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The Relationship Between Teachers’ Perceptions Towards Principal’s
Transformational Leadership and Their Organizational Commitment in

Yuehe Town Junior High School, China

Jinxue Chen

Abstract

The purpose of this study is to explore the relationship between teachers’ cognition of principals’ transformational leadership and their
organizational commitment in Yuehe Town Junior High School, Tongbai County, Henan Province, China. This study took 65 full-time teachers
as the research object and conducted a questionnaire survey. Means and standard deviations are used to determine teachers’ cognitive level of
school principals’ transformational leadership and organizational commitment, and the Pearson product correlation number is used to analyze
the relationship between teachers’ perceptions towards principal’s transformational leadership and their organizational commitment. In order
to analyze the relationship between the two variables, Pearson product moment correlation coefficient was used, the results show that the
teachers of the target school hold a relatively positive attitude towards the principal’s transformational leadership, and the level of their
organizational commitment was high. Pearson correlation test shows that there is a significant correlation between junior high school teachers’
cognition of principals’ transformational leadership and their organizational commitment in Yuehe Town Junior High School, Henan Province,
China.
Keywords : Teachers’ perception, Principal’s transformational leadership, Teachers’ organizational commitment

JEL Classification Code : I20

1. Introduction large number of free flow of teachers, which would result in
the high turnover rate and cause more frequent changes in
The society today is rapidly changing and the school personnel. This not only directly affects students’
achievement performance, but also affects the stability and
competition is high. In the kind of competitive world, to use development of school. Many studies have pointed out that
valuable and limited resources successfully and attain the degree of employee commitment to an organization can
higher achievement is difficult for any organization (Palta, not only be used as an indicator of the organization’s
performance, but also can effectively predict employee
2019). In educational organizations, there is no doubt that performance, absences and turnover (Su & Zhao, 2005; Li,
teachers’ organization commitment is the main influence for Xu & Zhang, 2006). These studies have also pointed out that
the implementation of effective leadership can improve the
the development of a school. Apart from parents, teachers level of commitment of the members of the organization, so
are the key factor for the students’ growth and development the principal's implemented leadership in the school
organization may affect the teachers’ organizational
of school. The school education for the students to a large commitment in the school.
extent determines the development of the students and the
formation of their outlook on life, values and world outlook. Transformation leadership was not a new topic in
Western leadership theory research since the last century,
Also, the teacher is the person who spends the most time but it is still a new concept for many school leaders in China.
with the students when they are in school (Wu, 2005). Until recently, the report of the 19th National Congress of
Therefore, it is important to pursue teachers’ commitment the Communist Party of China incorporated the strategy of
and improve their work efficiency, otherwise, it is more rejuvenating the country through educational reform,
difficult to reach the vision or to accomplish the especially the development of leadership as one of the
organization’s long-term goals (He, 2013). For the better important strategies for decisively building a well-off
working performance of teachers in educational institutions society in an all-round way (Xi, 2017). The principal’s
and for the improvement of teachers’ motivation to achieve
organization’s goals, the organizational commitment of
teachers was crucial.

In China, as Zheng (2002) mentioned the
implementation of the teacher appointment system makes a

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transformational leadership and other leadership style in just working for their own interests, inspires subordinates to
different school are being concerned, since the principal chase high-level needs and encourages subordinates to
accountability system has been implemented at the school contribute their organization to reach higher achievement.
stage in China, and the principal is the first responsible Bass (1985) added that transformational leader is not only
person and core figure to deepen the educational reform and to lead people to achieve the organizational goals, but also
school development. development continue to deepen motivate their followers reach a higher level of expectations
(Zheng, 2002). and achievements.

1.2. Research Objectives 1.4.2. Side-Bet Theory of Organizational

Based on the above research questions, the Commitment By Becker (1960)
following objectives were developed Teacher organization commitment is a “

for this study: psychological contract ” between teachers and school
organizations. It is a teacher’s identification, devotion, and
1. To determine the level of teachers’ perceptions
towards the principal’s transformational leadership at loyalty to the school they teach and their profession. It
Yuehe Town Junior high School, China. reflects, to a certain extent, the teachers’ sense of happiness,

accomplishment, The sense of honor and the stability of the

entire teaching team.

2. To determine the level of teachers’ 1.5. Conceptual Framework
organizational commitment at Yuehe Town Junior high
School, China. The conceptual framework of this study was based

on the research objectives and theoretical framework of this
study. For the teachers’ perceptions of principal’s leadership

3. To determine the relationship between teachers’ style, this researcher would use on transformational
perceptions towards the principal’s transformational leadership based on Burns (1978) Transformational

leadership and their organizational commitment at Yuehe Leadership theory to focus on four dimensions including
Town Junior high School, China.
Idealized Influence, Inspirational Motivation, Intellectual
Stimulation, Individualized Consideration. For the teachers’

1.3. Research Hypotheses organizational commitment, Side-Bet Theory of
Organizational Commitment developed by Becker (1960)

One hypothesis was tested in this study. would be used, and focus on three dimensions: Affective
Commitment, Continuance Commitment, Normative

There is a significant relationship between Commitment. Teachers’
teachers’ perceptions towards the principal’s Organizational
transformational leadership and their organizational Teachers’ Perceptions of Commitment
commitment in Yuehe Town Junior high School, China. Principal’s
 Affective
1.4. Theoretical Framework Transformational Commitment
Leadership
1.4.1. Transformational Leadership Theory  Continuance
Burns (1978) first introduced the definition of  Idealized Commitment

transformational leadership. Transformational leadership Influence  Normative
theory is usually described as a process that lets followers Commitment
understand their responsibilities and tasks in the  Inspirational
organization, stimulates their needs, so as to help followers
to achieve higher level performance. According to Burns Motivation

 Intellectual

(2003), the transforming approach has brought about Stimulation
significant changes in the lives of people and organizations.
Transformational leader provides followers with more than  Individualized
Figure 1: Conceptual framework of this study
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2. Literature Review In China, Zuo’s research found that theprincipal’s
leadership style has different effects on teachers’
The concept of transformational leadership was willingness to work, organizational identification and
first proposed by Burns (1978). He believes that when retention tendency. Among them, the high-task and high-
"leaders and subordinates promote morality and motivation care leadership style helps improve teacher organizational
to a higher level through mutual encouragement", we can commitment. Zuo (2006) showed that the implementation of
see this type of leadership. In this process, both leaders and transformational leadership is conducive to the
subordinates have experienced change. According to Burns establishment of organizational norms and educational
(1978), Bass (1995) believes that determining the common beliefs in schools that support teachers’ professional
interests between leaders and followers is very important for development and enhance teachers’ professional identity.
effective leadership, which also promotes subordinates' School transformational leadership there is an all-cause-
values, attitudes and motivation to a higher level of and-effect logical relationship with teacher organizational
awakening and maturity. commitment, but the mechanism of the internal elements of
school transformational leadership and teacher
Selamat, Nordin and Adnan (2013) found that there organizational commitment needs to be further clarified and
is a significant positive correlation between the discussed.
transformational leadership of principals and the level of
teacher organizational commitment, they suggested that Amoroso (2002) study claimed that school
transformational leaders should change the leadership of the transformational leadership mainly influence the teachers’
school organization and help school staff members to update beliefs, ambitions, values and other internal motivations.
their personal views. Nasra and Heilbrunn (2016) also Under the guidance of the common vision and goals, school
supported that transformational leaders can stimulate and leaders and teachers unite, cooperate closely, and share
improve teachers’ self-monitoring and self-control. work to promote school reform and school improvement. At
Adjustment ability, so that teachers’ commitment to the the same time meet personal high - level needs and realize
school’s vision and mission is strengthened. personal value pursuing, thereby inspiring teachers’
recognition, devotion and loyalty to the school organization
Researchers abroad and in China have studied and and teacher profession, and then to the greatest extent
discussed the relationship between school transformational raising the level of teacher’s organizational commitment.
leadership and teacher organizational commitment. On the
one hand, when researchers discuss the transformational The empirical research on organizational
effectiveness of schools, they often take some elements of commitment by Chinese scholars can be roughly divided
teacher organizational commitment as an important measure into three categories. The first category is research on the
of school organizational effectiveness. status quo of organizational commitment and the impact of
personal background variables on organizational
The study of Pillair and Williams (2004) has shown commitment. These studies generally believed that the
that transformational leadership in schools is directly related surveyed objects have high organizational commitment.
to teacher trust, teamwork, and job satisfaction. Leithwood Different background variables are significantly correlated
and Sun (2012) found that transformational leadership in with organizational commitments at different levels, such as
schools affects school organizational culture and Song (2005). It is believed that there are significant
Organizational atmosphere can improve teachers’ learning differences in the level of organizational commitment of
school loyalty affects teachers’ goal setting and teachers’ teachers with teaching age and academic qualifications.
confidence in school development and personal Wang (2007) also found that there are significant
development, and ultimately affects school organizational differences in organizational commitments among teachers
effectiveness. On the other hand, when researchers explored with different marriages, titles, ages, and the nature of work.
the influencing factors of teacher organizational
commitment, they found that school transformational These studies preliminarily showed that the
leadership is one of the most critical and decisive factors. implementation of transformational leadership is conducive
Aydin, Sarier and Uysal (2013) found that, compared with to the establishment of an organizational norm and
transactional leadership style, transformational leadership educational belief in schools that support the professional
style is more capable of internalizing leaders’ values and development of teachers and enhance the professional
educational concepts, and teachers are more willing to go identity of teachers. There is an all-factor between school
beyond immediate personal interests. Pursue leadership.

