Motivation, expectation, and satisfaction among engineering faculty in Thailand

摘要

One of the purposes of this study was to determine the degree to which faculty of engineering in Thailand were satisfied with and motivated and expected to engage in teaching, research, scholarship, and service. The other purpose was to determine the relationship between the motivation, expectation, and satisfaction variables; and the faculty marital status, gender, years of experience, rank, and educational background. All participants were full-time faculty members in faculties of engineering in eight selected private universities in Thailand. Of the 246 questionnaires sent, 159 or 65% were returned.;The means and standard deviations for each of the motivation, expectation, and satisfaction items were calculated. For the four motivation and expectation concerning teaching items, the mean was lowest for "pressure from colleagues to teach in a particular way" and highest for "had to change teaching method." For the two expectation concerning teaching items, the mean was lowest for "the personal interests one wish to pursue" and highest for "student learning." For the three motivation and expectation concerning service items, the mean was lowest for "chaired a campus or unit committee" and "played a role in unit's curriculum revision" and highest for "conducted a study to help solve a unit problem." For the three satisfaction items, the mean was lowest for "satisfaction with career as faculty member" and highest for "success when compared to other persons of same age and qualifications.";The Lambda values were significant, p < .05, for (a) motivation and expectation concerning teaching and (b) satisfaction. With regard to the relationship between each motivation, expectation, and satisfaction variable and the demographic variable set, the R2 values were significant, p < .05, for the following motivation, expectation, and satisfaction variables: (a) pressure from colleagues to teach in a particular way, (b) student learning, (c) satisfaction with the institution, and (d) satisfaction with career as faculty member. Relative to pressure from colleagues to teach in a particular way, the beta values were significant and negative for years at current rank and education background, p < .05. Relative to satisfaction with the institution, the beta values were significant and negative for marital status, p < .05.