 534 -2.73 -0.10 0.07 0.01 Location of place of longest residence Low 403 1.92 -2.04 Average 247 2.49 -2.18 High 602 -2.31 2.26 0.07 0.06 Multiple R Squared 0.008 Mulriple R 0.092 Grand mean =.233,o5 Note: Low Average High Type of community = GPP (million baht) 2,001-10,000 million baht 10,001-20,000 mi11ion baht 20,001-78,000 million baht Multiple Classification Analysis: The Impact of Educational Background of Education Students on Attitudes Toward the Teaching Profession 176 Adjusted for Unadjusted Variable & Category N Independents Dev'n Eta Dev'n Beta University attended Chulalongkorn 471 -3.03 -3.29 Kasetsart 269 -1.11 —2.68 Srinakharinwiroj 342 5.83 7.06 Silpakorn 127 -2.10 -1.14 0.11 0.13 Class level Freshman 259 0.88 3.07 Sophomore 300 -4.17 -2.58 Junior 321 2.41 0.83 Senior 329 0.75 -0.87 0.07 0.06 Academic program Early Childhood Ed. 7 -10.07 -13.05 Elementary Ed. 219 4.78 0.10 Secondary Ed. 470 -1.73 -0.97 Nonformal Ed. 76 1.33 2.46 Physical Ed. 260 -2.15 -2.18 Agricultural Ed. 101 -0.19 3.76 Home Economics Ed. 25 16.12 20.44 Art Education 20 6.71 9.35 Others 31 -7.29 -5.63 0.11 0.11 M.S. 5 percent (%) Above 80 134 2.42 2.19 70-79 517 1.46 0.79 60-69 392 -1.54 -l.02 50-59 156 -2.87 -1.62 Below 50 10 —2.74 -5.10 0.05 0.04 Grade point average 3.5-4.0 29 -1.44 0.67 3.0-3.4 191 4.48 5.66 2.5—2.9 530 1.43 1.03 2.0-2.4 397 -3.45 -3.47 0.0-1.9 62 -3.27 -4.34 0.09 0.09 Multiple R Squared 0.037 Multiple R 0.192 Grand mean = 233.64 Multiple Classification Analysis: The Impact of Primary and Secondary School on Attitudes Toward the Teaching Profession l77 Unadjusted Adjusted for . Independents Variable & Category N Dev'n Eta Dev'n Beta Type of elem. school Local administration 310 2.62 1.08 Municipal 117 1.28 1.10 Under MOE 297 2.38 2.09 Private 504 -3.52 -2.29 Demonstration 35 6.33 5.35 Other types 11 -10.64 -10.77 0.09 0.07 Type of sec. school Government 981 0.22 -0.02 Private 200 -2.14 -0.96 Demonstration 42 5.38 4.27 Other types 51 -0.33 0.57 0.04 0.03 Location of elem. school Low (GPP) 443 2.27 1.78 Average 260 2.95 2.51 High 571 -3.10 -2.53 0.08 0.07 Location of sec. school Low (GPP) 314 2.47 1.08 Average 207 2.47 -0.37 High 753 -1.71 -0.35 0.06 0.02 Region secondary school located Bangkok 701 -l.6l 0.23 Central 300 1.75 0.30 North 71 0.57 -2.46 Northeast 114 1.42 -2.14 South 88 4.57 1.90 0.06 0.03 Multiple R Squared 0.014 Multiple R 0.117 Grand mean = 233.10 Note: GPP = Gross Provincial Product Low = 2,000-10,000 million baht Average = 10,001-20,000 million baht High = 20,001-78,000 million baht Multiple Classification Analysis: The Impact of Educational Institutions on Attitudes Toward the Teaching Profession 178 Adjusted for Unadjusted Variable & Category N Independents Dev'n Eta Dev'n Beta Type of elem. school Local administration 360 2.77 0.91 Municipal 119 1.39 1.34 Under MOE 317 1.10 1.70 Private 521 -3.22 -2.26 Demonstration 35 6.15 5.28 Other types 13 -3.74 -2.82 0.08 0.06 Type of sec. school Government 1044 -0.05 -0.06 Private 213 -1.66 -O.75 Demonstration 44 5.16 4.51 Other types 64 2.76 0.33 0.04 0.03 Teacher training college Attended 323 5.52 1.07 Did not attend 1042 -l.7l -0.33 0.09 0.02 University Chulalongkorn 494 -3.43 -2.95 Kasetsart 297 -l.67 -1.65 Srinakharinwiroj 440 5.47 4.69 Silpakorn 134 -l.61 -O.88 0.11 0.10 Multiple R Squared 0.018 Multiple R 0.134 Grand mean = 233.28 179 Multiple Classification Analysis: The Impact of Selected Variables of Education Students on Attitudes Toward the Teaching Profession Adjusted for Unadjusted Variable & Category N Independents Dev'n Eta Dev'n Beta Rank of Faculty of Education lst 445 4.72 -0.67 2nd 144 3.38 3.35 3rd 110 -7.05 -6.61 4th 128 -3.86 -2.09 5th 192 -6.08 -1.18 6th 223 -O.67 4.65 0.14 0.09 Intention to become a teacher Most definite 204 18.16 18.61 Very definite 412 1.43 1.96 Definite 330 -4.48 -4.63 Not definite 112 -10.48 -10.62 Never intend 184 -8.92 -10.26 0.27 0.28 Attended a teacher college Attended 257 6.53 0.05 Did not attend 985 -1.70 -0.01 0.10 0.00 Multiple R Squared 0.079 Multiple R 0.282 Grand mean = 233.44 Multiple Classification Analysis: 180 The Impact of First-Choice Faculty and University on Attitudes Toward the Teaching Profession