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transformational leadership and teacher organizational teachers’ perception towards the principal leadership styles.
commitment. The logical relationship of the consequences, The instrument of this part researcher used MLQ
but the mechanism of the school's transformational questionnaire which is highly validated questionnaire by
leadership and teacher organizational commitment needs to Bass and Avolio (2000). In terms of reliability the MLQ has
be further clarified and discussed. Therefore, this study tries shown frequent results with reliability scores for each of the
to test the relationship between teachers’ perceptions of scales ranging from 0.74 to 0.91, all of the scales’
principal’s transformational leadership and teacher’s reliabilities were generally high. The second part of the
organizational commitment in the selected school in China. questionnaire was adopted from Allen and Meyer, (1990)
organizational commitment questionnaire. The validity of
3. Methodology/Procedure organization commitment questionnaire was approved by 3
3.1. Population and Sample experts from Program Director of Karuna Mission Social
Solidarity of Graduate School of Education in Assumption
The study conducted a questionnaire survey on all University.
full-time teachers in the first semester of the 2020 academic
year. As the school’s HR department reported there are only 4. Findings.
65 full-time teachers who are currently working in, all 65 4.1. Findings for Research Objective 1
full-time teachers in this school will be used as the
participants for this study. The school Principal, Table 1 shows the summary of the Means and
administrators and other technical staffs are not included as Standard Deviations of the level of teachers’ perceptions
respondents. towards principal’s transformational leadership in Yuehe
Town Junior high School, Tongbai county, Henan province,
3.2. Research Instrument China. The level of the mean in total for principal’s
transformational leadership was in level of high, which the
To determine the relationship between teachers’ score was 3.61, the range of 3.51- 4.50. The score for
perceptions towards the principal’s transformational individualized consideration was the lowest (3.46), and the
leadership and their organizational commitment at Yuehe score for inspirational motivation was the highest (3.74), the
Town Junior high School, China. This study through a level was high.
questionnaire with quantitative analysis. The questionnaire
is divided into two parts, 40 items totally. The first part of Table 1: Summary of Teachers’ Perceptions Towards Principal’s
the questionnaire is to determine the teachers’ perceptions Transformational Leadership (N=65)
of principal’s leadership style, and the second part of the
questionnaire is to determine the teachers’ organizational 4.2. Findings for Research Objective 2
commitment. Descriptive statistics and Correlational
analysis would be used for this quantitative and correlational Table 2 shows the summary of the Means and
design. Standard Deviations of the level of teachers’ organizational
commitment in Yuehe Town Junior high School, Tongbai
In order to collect the data for this study, the county, Henan province, China. In summary, the level of the
researcher firstly had obtained the permission from the mean in total for organizational commitment was in the
principal of Yuehe Town Junior High School. After the range of 3.51-4.50 interpretations, the level was high, which
proposal defense, the researcher would send the the score was (3.68). The lowest score for was continuance
questionnaires to a professional translation agency for
translation, and then distributed the Chinese questionnaire
to the full-time teachers working in the school in November.
By December, 2020, all the questionnaires are expected to
be returned and the computation of the data would be
started.

3.3. Validity and Reliability

The questionnaire is divided into two parts in this
study. The first part of the questionnaire was to identify the

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commitment, in the range of 3.51-4.50, the level was high, 5.Conclusions
and the score was (3.57). The highest score for was affective
commitment, in the range of 3.51-4.50, the level was high, This study examined all the full - time teachers in
and the score was (3.80).
Yuehe town junior high School by questionnaire, to
Table 2: Summary of Teachers’ Organizational Commitment determine the level of teachers’ perception towards the
(N=65) principal’s transformational leadership and their

Variable Mean SD Interpre organizational commitment.
tation
According to the finding of objective 1, this study
found that the teachers’ perceptions towards the principal’s

transformational leadership in the selected school were

Affective 3.80 1.20 High regarded as high level in general. Among the four
Commitment 3.57 1.36 High components, Teachers’ perception of individualized
Continuance 3.67 1.35 High consideration from principals is less, teachers’ perception
Commitment 3.68 1.30 High on individualized consideration regarded as moderate,
meanwhile, for the idealized influence, inspirational
Normative
Commitment motivation and intellectual stimulation were regarded as
high. The findings showed that teachers have a high
Overall
perception of the transformational leadership of principals.

4.3. Findings for Research Objective 3 The transformational leadership style of principals has an

The results of Table 3 showed the analysis of the influence on teachers, and there are still deficiencies in
relationship between teachers’ perceptions towards personalized care. Principals need to care more about
principal’s transformational leadership and their teachers, not only to provide help and support in work, but

organization commitment in Yuehe Town Junior High also to give care in life, support teachers in spirit, and

School, Tongbai county, Henan province, China. The result improve teachers' work quality Enthusiasm and enthusiasm.

showed that r =.465, Sig. (2- tailed) was .000, which was According to the finding of objective 2, based on
the data analysis results of three aspects of the commitment
smaller than .05. That is, at the level of .05 (even .01), there of teachers’ organizations, teachers’ perceptions towards
was a strong positive correlation between teachers’
perceptions towards principal’s transformational leadership their organizational commitment in the target school were
regarded as high. teachers in the school used the word
and their organizational commitment perceived by teachers “sometimes” to explain their feeling of it. The scores of
teachers’ affective commitment was the highest, although
in the school. In conclusion, the hypothesis for this research the lowest was the score of teachers’ continuance

was accepted, in other word, there was a significant commitment, but the level was high. According to these
relationship between teachers’ perceptions towards three aspects of the resulted of teachers’ organizational
principal’s transformational leadership and their
commitment, it can be concluded that teachers have deep
organizational commitment in Yuehe Town Junior High feelings for the school and will not easily leave the school.

School, Tongbai county, Henan province, China.

Table 3:Pearson Product Moment Correlation between Teachers’ The school makes teachers have a sense of belonging and
Perceptions Towards Principal’s Transformational Leadership and
are willing to pay for the school. In order to improve the
Their Organizational Commitment in Yuehe Town Junior High retention rate of teachers, encourage teachers’ enthusiasm in

School (N=65) Principal’s Conclusion work, and provide more support to help and care for
Correlation Test Transformational
teachers.
Leadership
According to the finding of objective 3, Pearson
Teachers’ Person .465** There’s a
Organization Correlation .000 significant Product Moment Correlation Coefficient showed that sig.(2-
Commitment relationship tailed) between teachers’ perceptions towards principal’s
Sig. (2
tailed) transformational leadership and their organizational

**Correlation is significant at the 0.01 level (2 tailed). commitment was .000, the r value was .465,which is less

than .05. On account of the result of the data analysis, there
is a strong positive relationship between teachers’
perception towards principal’s transformational leadership

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and their organizational commitment in Yuehe Town Junior attention to the embodiment of their own value, and pay
high School, China. The resulted support and provide the attention to whether the individual’s specialty can be

idea that transformational leadership of principals can have brought into play in the school, whether the school can
a strong impact on Teachers’ organizational commitment, provide working conditions and learning and improvement.

and it is positive and firm. On the other hand, school-based management is an

important direction of reform. Teachers and school

6. Discussion organizations are partners. Teachers have more
opportunities to participate in school affairs and have the

First, the study found that According to the right to decide on curriculum and teaching, which can
strengthen teachers’ sense of responsibility for the school,
analysis of the data results, the mean values of the Therefore, they will have higher emotional commitment. In
transformational leadership styles perceived by the terms of teachers’ organizational commitment, these
research results were consistent with the research of scholars
surveyed teachers in this study are higher than the median 3, (Chen, 2007). Teachers’ organizational commitment refers
indicating that the leadership styles perceived by middle to the psychological binding force that teachers identify with
school teachers are in the upper middle level, which is and accept the school’s development vision, school culture
and values, and that teachers would to make every effort for
basically consistent with the research results of Tian (2005); the school’s development and reform, and are eager to stay
Wang , (2007); Wang, Huang and Feng, (2013). The in the school. According to research results, the level of
teachers’ organizational commitment is mainly affected by
average score of transformational leadership is 3.61, in three factors: the satisfaction of teachers’ personal needs
which the idealized influence, inspirational motivation and (especially the satisfaction of personal development needs:
work itself, promotion opportunities, career development
intellectual stimulation score is higher, and the score of and promotion space), social comparison and the degree of
individualized consideration is relatively low. The average internalization of social norms (Chen, 2007).
score of Wang Sainan and Wang Lei’s research on
This study showed that principals learn to listen to
transformational leadership is 3.51 and 3.25 respectively. teachers and establish good communication between
Comparatively speaking, the average score of principals and teachers are very important factors to
improve teachers’ organizational commitment. According
transformational leadership in this study is slightly higher to the needs of professional psychology, the career of
than the previous research results. These are in line with the teachers is divided, and the teachers between teaching years
actual situation of primary and secondary schools in our are in the stage of gradual maturity and stability (Long,
2002). At this stage, after many successful encouragements
country. The analysis of the reasons showed that the and failure setbacks, teachers may mobilize their work or
principal responsibility system is implemented in primary change their careers, determine their own direction and path
and secondary schools in our country, and the principal’s of professional and technical development, and aspire to
responsibility and power are relatively large, especially the become the backbone of professional and technical work in
transformational leadership. The principal obtains the the school. Their understanding of the profession tends to be
teachers’ trust, admiration, loyalty and respect with his own realistic and lay a solid foundation for long-term
quality by virtue of his idealized influence. At the same professional development. For the teachers at this stage, the
time, the principal’s leadership style is not far behind the headmaster should focus on helping them to improve their
teachers’ expectations by giving meaning to his work The own quality through unremitting efforts, and strive to
engage in education and teaching work, so that they can
results show that the school principals do not care enough experience the sense of achievement and self satisfaction in
for teachers, and they need to create space for teachers’ school, experience the fun and challenges in work, and
personal development, create an atmosphere and improve their retention commitment.
environment conducive to teachers’ reflection, cooperation
and learning, and influence teachers’ pursuit of higher level When exploring the relationship between
transformational leadership and teachers’ organizational
with personal charm In order to better link the improvement
of teachers’ ability with the development of school reform.

The results showed that teachers have a high level

of organizational commitment to the school. The scores of
teachers’ organizational commitment were affective

commitment, normative commitment and continuance
commitment. On the one hand, with the development of
teachers’ professionalization, teachers pay more and more

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commitment, the results showed that there is a significant making process, encourage teachers to continuously learn
positive correlation between them. That is to say, there is a and develop for their own majors and promote teachers'
significant positive correlation between the dimensions of cooperation. In short, improving effective principal support
transformational leadership and the dimensions of teachers’ will increase teachers’ organizational commitment, which
organizational commitment as well as the overall will be a major obstacle to school management and a major
commitment. That is to say, if the principal adopts more wish of principals. However, it is worth improving teachers’
transformational leadership style in practical work, the organizational commitment that principals support their
higher the organizational commitment of teachers is. teachers in different fields.
Through further analysis, it is found that the four dimensions
of transformational leadership have significant predictive 7.3. For School Administrators
power on Teachers’ organizational commitment. This
shows that school administrators should have a strong sense School administrators should find a good way to
of dedication and devotion to their work, set an example and acceptteachers’ suggestions and encourage teachers to
keep their words and deeds in line, so that teachers can express their feelings to the school. According to the
understand the future of the school, point out their goals and feedback from teachers, this method should be private,
development directions, and consider their personal regular and transparent. Only when school administrators
situation, create an environment for their growth, care about understand teachers' real ideas and needs, can schools
their development, family and life, It is helpful to strengthen formulate better management system to enhance teachers’
teachers’ recognition of the school and form higher organizational commitment. School administrators should
organizational commitment. give more emotional care to teachers to encourage them to
do a good job.

7.Recommendations 7.4. For Future Researchers

7.1. For Teachers This study aims at those who are interested in
studying the relationship between teachers’ perceptions
The researchers suggest that teachers should pay towards principal’s transformational leadership and their
more attention to the specific aspects of the principal’s organization commitment in Yuehe Town Junior High
transformational leadership style, and provide feedback to School, Tongbai county, Henan province, China. The object
school administrators if they have any suggestions on school of this study is 65 full-time teachers of Yuehe town junior
management. In this way, teachers can help school leaders high school in 2020. The results of this study will not be
understand teachers’ views, so as to help school leaders used to promote or improve other schools. Future
better carry out school management projects. researchers can also conduct similar research through
quantitative and qualitative methods. The hybrid approach
7.2. For Principal will determine teachers’ views, so as to obtain more
understanding, information and better results, improve
principals should maintain communication teachers’ loyalty to the school, and try more diversified
channels with teachers, share information with teachers, learning methods. In addition, future researchers can also
help teachers reduce work pressure, improve teachers’ work compare public and private schools and consider more
efficiency, and improve their personal skills in dealing with variables that affect teachers’ organizational commitment,
pressure and problems. It is suggested that principals should such as educational background, nationality and so
have a clear teaching structure and orientation to make it on.
easier for teachers to teach and learn and reduce their
workload. More importantly, principals should continuously References
evaluate students’ performance and provide feedback
regularly to help teachers' professional development. In Allen, N.J., & Meyer, J.P. (1990). ‘The Measurement and
addition, it is suggested that principals should improve Antecedents of Affective, Continuance and
teachers' working conditions, guide new teachers, provide Normative Commitment to the Organization’,
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A Study of the Relationship Between Teachers’ Leadership Capacity and
Teachers’ Decision-Making Styles in Gangbei Construction Primary
School， Guigang, Guangxi Province, China

Xinyi Zhang1
Watana Vinitwatanakhun2

Abstract

Keywords: Teacher, Teachers’ leadership capacity, Teachers’ decision-making styles. The study is carried out to explore the relationship
between teachers’ perceptions of their leadership capacity and their decision-making styles in Gangbei Construction Primary School. 112 full-
time teachers from the academic year of 2021, Gangbei Construction Primary School are included in the survey. The analytical statistic was
Mean and Standard Deviation and Pearson Product-moment coefficient. The result shows the main purpose of the study is to examine the
relationship between teachers’ leadership capacity and their decision-making styles. The study found that “teacher’s leadership capacity” and
teachers’ decision-making styles” were significantly correlated, r = .84, sig. (2-tailed) was .000. The result shows that Pearson Correlation test
indicated that there was a strong relationship between teachers’ perceptions of their leadership capacity and their decision-making styles in the
Gangbei Construction Primary School in Guigang, Guangxi Province, China.

JEL Classification Code: I21, I26, J81, L26.

1. Introduction exerts a direct impact on the development level of China’s
basic education. Therefore, a team of high-quality teachers
Buhalis (2000) pointed out that the improvement remains a problem to be solved. Harris & Lambert (2003)
of educational level lays the very foundation of a country’s mentioned that to cultivate high-quality teachers that can
satisfy the demand of modern education, teachers should
social and economic development. The key to improving improve their leadership, constantly improve their
educational level relies on the improvement of school innovative awareness and ability, and strengthen the
teaching level. The improvement of teacher leadership is a supervision of daily teaching activities. Therefore, teachers’
confidence and leadership can be improved in practical
vital driving force for the enhancement of the teaching level. manner. The sustainable development of basic education in
Therefore, the focus of improving a country’s educational China will be further promoted.
level should be the improvement of teachers’ leadership,
Sentočnik (2018) points out that decision-making
which can facilitate developing campuses with pluralistic style has externalities. For schools, the arbitrary decision-
features and cultivating students of all-round development. making style of school leaders will make teachers feel
sensitive. For teachers, they tend to make consultative
Entering the 21st century, teachers are required to decisions and are more willing to share their own teaching
improve their knowledge, skills and capabilities related to experiences and teaching ideas with colleagues. Different
decision-making methods will exert different impacts on
teaching and learning. Leadership and teachers are the key students. Dictatorial decision-making style is not only
to achieving educational goals because both help with conducive to the growth of students, but also guides students
in a wrong way for that style tends to emphasize their own
improving the quality of teaching and learning. Only role, while ignoring the role of the team. The consultative
teachers with leadership skills and a comprehensive decision-making style and group decision-making style are
understanding of their professional abilities can achieve the more conducive to build students’ group consciousness and

teaching quality (Henrique & Ye, 2020).
For the past seven decades, China’s basic

education has kept abreast with time, condensed China’s
experience, voiced China’s voice and contributed China’s

wisdom to education of humankind. However, there still

exist inconsistency in local educational level and
disequilibrium in teaching level. Teachers’ teaching level

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team spirit and lay much more emphasis on the role of the 1.2.2 To determine the decision-making styles of
group. teachers in Gangbei Construction Primary School of
Guigang city, China.
Vroom (2003), decision-making style, lays the
basis of decision-making factors. Decision-making styles 1.2.3 To determine the relationship between the teachers’
are based on personal characters, degrees, capabilities, and leadership capacity and their decision-making styles in
the living environment. Children growing up in teachers’ Gangbei Construction Primary School of Guigang city,
family, often learn how to walk away, learn humility, and China
thus in many ways it is not easy to form extreme and
autocratic negotiation decision making style. Meanwhile, 1. 3 Conceptual Framework
professional ability also directly affects decision-making
style. The stronger the professional ability is, the better they Figure 1 below is the conceptual framework of this study,
are at listening to experts’ opinions. In a professional which explains two variables and the design of the study
academic exchange meeting, professors often express purposes.
themselves and communicate and collide with different Figure 1
opinions, which is conducive to forming new opinions and Conceptual Framework of this Study
promoting the creation of new technologies.
2. Literature Review
Nowadays, teachers’ leadership capacity and 2. 1 High Leadership Capacity Theory
decision-making grow all the more important in the
educational field. The school finds that the increase in the Amit et al., (2007) defined that high leadership
number of teachers recruited each year should raise the capacity is a kind of ability to grasp the mission of an
admission standards to improve the teaching quality of organization and mobilize people to go for this mission.
teachers and students’ performance. Then teacher’s High leadership capacity makes a team and has a strong
leadership capacity and decision-making style may combating effectiveness. High leadership consists of four
represent teacher’s comprehensive ability, and teachers with components: (1) Intense focus on a shared vision; (2)
good leadership and decision-making style will also better Reflection and innovation; (3) Share Governance; (4)
communicate with and solve problems between parents and Monitor and Respond to student achievement. Lambert
the school, so the school will further investigate the impact (1998) described that high leadership is a group of leaders
of teachers’ leadership capacity and decision-making style or crowd of people who can establish high expectations or
on the school. professional partnerships in their organizations. In terms of
educational organizations, high leadership will lead the
1. 1 Research Questions school's effective action under a shared vision, which will
be reflected in the school management, teaching, learning
1.1.1 What is the teachers’ perception of their leadership process.
capacity in Gangbei Construction Primary School of
Guigang city, China?

1.1.2 What are the decision-making styles of teachers in
Gangbei Construction Primary School of Guigang city,
China?

1.1.3 Is there any relationship between teachers’
leadership capacity and their decision- making styles in
Gangbei Construction Primary School of Guigang city,
China?

1. 2 Research Objectives 2. 2 High Leadership Capacity Theory of

Three objectives in this research: Teacher Professional Development
1.2.1 To determine the teachers’ perception of their
The high leadership theory of teachers’
leadership capacity in Gangbei Construction Primary
School of Guigang city, China professional development is based on the theory of adult
development and combines with other fields such as

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psychology, education and so on. The high leadership theory school sustainability and improved student achievement.
of teacher professional development mainly focuses on the Leadership capacity is a vital part of a leader, which refers
development law of teachers’ entire careers. Different to the leader's ability to guide and lead to achieve goals
researchers have conducted a lot of research on leadership under certain circumstances. The difference between the
in different stages of teacher professional development. two is that leadership capacity covers activities and
knowledge in various aspects such as leadership process,
Buhalis (2000) pointed out the development of leadership behavior and leadership ability, while leadership
teacher career as a cycle, starting with pre-service education, capacity focuses on the ability, mainly considering the
and ending with the establishment of ability growth, leader's ability and its ability structure.
stability and stagnation, and career depression. Such a
theoretical framework is relatively complete. Steffy (2001) On the other hand, a review of the importance of
also added a new career stage before the end of teachers’ decision-making styles also suggests that different
careers and believed that appropriate assistance and support individuals have preferred styles. Some individuals prefer a
for teachers who were in a low stage of development could dictatorial decision-making style, preferring to act on their
enable teachers to embark on the path of high leadership in own terms. Some individuals prefer team decision-making
professional development. and make decisions based on the opinions of others.