Adjusted for Unadjusted Variable 8 Category N Independents Dev'n Eta Dev'n Beta Selected first-choice faculty Agriculture 42 -7.11 -7.14 Law 54 1.70 3.55 Medical Science 151 -3.89 -3.28 Humanities 149 -0.42 1.46 Fine Arts 36 -2.38 1.87 Natural Science 17 2.73 3.57 Engineering 30 —12.20 -9.94 Education 560 4.22 2.21 Social Science 211 -5.22 -3.24 0.13 0.09 Selected first-choice university Chulalongkorn 492 -2.30 -2.01 Kasetsart 151 1.49 1.95 Silpakorn 49 -3.49 -5.03 Srinakharinwiroj 257 7.11 4.26 Chiang Mai 56 2.97 5.00 Kohn Kaen 10 -21.30 -l6.73 Prince of Songkla 8 -O.18 3.98 Thammasat 171 -2.36 -1.41 Mahidol 56 -5.32 -1.18 0.13 0.10 Subjective norms Low 690 -2.90 -2.25 High 560 3.57 2.77 0.09 0.07 Multiple R Squared 0.030 Multiple R 0.173 Grand mean = 233.80 Multiple Classification Analysis: The Impact of Referent Groups on Attitudes Toward the Teaching Profession 181 Adjusted for Unadjusted d d Variable & Category N In epen ents Dev'n Eta Dev'n Beta Father LOW 999 -2.10 -o.45 High 405 5.18 1,10 0.10 0,02 Mother LOW 965 -2.57 -2.24 High 439 5.87 4,92 0.12 0.10 Relative Low 1280 -O.62 -o,31 “19“ 124 6.41 3.15 0.06 0.03 Teacher Low 1119 -o.79 -o.24 High 285 3.09 0,95 0.05 0,01 Friend Low 1278 0.08 0.54 High 126 -o.77 -5.50 0.01 0.05 Multiple R Squared 0.016 Multiple R 0.128 Grand mean = 233.52 182 The Institutions Involved in the Study Chulalongkorn University Location: Size: Founded: Faculties: Enrollment: Phya Thai Road in the Patoomwan District of Bangkok 500 acres 1917 by the Royal Act of H.M. King Vajiravudh (Rama IV) Science, Commerce and Accounting, Education, Architecture, Engineering, Arts, Political Science, Law, Communication Arts, Economics In academic year 1977, the university enrolled 11,942 students: Freshmen 3,007 Sophomores 2,978 Juniors 2,912 Seniors 3,045 At the undergraduate degree level, the Faculty of Education offers programs in: - Early Childhood Education - Elementary Education - Secondary Education Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching Mathematics at the secondary level Chemistry at the secondary level Biology at the secondary level Business Education at the secondary level Physical Science at the secondary level Biological Science at the secondary level General Science at the secondary level Physics at the secondary level Thai as a Foreign Language at the secondary level German as a Foreign Language at the secondary level English as a Foreign Language at the secondary level Social Studies at the secondary level Nonformal Education Educational Psychology Music Education Physical Education Art Education School Health Education Audio-Visual Education At the graduate degree level, the university offers courses in: - Educational Measurement and Evaluation Mathematics Education Science Education Teaching Thai Teaching English Teaching Social Studies Educational Psychology and Guidance 183 Supervision and Curriculum Development Administration Elementary Education Nursing Education Physical Education Educational Research Educational Statistics Audio-Visual Education Kasetsart University Location: The main campus is located in the district of Bangkaen in Bangkok. It has two branches in Pakkret and Kampaengsan. Size: 560 acres Founded: 1943 by the Kasetsart University Act of 1943 Enrollment: In the academic year 1977, the university enrolled 6,104 students: Freshmen 1,710 Sophomores 1,488 Juniors 1,453 Seniors 1,453 Faculties: Agriculture, Fisheries, Forestry, Science and Arts, Engineering, Economics and Business Administration, Education, Social Science, Veterinary Science At the undergraduate degree level, the Faculty of Education pro- vides programs in Agricultural Education, Home Economics Education, and Physical Education. Teaching Mathematics, Teaching Science, Teaching English, Teaching Thai, and Agricultural Education are offered at the graduate degree level. Freshman and sophomore students in the Faculty of Education study on the Bangkaen campus. Some junior and senior students study on the Kampaengsan campus. Silpakorn University Location: The main campus is located at Nang Ta-Pra, Na-Pralan Road, Bangkok. Its branch is in Nakorn Pathom. Founded: 1943 by the Silpakorn University Act of 