2. 3 Theory of Decision-Making Styles 3. Materials and Methods

According to Scott and Bruce (1995), decision- The research aimed to explore the relationship
making style is not a personality trait, but a learned and between teachers’ leadership capacities and their different

habitual response pattern those individuals tend to show in decision-making styles in the Gangbei Construction

decision-making situations. Ding, Xu, Yang, Li & Heughten Primary School in Guangxi Province, China. The

(2020) pointed out that decision-making style is a learned investigator would use two variables to design a quantitative

and usual response mode that a person shows in decision- relationship study, using descriptive statistics and a

making situations. Greenberg (2016) believes that decision- correlation method to explore the research objectives.

making style is a mixture of how a person recognizes and 3. 1 Research Instrument
understands a situation and how he/she chooses to deal with
A questionnaire was used to survey the teacher’ s

a specific situation. The decision-making style with leadership capacity and their decision-making styles. The

alternatives is chosen by the manager. The Vroom-Yetton research questionnaire included three parts as follow:

decision-making style focuses on the environment and Part (I) Demographics factors, including gender,

conditions for managers to cooperate with others in the age, education background, and working experience.
decision-making process. Those who try to implement the Part (II) is teachers’ leadership capacity; the

decision-making process should mainly understand the researcher focused the investigation on four components

availability of information and the structure of the problem, with 5 Likert scales for 17 items of questionaries.
the follower’s strict acceptance of the decision and the time Part (III) concerns three difference decision-

for the final decision. According to Vroom, Yetton cited by making styles which comprise of autocratic decision-

Russel (2018), five decision-making styles are proposed, making style; consultative decision-making style; group

namely Vroom Yetton's decision-making model, which decision-making style with Five-point Likert Scale 16 items

calls on all teachers to participate in the school-level of questionaries

decision-making process. The following describes these five

decision-making methods in the order of unilateral to 3. 2 Population
shared.
All the full-time teachers are included into the
The researcher reviewed theories about leadership selected school in the academic year of 2021. According to
capacity, there are three viewpoints: leadership capacity is the record of Human Resource Department, there were 112
an ability; leadership capacity is the influence; leadership teachers tworking in the school, as a result, the 112 full-time
capacity is a combination of strengths. There are essential teachers were invited to take part in this study.
differences between leadership capacity and leader.
Building leadership capacity and improving the leadership The teachers were required to answer the questions
skills of teachers and administrators can lead to improved according to their preferences and perceptions of their
leadership capacity and decision-making styles and refer to

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Five-points Likert Scale interpretation criteria as showed in Research Objective Two
table 1 below. The objective two of this study was to determine

Table 1 the teachers’ perceptions towards their decision-making
styles in Gangbei Construction Primary School.
Five Point of Likert Scale Interpretation
Table 3 shows the summary of the mean and
Agreement Score Scale Interpretation standard deviation scores of the four constructs of high
Level leadership capacity. Those mean and standard deviation
High scores were the results of the statistical analysis on data
Strongly 5 4.51-5.00 Very high collected from teachers at Gangbei Construction Primary
Neutral School regarding Teachers’ Perceptions of their Decision-
agree 4 3.51-4.50 Low Making Styles. As can be seen from the statistical results in
3 2.51-3.50 Very low the table, the mean score of 3.60 was for Group decision-
Undecide/Not making styles which got the high level and that teachers are
Sure 2 1.51-2.50 more inclined to group decision-making. since it was in the
1 1.00-1.50 scale range of 3.51-4.50. Consultative decision-making
disagree styles got an average score of 3.42, followed by group
Strongly decision-making styles, which was also in the range of 2.51-
disagree 3.50. Autocratic decision-making styles got the lowest mean
score among the three decision-making styles at 3.30, which
4. Findings was in the scale range of 2.51-3.50. In conclusion, it is
proves that the teachers’ perception of their decision-
Research Objective One making styles at Gangbei Construction Primary School was
The research objective one of this study was to identified as "Neutral".

determine the teachers’ perceptions of their leadership Table 3
capacity in Gangbei Construction Primary School in Summary of Means and Standard Deviations of Teachers’
Guigang city, Guangxi province, China.
Perception towards Their Decision-Making Styles (n=112).
Table 2 shows the mean and standard deviation of
the intense focused vision of teachers' leadership capacity to Decision-making Mean SD Interpretation
determine the leadership capacity of teachers in Gangbei styles
Construction Primary School. As can be seen from Table 1,
the total mean value shows that teachers' perception of Group Decision- 3.60 .80 High
school is 3.24, which is regarded as "neutral". The highest Making styles 3.42 .72 Neutral
average score of 3.51 for all projects in this component was Consultative
" intense focus on vision "; The lowest average score was 3.30 .80 Neutral
3.07 in the "share governance", but the average score for this Decision-Making 3.44 .63 Neutral
component was between 2.51 and 3.50, which was also styles
considered " Neutral ".
Autocratic Decision-
Table 2 Making styles
Summary of Means and Standard Deviations of Teachers’
Total

Perception towards Their Leadership Capacity (n=112). Research Objective Three
The objective three of the research study was to
Leadership Mean SD Interpretation
Capacity identify the relationship between teachers’ leadership
capacity and decision-making styles in Gangbei
Intense Focus on 3.51 .60 High Construction Primary School.
Vision 3.26 .73 Neutral
3.07 .76 Neutral Table 4 shows the analysis of the relationship
Reflection and between teachers’ leadership capacity and decision-making
Innovation styles. The result showed that the value of Pearson
correlation (r) was 0.84 and sig. (2-tailed) was .000. Since
Share Governance the Sig. (2-tailed) was smaller than .05 (even .01), indicates
there was a significant correlation between teachers'
Monitors and 3.14 .80 Neutral perception of leadership and decision-making style, and the
Responds to 3.23 .60 Neutral
Achievement

Total

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positive correlation indicates that the improvement of leadership of the teachers. At the same time, teachers can
leading teachers' ability may contribute to the improvement also play the role of leadership, which depends on their
of their decision-making ability. To sum up, there was a desire for leadership and their own ability.
strong relationship between teacher’s leadership capacity
and their decision-making style in Gangbei Construction Because the study is focused on decision-making
Primary School, Guigang, Guangxi province, China. style of teachers from public primary school, the data
showed that teachers preferred group decision-making-
Table 4 making styles. Dennis (2012) conducted a comparative
Pearson Correlation Between the Teachers’ Perceptions study of the perception of decision-making styles between
teachers in private and public universities. In the study,
towards Their Leadership Capacity and their Decision- Dennis (2012) also practices three different styles towards
teachers and principals, while the group decision-making
Making Styles (n=112). style received more attention. autocratic decision-making
and consultative decision-making style had a significant
Leadership Pearson Decision- Conclusion relationship. However, Dennis (2012) concluded that there
Correlation Making was no significant difference in decision-making styles
Capacity Coefficient styles There was a between the two universities. Dan and Ye (2020) shows that
Variables .84** significant there was a significant relationship between teachers’
Sig. (2-tailed) relationship perception towards school climate and their decision-
.000 making styles at the selected primary school. The target
school teachers like and use the group decision-making style
5. Discussion the most, while the authoritarian style is the least. According
to her findings, for school teachers, they are not only the
The statistical analysis of the responses of teachers managers and decision makers in their own classrooms, but
to the survey questionnaire showed that the total mean score also the participants in the entire school teaching system.
of teachers’ leadership capacity was at 3.23. Based on the Therefore, the individual teaching ability and decision-
interpretation criteria, the mean score between 2.51-3.50 making styles affect the process and quality of school
was to be interpreted as. Therefore, the primary school education. And for that, teachers' perception of different
teachers’ leadership capacity is Neutral, which reflects that decision-making styles is not only significantly related to
teacher require to improve their own leadership capacity, leadership capacity, but also significantly from school
Therefore, schools do need to adopt different measures to climate.
improve teachers’ leadership capacity. Teachers have
certain recognition of their leadership skills, and principals Basie (2009) study found that there are some key
are very important to develop and build strong leadership elements that can improve the comprehensive
skills. Teacher leadership is based on cooperation, competitiveness of the school, the level of the school
motivation, principal authorization, and administrative teaching at the same time, accompanied by improvements
behavior. At this point, collaboration is a key function for of school popularity. More and more students want to enter
leaders to share the school’s vision and mission. school, good teachers also hope to improve the quality of
school teaching, which can be formed through leadership
On the other hand, the study showed that the total capacity and decision-making style, good tradition, the
mean score of the decision-making styles of teachers at understanding of the sustainable development and
Gangbei Construction Primary School was 3.44. According improvement of the school in the future, and finally to
to the interpretation character, this mean score was regarded promote the improvement of teachers' teaching and the
as Neutral. So, it was interpreted that the decision-making growth of students.
styles of teachers at Gangbei Construction Primary School
was Neutral. Research also proves that the close positive
correlation between teachers’ perceptions of their leadership
The teachers' leadership capacity in Gangbei capacity and their decision-making styles in schools, the
Construction Primary School which indicated that intense study hopes to establish a connection between teachers and
focus on vision, teachers in this school have a strong desire administrators and contributes to sustainable development.
for leadership. Therefore, school leaders really need to At the same time, this study also found that most teachers
improve the leadership of teachers through different
methods. In schools, for example, it's not just principals and
leaders who can lead; The principal should develop the

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use group decision-making styles, many of which are to explore the influence of this factor on leadership and risk

democratic decision-making styles, and only a few are of decision-making.

authoritarian decision-making styles. In fact, teachers who

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The Correlational Study of Chinese Junior High School Students’
Motivation and Attitudes Toward the Learning English as a

Foreign Language Situation with Their Academic Achievement

Yanqiu Lin1
Richard Lynch2

Abstract

The purpose of this quantitative correlational study was to determine whether there was a significant relationship between Grade 9 students’
motivation and attitudes toward the learning situation for learning English as a foreign language with English academic achievement at a private
school in China. A total of 110 Grade 9 students participated in this study. Students’ motivation and attitudes toward the learning situation for
learning English as a Foreign Language Questionnaire which was adapted from Gardner’s (2004) international version of Attitude/Motivation
Test Battery (Gardner, 2010) was used in this study consisting of 50 items (Gardner 2004, 2010) under five subscales. The researcher collected
data from Grade 9 students studying in the 2021-2022 academic year at a private school in China. For the analysis of the collected data,
descriptive statistics, and correlational analysis (using multiple correlation coefficient) was used. The findings of the research indicated that
there was a weak correlation among the students’ motivation and attitudes toward the learning situation for learning EFL with English academic
achievement. Based on the findings, the researcher provides recommendations for students, teachers, school administrators, future researchers.

Keywords: English Academic Achievement, English As A Foreign Language, Attitudes Toward the Learning Situation, Motivation, Socio-
Educational Model, Attitude/Motivation Test Battery (AMTB), A Private School, China.

JEL Classification Code: C12, I20

1. Introduction though they have enough abilities, they cannot achieve the
goal they made.
Nowadays, English has become the international
common language, and it is officially used as a very Gardner (1980) stated that attitude is a
common foreign language in various sectors in many psychological phenomenon that refers to people's inner
countries. English, as one of kind of international common experiences and behaviors, such as thinking or feeling about
language, has been played a crucial role in recent decades. someone or something. It was mainly reflected by people's
It has become a dominant language globally. In most of words, expressions, and behaviors. Choy (2006) also stated
fields, the Internet, newspapers, books, travel, business, that attitudes could help people to know their own emotions.
products, English fluency is required. The inside feelings of students have a significant influence
on students’ academic performance and achievement
With the high speed of China’s economic motivation.
development, many people are keen on learning English as
their foreign language in China. According to the previous For this research, the researcher focus on Grade 9
studies, the results showed that many scholars and users students at a private school in China and the study aims to
were learning English in China, such as doctors, people in find out if there is a significant relationship between
business, investors, traders, engineers, educators, etc., motivation and attitudes toward the learning situation for
which was one of the main reasons China became the learning EFL with their English academic achievement.
biggest market in the world (Bolton, 2003; He & Zhang,
2010; Jiang, 2002). 1.1. Research Objectives

Motivation is an inseparable part for learners to The following research objectives will be
study English as a foreign language. If the learners lack conducted for this study.
motivation in learning a second/foreign language, even

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1. To identify the level of motivation for learning with English academic achievement of Grade 9 students at
English as a foreign language of Grade 9 students at a a Private School in China, the motivation theory applied in
Private School, China. this research is based on Gardner’s socio-educational model
(Gardner, 2010). Figure 1 presents the conceptual
2. To identify the level of attitude toward the framework of this research study.
learning situation for learning English as a foreign language
of Grade 9 students at Private School, China. Figure 1
Conceptual Framework of This Study
3. To determine the level of English academic
achievement of Grade 9 students at a Private School, China.

4. To determine if there is a significant relationship
between motivation and attitude toward the learning
situation for learning English as a foreign language
with English academic achievement of Grade 9
students at a Private School, China.

1.2. Theoretical Framework

In this study the researcher used one theory to

examine the variables of this research study. The socio-

educational model of second language acquisition theory by

Gardner (2010) to explain, measure, and analyze the 2. Literature Review
motivation and attitudes toward the learning situation for
learning EFL. In this section, some previous studies related to the
research variables addressed in this study are reviewed and

1.2.1 Gardner’s (2010) Socio-Educational Model of summarized.

Second Language Acquisition 2.1. Previous Studies on Students’ Motivation
Gardner (2010) claimed that language learning with English as a Foreign Language Academic
motivation consists of learners’ efforts, Achievement

expectations, and attitudes that contribute to achieving Oranpattanachai (2013) adopted a study on
language learning goal. The socio-educational model students' motivation and their English language
pointed that the language learning situation is an achievement in Thailand. Four hundred twenty students
indispensable component in learning English as a foreign participated, and results stated that the students' motivation
language and that learning motivation is affected by the correlates with their academic achievement.
nature and quality of the learning context, curriculum, the
quality of instruction, the teachers, school activities, lesson Genc and Aydin (2017) developed a study on
plan, and the materials among other variables. Second/ students' motivation and attitudes toward learning English
Foreign language learning motivation and attitudes toward in Turkey. Four hundred sixty-two participants in the
the learning situation are the major focus of this theory. In research and data collected used a quantitative research
the socio-educational model of second/foreign language paradigm and used a questionnaire. The findings clearly
acquisition, there are three components to assess stated that students had favorable attitudes toward learning
motivation; motivational intensity, the desire to learn English.
English, attitudes toward learning English, and there are two
components to asses attitudes toward the learning situation; Alkaabi (2016) completed a study on Saudi
English teacher evaluation, English course evaluation students' motivation and attitudes toward learning English
(Gardner, 2010). in U.S. 181 students enrolling at diverse schools and
universities participated, and Alkaabi interviewed seven
students. The findings stated that students had favorable

1.3. Conceptual Framework attitudes toward learning English and a high wish to study

This study aims to find out if there is a significant the English language well.
relationship between motivation and attitude toward the
learning situation for learning English as a foreign language Wiriyanusorn and Lynch (2019) developed a study
on students’ motivation and orientation of motivation

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toward learning Thai in Thai. The sample composed of 29 showed that the students' attitudes toward learning English
non-Thai students in Years 4 to 6 and 44 non-Thai students had a relationship with academic achievement.
in Years 7 to 9 non-Thai students at the target school had
slightly low levels of motivation toward learning Thai and Htun and Lynch (2019) conducted a study on
both Years 4 to 6 and Years 7 to 9 non-Thai students’ students’ attitudes toward learning EFL according to their
orientation of motivation was instrumental. preference for instructional strategies in Myanmar. A total
of 203 learners participated. The study used descriptive
Abi (2019) administered a study on students' statistics and one-way analysis of variance (ANOVA) for
motivation to learn English. Two hundred students statistical hypothesis testing. The findings stated that the
participated, and the findings showed that student's learners had positive attitudes toward learning English as a
motivation and attitude toward the learning situation in foreign language.
learning English were high. In addition, students were eager
to learn English because they desired to interact with other Fakeye (2010) developed a study on students’
communities in a different cultural environment, broadening attitudes toward learning English and their academic
their knowledge and experience in English. achievement from five middle schools in Nigeria. A total of
400 senior secondary students participated, and the results
Bobkina and Fernandez (2012) developed a study indicated that students' attitudes toward learning English
on motivation and attitudes toward learning English in had a relationship with and their achievements in the study.
major industrial and technical engineering. A total of 72
engineering students were from 2 different engineering İnal, Evin, and Saracoğlu (2005) studied attitudes
schools, and the results of the study showed that the students toward foreign language and academic achievement. A total
had an excellent pleasant attitude toward learning English. of 421 students participated, and the report indicated that
students’ attitudes toward foreign languages had a
Asmali (2017) completed a study on Turkish relationship with their academic achievement.
students' motivation and attitudes toward learning English,
with 192 participants in this study. The results revealed that In 2009, Momani conducted a study on attitudes
students' motivation and attitudes toward learning English toward learning English and academic achievement from
had a high level of pleasant attitude toward learning English. Jordanian secondary. The results showed that the students
had pleasant attitudes toward learning English in their
Chalak and Kassaian (2010) developed a study on academic achievement in reading comprehension and
the motivation and attitudes toward learning English. One attitudes toward learning English.
hundred eight Iranian students enrolled in English
translation. One of the findings indicated that the students 3. Research Methods and Materials
had excellent pleasant attitudes toward learning English in
motivation and attitudes toward learning English. 3.1. Methodology/Procedure

Lungley and Lynch (2017) conducted a study on The researcher will use a convenience sample of
students' motivation for self-selected reading in English and 110 students from the total population of 596 for Grade 9
their academic achievement at Thai International School. students will be used at the target school. Since Grade 9 has
The study sample was composed of 83 grade 8 to grade 12 11 classrooms in the target school, one EFL teacher teaches
students participated. The findings showed that the students' two classrooms each. Therefore, the researcher tried to
motivation for self-selected reading in English correlated contact all the EFL teachers from the target classrooms by
with their reading achievement. emailing them. However, only one teacher replied to an
email and agreed to help the researcher. For this reason, out
2.2. Previous Studies on Students’ Attitudes of 11 classrooms for Grade 9, the researcher will conduct
Toward the Learning Situation with English as a this study in 2 classrooms of Grade 9 from the target school.
Foreign Language Academic Achievement
3.2. Research Instruments
Rukh (2014) developed a study on students’
attitudes toward learning English and their academic For this study, Students’ Motivation and Attitude
achievement. The study used a quantitative approach and Toward the Learning Situation for Learning English as a
questionnaire to collect data from the participants. Two Foreign Language Questionnaire and the monthly test of
hundred business students participated, and the findings

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English as a foreign language subject were used to collect From the analysis of the collected data, the following
the research data. findings were obtained.

Students’ Motivation and Attitudes Toward the 4.1.1. Findings from Research Objective 1
Learning Situation for Learning English as a Foreign Grade 9 students’ motivation in learning EFL can
Language Q-uestionnaire. The survey questionnaire
consisted of two parts, comprised of 50 items, to measure be interpreted as slightly low since the mean scores were
and analyze the varia-bles of this research. Part I is the M= 3.87, SD= 1.60. For motivational intensity, the mean
students’ demographic information asking students the was M= 3.81, SD=1.61. which can be interpreted as slightly
name and the class. Part II of question consists of the items low. As for the desire to learn English, the mean was M=
which measured the students’ motivation and attitudes 3.89, SD= 1.58 which can also interpret as slightly low. As
toward the learning situation in learning EFL adapted from for attitudes toward learning English, the mean was M=
three subscales of Gardner’s (2004) International 3.91, SD= 1.60 which can also be interpreted as slightly low.
Attitude/Motivational Test Battery (Gardner, 2010).
Table 1
The AMTB is aimed to analyze and measure
students’ motivation and attitudes toward the learning Mean Scores, Standard Deviations and Interpretations of the
situation in learning EFL and is comprises of 12 subscales Grade 9 Students’ Motivation for Learning English as a
(104 items). In the current study, only five subscales from
AMTB will be used in this study. To calculate the attitude Foreign Language Grade 9
toward the learning situation, two subscales from AMTB, M SD Interpretation
English teacher evaluation (10 items) and English course Variable
evaluation (10 items), will be used. To measure the Motivation for learning English 3.87 1.60 Slightly low
motivation for learning EFL, three subscales of AMTB; as a foreign language
Motivational intensity (10 items), Desire to learn English Motivational intensity 3.81 1.61 Slightly low
(10 items), and Attitudes toward learning English (10
items), will be used (see Appendix A). Desire to learn English 3.89 1.58 Slightly low

To investigate the students’ level of motivation and Attitudes toward learning English 3.91 1.60 Slightly low
attitudes toward the learning situation for learning EFL, in
this study a 7-point Likert scale was utilized. The students 4.1.2. Findings from Research Objective 2
have to select one out of six choices (1 = strongly disagree, The overall mean score for Grade 9 students’
2 = moderately disagree, 3 = slightly disagree, 5= slightly
agree, 6 = moderately agree, 7 = strongly agree). Table 3 attitudes toward the learning situation was M= 3.93, SD=
presents the score and interpretation for both positively and
negatively worded items of the motivation subscales. 1.63 and according to interpretation, the mean score can be

Questionnaire for Student’s Motivation and interpreted as slightly low since the score was between 3.01-
Attitudes Toward the Learning Situation was composed of
25 positively worded items which are used to measure and 4.00.
analyze the students’ motivation and attitudes toward the
learning situation for learning EFL. To investigate the Table 2
students’ level of motivation and attitudes toward the
learning situation for learning EFL, in this study, 7-point Mean Scores, Standard Deviations and Interpretations of the
Likert scales will be utilized. The students have to select one Grade 9 Students’ Attitudes toward the learning situation for
out of six choices (1 = Strongly disagree, 2 = Moderately
disagree, 3 = Slightly disagree, 4= Slightly agree, 5= Learning English as a Foreign Language.
Moderately agree, 6 = Strongly agree.
Variable Grade 9 Grade 9
4. Results and Discussion M SD Interpretation
Variable
Attitudes toward the learning 3.93 1.63 Slightly low
situation
English teacher evaluation 4.04 1.62 Slightly high
English course evaluation 3.82 1.64 Slightly low

4.1.3. Findings from Research Objective 3
The overall mean score for Grade 9 students’

English academic achievement for learning English as a

foreign language was M=72.16, SD=16.65 which can
interpret as moderate.