1943 Enrollment: In the academic year 1977, the university enrolled 1,767 students: Freshmen 571 Sophomores 415 Juniors 407 Seniors 374 Faculties: Painting, Sculpture and Graphic Arts, Architecture, Decorative Arts, Archaeology, Arts, Education, Science 184 The university offers programs leading to a bachelor's degree in Education with areas of study in Teaching History, Teaching Thai, Teaching English, and Teaching Geography. Adult and Continuing Edu- cation are offered in the graduate school. Srinakharinwiroj University Location: Formerly known as the College of Education or Prasarnmitr College. The university has the main campus located off Sukhumwit Road on Sci Prasarnmitr in the Prakanong Dis- trict of Bangkok. Its seven branches are the Prasarnmitr campus, the Patoomwan campus, the Bangkaen campus, the Palasuksa College, the Bangsaen campus, the Mahasarakram campus, and the Songkla campus. Founded: 1954 by the College of Education Act of 1954 Enrollment In the academic year 1977, the university enrolled 21,014 students: Freshmen 1,456 Saphomores 1,390 Juniors 14,6l4* Seniors 3,554 Faculties: Education, Humanities, Social Science, Science At the Prasarnmitr campus, the following programs are offered in the undergraduate schools in the Faculty of Education: - Teaching Home Economics Teaching Mathematics Teaching Chemistry Teaching Biology Teaching Music Education Teaching Business Education Teaching History Teaching Physics Teaching Geography Teaching Thai Teaching English Teaching Science Teaching Art Education Teaching Social Studies Educational Technology Elementary Education The following programs are offered in the graduate school: - Elementary Education - Secondary Education - Higher Education *Includes graduates with diploma in education from teachers colleges who continue their studies in the university. 185 Educational Administration Guidance Educational Measurement Educational Technology Library Science Teaching Thai Developmental Psychology Teaching English Teaching Geography Teaching History Teaching Chemistry Teaching Biology Teaching Physics Teaching Mathematics Physical Education Special Education for Hearing Impaired Developmental Education Research and Curriculum Development APPENDIX E RANK OF COMMUNITIES ACCORDING TO GROSS PROVINCIAL PRODUCT (GPP) AT THE CURRENT MARKET PRICE IN 1978 186 APPENDIX E Si Sa Ket Surin Roi Et Naha Sarakham Ubon Ratchathani Chaiyaphum Yasothon Buriram Loei Nakhon Phanom Kalasin Nong Khai Udon Thani Chiang Rai Sakon Nakhon Nan Khon Kaen Nakhon Ratchasima Phitsanulok Kamphaeng Phet Pattani Phatthalung Nakhon Sawan Phichit Phetchabun Phrae Uthai Thani Sukhothai Lamphun Narathiwat Prachin Buri Nakhon Si Thammarat Lampang Ang Thong Mae Hong Son Samut Songkram Krabi Nakhon Nayok Chumphon Surat Thani Satun Uttaradit Lop Buri Chiang Mai Chai Nat Yala 187 Million baht 2.381 2,897 2.946 3,376 3.509 3.628 3.631 3.657 3,777 4,214 4,249 4.250 4.645 4.763 4,887 4,978 5,026 5.071 5,851 5.856 5.859 5,937 5,979 6,139 6,149 6,206 6.231 6.284 6.309 6,309 6,325 6.697 6,780 7.217 7,220 7,342 7,380 7,561 7,831 7,847 8.024 8,087 8,523 8.564 8.654 8,791 Code Million baht 47. Chachoengsao 9,189 48. Chanthaburi 9,774 49. Phra Nakhon Sri Ayatthaya 10,059 50. Trang 10,059 51. Prachuap Khiri Khan 10,210 52. Suphan Buri 10,600 53. Sing Buri 10,645 54. Ratchaburi 11,172 55. Tak 11,178 56. Trat 11,260 57. Nakhon Pathom 11,272 58. Songkhla 11,913 59. Phetchaburi 12,467 60. Nonthaburi 12,591 61. Rayong 12,650 62. Samut Sakhon 13,525 63. Saraburi 1,4716 64. Pathum Thani 19,202 65. Phangnga 20,750 66. Kanchanaburi 22,463 67. Chon Buri 23,160 68. Bangkok--Thon Buri 26,781 69. Ranong 31,567 70. Samut Prakan 61,761 71. Phuket 77,318 188 Source: Regional and Provincial Accounts Section, National Accounts Division, Office of the National Economic and Social Develop- ment Board (Bangkok: July 11, 1979). SELECTED BIBLIOGRAPHY 189 SELECTED BIBLIOGRAPHY Books Allport, G. H. "Attitudes." In A Handbook of Social Psychology. Edited by G. C. Murchinson. Massachusetts: Clark University Press, 1935. Ball, 5., ed. Motivation in Education. New York: Academic Press, 1977. Borg, w. 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