4.1 Research Findings

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Table 3 Motivation is one of the most important factors
which defines second/foreign language learning’s success
Mean Scores, Standard Deviations and Interpretations of the or failure (Dörnyei, 1994), and it has a certain influence on
Grade 9 Students’ English Academic Achievement for students’ performance, attitudes, achievement (Gardner,
2010). Meanwhile, motivation is one of the factors that can
Learning English as a Foreign Language. call forth one’s interest to reach a goal of the task. Gardner
and Lambert (1972) mentioned that integrative motivation
Grade 9 and instrumental motivation is for the possibility utilitarian
gain or needs of finding a good job.
N M SD Interpretation
The finding of the current study found that Grade
72.16 16.65 Moderate 9 learners at target school had slightly low level of
motivation in learning EFL. The findings also revealed that
110 5.72 .88 Moderately student’s motivation was related to their English academic
achievement. The result was in line with Wiriyanusorn and
4.1.4. Findings from Research Objective 4 Lynch’ s research (2019) found that Years 4 to Years 6 and
Table 4 displays the multiple correlation analysis (using Years 7 to Years 9 non-Thai learners’ overall motivation for
multiple correlational coefficients) in this study. learning Thai was slightly low. Wiriyanusorn and Lynch’ s
research (2019) reasoned that due to the age of the learners,
Table 4 activities in class, teachers, learning Thai as a compulsory
Multiple Correlation Coefficient Analysis Between subject, and learning atmosphere. All these factors could
Students’ Motivation and Attitudes toward the learning affect students’ level of motivation in learning Thai
language. According to Wiriyanusorn and Lynch (2019), the
situation and their English Academic Achievement for low motivation of the students could also affect to their
Learning English as a Foreign Language motivation to learn.

Independent variables R R2 df F p Learning English as a foreign language is one of
.23 .052 the three required courses (the other two courses are Chinese
Students’ motivation and 2,1 2.96 <.05 literature and mathematic) from Grade 7 in China. There are
attitudes toward the learning 07 some major factors of some students at target school are not
situation for learning English interest in learning English due to Chinese is the main
as a foreign language with language in teaching in all subjects. First, some students
English academic would rather spend their time on subjects other than English,
achievement they had no desire to learn English and English is not really
an important goal in their life. Second, English teachers use
Regarding to this research objective, the following the grammar-translation method, they focus on the
findings were obtained. there was a weak correlation among knowledge and exam, some students memorize the English
the students’ motivation and attitudes toward the learning sentence patterns in order to pass the English exam without
situation for learning English as a foreign language with a good learning method, and the purpose of some students
English academic achievement (R = .23, p< .05) at the for learning English are to meet the requirement for school,
significant level of .05. In the Table 19 also presented that to enter their favorite school, or to get a reward. Third, class
students’ motivation and attitudes toward the learning activities cannot stimulate students’ participation, some
situation for learning English as a foreign language teachers nearly focus on good students when joining the
explained 5.2 % of the variances with English academic activities and other students have less chances to involve to
achievement (R² = .052, F (2,107), p < .05). The rest 94.8% practice their English speaking. Lastly, students learn
of the variance of English academic achievement is English 5 classes a week and communicate in English only
explained by other factors such as, language anxiety, in class, most of them rarely practice speaking English with
parental encouragement, the teachers’ encouragement or friends outside school.
self-efficacy for learning language.

4.2 Discussion

In this section, the findings obtained from this
study are discussed, placing them in context with previous
studies. The discussion is organized by variables.

4.2.1. Relationship between students’ Motivation for
Learning EFL and their English Academic Achievement

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4.2.2 Relationship between Students’ Attitudes researcher stated that all these factors could affect the level
toward the Learning Situation for Learning EFL and of students’ attitudes toward the English course.

their English Academic Achievement

Attitudes is viewed as a dominant factor affect 4.3. Recommendations
individual language performance and it plays a crucial part
in language learning as it has impact in students’ learning Based on the study findings, the following
outcome in their learning process. Gardner (2010) stated recommendations are provided for students, school
that learning situation is a substantial element in second administrators, teachers, and future researchers.

language learning and considers the motivation to learn the 4.3.1. Recommendations for Students
language to be influenced by the learning context. Gardner
(2010) also mentioned that in this case includes the Based on the findings of the study, the results
showed that the level of students’ motivation and attitudes

objective nature of the curriculum, the teacher, the toward the learning situation were slightly low. This help
individual course, the views and regulations of the school them to develop their own goals and understand their
authorities, the materials, the time and importance allotted motivation and attitudes toward the English teacher and
to language instruction, and the quality of instruction. All English class. Furthermore, the important point is that the
these factors have a main impact in the individual but the stronger motivation and attitudes learners hold, the more
importance is the students’ reaction. For this reason, the learning results students could get. From this research study,
researcher has focused on evaluative reactions to the teacher the students would become aware of some cogitations
and the course. concerning their English academic achievement can be
affected by their motivation and attitudes. The students may
The findings from this study presented that also get some helpful improvement from this study, students
students’ attitudes toward the English teacher was slightly should establish a good habit of learning to develop interest
high. The result was in line with Htun and Lynch’s research for the purpose of meaningful learning.

(2019) which surveyed that student from elementary to Additionally, the students could also gain some
intermediate level of EFL classes at Gateway Learning improvements from this study, and the students could also
Center (GLC), Hpa-an Township, Karen State, Myanmar. make progress and make a good chance to succeed in
The findings from this study founded that the students’ learning EFL.
attitudes toward English teacher were positive. Htun and
Lynch (2019) reasoned that learner had a good feeling

toward their English teachers, and it indicated that students 4.3.2. Recommendations for Administrators
were looking forward to going to class because their English
teacher was so good. Most of EFL teachers from Gateway The findings of this study stated that the
importance of students’ motivation and their attitudes

Learning Center (GLC) had a positive attitude toward toward the learning situation in learning English as a foreign
teaching and they always inspire students in class. language. For this reason, it is suggested that the
stakeholders are aware of the concepts of learning
The findings from this study presented that English motivation, attitudes and its relation to success in learning
teacher evaluation were slightly high, and the result was English.
founded that students believed that their English teacher was
better than any of their other teachers, and English teacher School administrators are viewed as the leadership
had an interesting style and was a great source of inspiration role in the school. Administrators can approve and give
to the learners, the students were looking forward to going support to the teachers’ ideas in order to arouse students’
to the English class. However, students’ attitudes toward the motivation in learning English. As motivation is an
English course was slightly low, the result was founded that important factor for successful English language learning.
learners may be get bored in the English class, or they had Administrators are highly advocated to take students’

little interest in English class and lessons of the class. motivation into account when developing school
According to researcher’s discussion with English teacher curriculums and school policies. Administrators can
consider planning teacher in-service sessions drawing
from the target class, the class activities did not arouse the attention to motivational strategies in teaching to help
students’ interests so that the students get bored in the class, teachers stimulate students’ motivation and improve their

the design of the assessment are test-based, and the lessons

were using grammar-translation method. In conclusion, the learning outcomes in learning English.

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5.1. Research Objective 1

4.3.3. Recommendations for Teachers The first objective of this research indicated the
For the teachers, to stimulate students’ motivation, level of Grade 9 students’ motivation for learning EFL from

a Private School, China, was slightly low. Students had a

the slightly low effort in the learning, showed slightly low

teachers are highly advocated that provide a desire to learn English, and slightly low attitudes in learning
EFL. Regarding to the three subscales of the motivation for
positive teaching environment. It is very important

that the teachers should integrate motivational strategies learning EFL, it can also conclude that Grade 9 students put
into their lessons to cultivate learners’ creativity, little effort in the English lesson and classroom activities,
the students no desire to learn English and do not want to
enthusiasm, and ambition in learning English. learn language, and the students show a low attitude toward

Furthermore, the researcher suggested that the teachers can

try different teaching methods and creative more positive language learning at a Private School, China. This suggests
learning environment to motivate students in learning that the students’ motivation for learning EFL could still be

English. increased by the join effort of teachers as well as the

students themselves.

4.3.4. Recommendations for Future Researchers

Future researchers could consider applying larger 5.2. Research Objective 2
sample sizes to investigate the relationship between
students’ motivation, attitudes toward the learning situation The second objective of this research indicated the
and English academic achievement. With large samples, the level of Grade 9 students’ attitudes toward the learning
results will be more reliable and will provide broader situation for learning EFL from a Private School, China, was
findings.
slightly low and the students showed slightly low feedback
Future researchers could also consider conducting to the English course, the students seem to are not interested
a longitudinal study that follows up with changes in
students’ motivation and attitudes for learning English in the learning materials, the lesson plan, and classroom
throughout the school year and into subsequent years and activities. However, students had a slightly high reaction to
explore the relationship between the changes of their the English teacher, the students have a good attitude to the
motivation, attitudes with their language achievement. English teachers’ effective teaching, teacher feedback,
teacher behaviors and teacher’s expectations. The findings
Future researchers could also consider doing a
mixed study both quantitative and qualitative approaches to of study showed that attitudes toward the learning situation
explore deeper students’ motivation and attitudes for for learning EFL can be increased by the join effort of
learning English. Through the qualitative approach, a more teachers’ teaching methods, teachers’ expectations as well
insightful perspective can be taken to understand the factors as the students’ effort, the students should be taking the
that influence students’ motivation and attitudes for learning challenge and make an effort to join their lessons and take
English.
an active part in the classroom activities, and the teacher
Future researchers should also investigate other should be improved their abilities in different aspects of

teaching EFL.

variables such as imperativeness, language anxiety, parental 5.3. Research Objective 3

encouragement, self-efficacy in learning language and so The third objective of this research indicated the
level of Grade 9 students’ EFL academic achievement from
on. A thorough study will provide researchers with a more
accurate understanding of the factors that affect students’ a Private School, China, was moderate. The researcher

English language learning, which will help the teachers and employed mean and standard deviation to determine
learners’ EFL academic achievement. This suggests that the
administrators in planning and enhancing the curriculum, students’ EFL academic achievement at a private school in
and ultimately improve student’s learning.

5. Conclusions China could still be increased with the combined effort of
the update teachers’ instructional strategies as well as the
From the research findings, the following students’ collaboration. The learners should be taking the

conclusions were drawn.

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challenge and make an effort to learning something from http://hyxy.nankai.edu.cn/jingpinke/buchongyued
their English classroom. u/Motivation%20measurement-AMTB.pdf
Gardner, R. C. (2010). Motivation and second language
5.4. Research Objective 4 acquisition: The socio-educational model (Vol.
10). Peter Lang.
The fourth objective of this research revealed a He, D. & Zhang, Q. Y. (2010). Native speaker norms and
weak correlation among the students’ motivation and China English: From the perspective of learners
attitudes toward the learning situation for learning EFL with and teachers in China. TESOL Quarterly, 44(4),
English academic achievement at a Private School, China at 76-78.
.05 level. It shows that students’ motivation and attitudes Htun, A. Z. C., & Lynch, R. (2019). A comparative study of
toward the learning situation for learning EFL explained 5.2 learners’ attitudes toward learning English as a
% of the variances with English academic achievement. The foreign language according to their instructional
rest 94.8% of the variance of English academic achievement strategies preferences at Gateway Learning Center,
is explained by other factors such as, language anxiety, Hpa-An Township, Karen State, Myanmar.
parental encouragement, the teachers’ encouragement or Scholar: Human Sciences, 11(2), 115-125.
self-efficacy for learning language. Jiang, Y. (2002). China English: Issues, studies and features.
Asian English, 5, 4-23.
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Correlational Study of Years 4 to 6 and Years 7 to
Abi, M. T. (2019). A Study on Factors Affecting Students’ 9 Non-Thai Students’ Motivation and Orientation
English Language Learning Motivation in a of Motivation Toward Learning Thai at an
Multilingual International School in Bangkok, Thailand.
Context at a Private University in East Timor. Asian Scholar: Human Sciences, 11(1), 227-237.
Journal
of Literature, Culture and Society, 9(1), 45-45.

Bolton, K. (2003). Chinese English: A sociolinguistic
history.

Cambridge: Cambridge University Press.
Choy, S.C., & Troudi, S. (2006). An investigation into the

changes in perception of and attitudes towards
learning English in a Malaysian college.
International Journal of Teaching and Learning in
Higher Education, 18 (2), 120-130.
https://www.isetl.org/ijtlhe/pdf/IJTLHE99.pdf
Dörnyei, Z. (1994). Motivation and motivating in the
foreign language classroom. The modern language
journal, 78(3), 273-284.
Gardner, R.C. & Lambert, W.E. (1972). Attitudes and
motivation in second language learning. Rowley,
MA: Newbury House Publishers.
Gardner, R. C. (1980). On the validity of affective variables
in second language acquisition: conceptual,
contextual, and statistical considerations 1.
Language learning, 30(2), 255-
270.
Gardner, R. C. (2004). Attitude/motivation test battery:
International AMTB research project. Canada: The
University of Western Ontario. Retrieved from

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A Study of The Relationship between Teachers’ Perception towards
Professional Development and Their Job Satisfaction at Kunming
Hengshui experimental Middle School Chenggong Campus, China

Dan Wu1
Watana Vinitwatanakhun2

Abstract

This research sought to determine the relationship between teachers’ perception towards professional development and their job satisfaction at
Kunming Hengshui Experimental Middle School Chenggong Campus, China in the 2020-2021 academic year. The researcher collected the
data from 100-full-time teachers by using a questionnaire survey from the Kunming Hengshui Experimental Middle School Chenggong
Campus, China. To do so, the study evaluated the teachers’ perception towards professional development as well as job satisfaction in which
Means and Standard Deviations were used for descriptive and quantitative analysis. Finally, the relationship between these two variables was
analyzed by the researcher and assessed through Pearson Product Moment Correlation Coefficient analysis. The basis of the professional
development concept of this study was founded on Guskey’ s (2003) theory of Professional Development. Moreover Herzberg’ s (1959)
Motivation-Hygiene theory was the foundation to support the researcher’ s concept of job satisfaction. The research finding indicates that the
teachers at the Kunming Hengshui Experimental Middle School Chenggong Campus, China had a relatively high perception towards the
professional development and job satisfaction. A high positive relationship between teachers’ perception towards professional development and
their job satisfaction was identified with the Kunming Hengshui Experimental Middle School Chenggong Campus, China.

Keywords: Teachers’ Perception, Professional Development, Job Satisfaction, Kunming Hengshui Experimental Middle School Chenggong
Campus, China

JEL Classification Code: I21, I26, J81, L26.

1. Introduction improve teacher training system and plan to improve
The society of the 21st century needs high-quality teachers’ academic level and teaching ability. Train high-

talents. Education determines the quality of talents, and quality teachers, academic leaders and principals through
high-quality teachers are one of the important topics in the training and academic communication.
world. Therefore, teacher professional development has
become the trend of international teacher education reform, Job satisfaction determines the trend of career
and it has been valued by administrators. It is also a topic of development. Employees’ experience, emotion, cognition
great theoretical significance of the current practice of and behavior at work will affect their work efficiency and
China’s education reform. work quality. Ulla (2018) reported that when teacher’ s
perception has a high level of job satisfaction, they will
Perry (1980) argues that teachers should focus on
enriching professional knowledge, enhancing professional practice and innovate teaching methods according to the
skills, and improving professional abilities. Meanwhile, we current teaching situation to improve professional skills and
should have a more comprehensive understanding of the classroom management methods. When teachers’
deep-seated causes, enhance educational self-confidence,
and constantly improve teachers’ ability and level. In the perception has a low level of job satisfaction, they will be
National Medium and Long-term Education Reform and reluctant to participate in any professional development
Development Plan, China (2010) promulgated and
implemented the construction of the teaching team is activities. Therefore, compared with professional
specifically put forward as the most important content of the development, teacher’ s job satisfaction is also an important
safeguard measure. Then also proposed: schools should factor, which means that it will affect the quality of teaching.

At present, China regards the construction of a
high-quality professional and innovative teacher team as

one of the ten strategic tasks of education modernization,

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starting from the construction of teacher ethics and teaching emphasized that each level provides important information
style, teacher qualification access system, teachers’ and represents a unique dimension in the evaluation process.
professional ranks and assessment system, establishing a The basic content of Guskey’ s five-level teacher
teacher education system with Chinese characteristics, carry professional development evaluation model is student
out teachers’ pre-service training and post-employment response, student learning, organizational support and
development to improve the status and treatment of changes, student application of new knowledge and new
teachers. (Sun et al., 2019). skills, and student learning results. (Guskey, 2000).

1. 1 Research Questions There are several types of teacher characteristics of
effective professional development. Guskey’ s theory is
1.1.1 What is the level of teachers’ perceptions widely used. The analysis lists of characteristics of effective
towards professional development at KHEMSCC, China? professional development to promote visionary leadership
articles were written by Guskey (2003). He created a list of
1.1.2 What is the level of teachers’ perceptions 21 categories to classify career development characteristics.
towards job satisfaction at KHEMSCC, China? According to the list, he found that the most common
characteristics of teachers’ professional development are:
1.1.3 Is there any significant relationship between
teachers’ perceptions towards professional development and (1) Provide sufficient time and resources for
their job satisfaction at KHEMSCC, China? educators,

1. 2 Research Objectives (2) Promote cooperation and collaboration,
(3) Enhance teachers’ content and instructional
1.2.1 To identify the level of teachers’ perceptions knowledge.
towards professional development at KHEMSCC, China. Guskey (2003) pointed out that time and resources
are a necessary part of professional development, sufficient
1.2.2 To identify the level of teachers’ perceptions teaching time can help teachers develop and practice new
towards job satisfaction at KHEMSCC, China. teaching strategies, enhance and broaden new teaching
knowledge, improve their teaching ability and skills, so as
1.2.3 To determine the significant relationship to improve students’ academic performance. As far as the
between teachers’ perceptions towards professional subject is concerned, the more time the school spends on the
development and their job satisfaction at KHEMSCC, subject, it means that school attaches great importance to
China. this subject. (Guskey, 2003).
Promoting cooperation is also the basic feature of
1. 3 Conceptual Framework teachers’ professional development. Cooperation provides
an opportunity for school administrators and teachers to
The conceptual framework used in this study as shown exchange teaching strategies and share ideas and skills. At
below in Figure 1. the same time, teachers can improve their career
Figure 1 development experience. In teaching, cooperation can help
Conceptual Framework of This Study teachers carry out classroom activities smoothly, and
improve students’ enthusiasm for classroom learning.
2. Literature Review Teachers can provide more help to students by sharing
2. 1 Guskey’ s Theory of Professional knowledge, therefore collaboration will encourage teachers
Development to learn more actively (Vasdravellis, 2014).
The enhancement of teachers’ content and
Guskey (2000) proposed a five-level teacher pedagogic knowledge is also one of the basic characteristics.
professional development evaluation model. These five When teachers have a good understanding of what they need
levels range of simple to complex. The first four levels focus to teach, they can create an efficient classroom atmosphere
on training participants and their organizations, and the last and help students learn professional knowledge effectively.
one focuses on training participation. Guskey (2000) Researcher believes that the essence of teachers’
professional development is to analyze, summarize and
solve problems with their own discipline. (Wenglinsky,

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2000). Teachers’ awareness of efficient classroom is very 3. 1 Population
important. Teachers should understand students’ interests
in the subject and combine good teaching knowledge to 100 full-time teachers were surveyed at the
improve classroom efficiency. An excellent teacher needs to KHEMSCC in the 2020-2021 academic year.
have rich teaching knowledge, good classroom management
skills, excellent teaching strategies and teaching skills 3. 2 Research Instrument
(Abell & Lee, 2008).
This study employed a questionnaire to investigate
2. 2 Herzberg’ s Motivator- Hygiene Theory the teachers’ perception towards professional development
and job satisfaction. The research questionnaire included
Herzberg’s two-factor theory (1966) shows that three parts as follow:
work factors are divided into motivation factors and hygiene
factors. Motivation factors are mainly used in work, and Part (I) Demographics factors, including gender,
employee satisfaction is mainly affected by work, content age, education background, and working experience.
and other factors (Lumadi, 2014). The "hygiene factor" in
Herzberg’ s two-factor motivation theory is closely related Part (II) is concerning professional development
to the employees’ working environment, physical health and which comprise of 16 survey items, personality with Five-
other factors. Improving the working environment and Point Likert Scale.
satisfying the basic needs of employees can improve
employee satisfaction, but this short-term behavior lacks Part (III) is concerning job satisfaction which
persistence. To improve employees’ enthusiasm, it is comprise of 22 survey items, personality with Five-Point
necessary to pay attention to spirit staff, achievements and Likert Scale.
challenges. By reasonably increasing job responsibility and
promoting the growth and development of employees, it can 3. 3 Validity and Reliability
produce long-term motivation effect (Wang, 2019).
The validity of the instrument of Part II was based
According to Herzberg’ s two factor theory (1966), on the previous research study from Wu (2015), the
to improve and maintain employees’ works enthusiasm, we researcher originally sourced from Meagher (2011) with
must first meet the needs of employees in hygiene factors to .52. The validity of the instrument of Part III was based on
prevent dissatisfaction, and then meet the needs of the previous research study from Mai (2013) with .84.
employees’ motivation factors to stimulate employees’
work enthusiasm. However, the conditions of punishment 4. Results
should also be informed to recipients in advance. Zeng
(2017) mentioned that the hygiene factors of teaching are There is a significant relationship between
mostly external factors, such as learning environment and teachers’ perceptions towards professional development and
learning conditions including, for example, teacher-student their job satisfaction at the KHEMSCC.
relationship, classmate relationship, classroom atmosphere,
final grades, teaching facilities, hardware equipment, 4. 1 Research Objective One
scholarships, etc. These factors affect students’ enthusiasm
for learning from the outside. Table 1 shows the total mean scores of teachers’
perception towards professional development was 3.74, in
3. Methodology the range of 3.51- 4.50, which was interpreted by this
researcher as high according to the data interpretation
To determine the relationship between the level of standards. The mean score of time and resource received
teachers’ perception toward professional development and 3.53, which was represented as being at a prominent level.
the level of job satisfaction at the KMEMSCC in the 2020- The mean score of collaboration received 3.95, which was
2021 academic year. This study employed descriptive represented at a high level. The mean score of enhancement
statistics and correlation methods. The relationship between of teacher’s knowledge received 3.79, which was
the teachers’ perception toward professional development represented at a high level.
and job satisfaction examined to use descriptive analysis and
the Pearson Moment Correlation Coefficient analysis.

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Table 1 positive. It was concluded that there is a significant
relationship between teachers’ perception towards

professional development and their job satisfaction.

The Summary of Means and Standard Deviations of Items

Related to Professional Development (n=100) Table 3
Pearson Correlation between Teachers’ Perceptions
Professional Mean Standard Interpretation
Development 3.53 Deviations High towards Professional Development and Job Satisfaction
Time and Resources
.96 (n= 100)

Collaboration 3.95 .89 High Correlation Test Teachers’ conclusion
3.79 .95 High
Enhancement of Motivation There is a
Teacher’s knowledge 3.74 .93 High significant
Teachers’ Pearson .671** relationship
Total
Perception towards Correlation .004

Professional Sig. (2

Development tailed)

** Correlation is significant at the 0.04 level (2- tailed).

4. 2 Research Objective Two 5. Conclusion

Table 2 shows that the total mean scores of The following conclusions of this study are based on the
teachers’ perceptions towards job satisfaction was 3.68, in analysis of data.
the range of 3.51- 4.50, which was interpreted as being high
according to the data interpretation standards. The mean The following shows the teachers’ average scores
score of motivation factors received 3.73, which was of professional developments at the KHEMCC in the 2020-
represented at a high level. The mean score of hygiene 2021 academic year. According to the finding of objective
factors received 3.64, which was represented at a high level. one, the total mean scores of teachers’ perception towards
professional development in the KHEMSCC was 3.74,
Table 2 which was represented at a high level. The average scores
The Summary of Means and Standard Deviation of Items of these three dimensions of professional development are
Related to Job Satisfaction (n=100) all high. Teachers’ perception of three dimensions:
collaboration got the highest mean score (3.95), and time
Motivation Factors Mean Standard Interpretation and resources got the lowest mean (3.53), which showed
Deviations from respondents. In general, according to the survey
results, the teachers of the KHEMSCC continue to develop
Recognition 3.62 .86 High and improve their professional knowledge and ability
through professional development. They are satisfied with
Work itself 3.88 .58 High their participation in the professional development activities
3.69 .79 High of the school.
Personal growth and 3.73 .68 High
advancement The study has also revealed that the total mean
scores of teachers’ perception towards job satisfaction in the
Total KHEMSCC was 3.68, which was represented at a high level.
The average scores of these six dimensions of job
Hygiene Factors 3.62 .63 High satisfaction are all high. Teachers’ perceptions of six
3.57 .75 High dimensions: work itself got the highest mean score (3.88)
Interpersonal 3.74 .84 High and salary got the lowest mean score (3,57). In general,
relations 3.64 .57 High according to the survey results, the teachers at school are
Salary 3.68 .56 High satisfied with their work. Moreover, the teacher hopes to
raise their salary.
Working conditions
On the relationship between teachers’ perception
Total towards professional development and their job satisfaction,
data analysis has shown that at .05 level of significance, the
Grand Total significant value between the relationship of the two

4. 3 Research Objective Three

Table 3 shows that Pearson’ s correlation r is 0.671

and Sig. is.004, which is smaller than.05 and indicating that
the relationship between teachers’ perception towards

professional development and job satisfaction is strongly

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variables was .004, which was less than .05, which meant China’ s education in the 21st century is facing new

that there was a significant relationship between the forms, strong knowledge plays a positive role in promoting
teacher’s perception of professional development and job the professional development of teachers in China and it is

satisfaction in the KHEMSCC. The Pearson Correlation r of great significance to cultivate excellent talents in the new

value was .671**, which means that the relationship period and realize the goal of education and teaching reform
between teachers’ perception towards professional (Liu Zengmei & Chen Hua, 2020). Because the teachers’

development and job satisfaction in the KHEMSCC was a perception towards professional development is a high
very strong positive. standard in terms of enhancement of teacher’ s knowledge,

the researcher believes that teachers have realized that

6. Discussion strengthening teaching development activities is a way to
improve teaching knowledge and indirectly affect students’
As noted by Guskey (2003) mentioned, schools achievement.
must pay more attention to study effective professional
development in terms of sufficient time and resources, Herzberg (1959) argued that if employees receive
because educational resources also keep pace of the training and give them the appropriate resources and
development of society. Therefore, teachers must practice foundation, they will continue to work hard. Therefore,
and innovate the new classroom management model and school leaders must provide regular training to school
improve their autonomous learning ability to expand their employees to improve their work efficiency and level. Zhao
knowledge and skills, meanwhile give students a better (2020) pointed out that teachers’ professional development
teaching experience. In addition, Liu (2019) pointed out that supports, principals’ teaching leadership and recognition of
effective time management is especially important for teachers’ work have a significant impact on teachers’ job
teacher’ s professional development. School should satisfaction, which is higher than teachers’ individual level.
organize their time to help teachers improve their qualities When school leaders praise teachers for their work
and promote students’ academic development. These performance, they will improve their work efficiency and
findings shows that the interpretation level of time and complete their work with high quality. Because teachers’
resources is high. This shows that teachers have sufficient perception of job satisfaction with this study is a high
time and resources during professional development standard in terms of motivation factors, the researchers
activities, all of which come from the full support of the believe that teachers are satisfied with their work and get a
school, meanwhile teachers have actively supported the pleasant feeling from their work, so they will make a good
professional development plan. contribution to the school.

In line with Richards and Farrell (2005) According to the results, teachers are highly
cooperation can enable new teachers to learn teaching satisfied with hygiene factors, the researcher believes that
experience from expert teachers. By sharing problem most teachers have a good communication with school
solving ideas and innovative teaching methods, we can administrators and are satisfied with the nature and content
strengthen the interaction between colleagues and of their work. Among the hygiene factors, salary is the most
coordinate the relationship between colleagues. Zeng (2017) controversial part, which greatly affects teachers’
maintains that according to China’ s education present perception of job satisfaction. Therefore, it needs to be paid
situation, cooperative teaching is a creative and effective fairly by administrators. However, the results of the study
teaching model based on the cooperation between teachers, show that teachers are dissatisfied with their opportunity to
and it is the core of promoting teachers’ professional receive increased salaries. The salary of teachers in China is
development. Improve teaching skills by integrating at a medium level, but there is of heavy work pressure and
teachers’ professional knowledge; Strengthen the long working hours, so teachers expect a higher salary. Wu
ideological and emotional exchange among teachers to form (2015) indicated that paying a high salary is to bring
good professional emotion. Since teachers’ perceptions recognition to employees, enhance their self-esteem and
towards professional development are a high standard of make them satisfied with their work.
cooperation, researchers believe that teachers have a chance
to discuss and exchange their experiences and opinions As Ferguson Patrick (2011) pointed out, education
during activities. Teachers also believe that it is effective to quality is the key to the success of a school. It is closely
cooperate with others in professional development plans. related to teachers’ professional knowledge and teaching
mode, so it is very important to improve classroom teaching

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management. At the same time, job satisfaction plays an for school managers and leaders. In short, this research can
important role in stimulating teachers’ work enthusiasm and be extended to schools in all provinces of China.
increasing the number of high-quality teachers. In this way,
the relationship between professional development and job 7. Acknowledgement
satisfaction of teachers can be achieved.
I would like to express my thanks to my thesis
According to the data analysis of this study, the advisor, Asst. Prof. Dr. Watana Vinitwatanakhun. Professor
researcher made suggestions for the level of teachers and Watana Vinitwatanakhun provided me with patient
school administrators, as well as help to future researchers. guidance during my master’ s degree and encouraged me
At the same time, I hope it can help the KHEMSCC develop when I was in difficulties. She inspired me during the
better in the future. process of writing my thesis. Thank you for your support
and encouragement.
For Teachers at KHEMSCC: All teachers
actively participate in professional development plans, 8. References
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A Study of the Relationship Between Teachers’ Motivation and
Teachers’ Commitment at Experimental Middle School
Affiliated to Yunnan Normal University

RuiTao Mao1and Watana Vinitwatanakhun2
M.Ed. in Educational Administration and Leadership
Graduate School of Human Sciences, Assumption University, Thailand.
RuiTao Mao, Yun Nan ,China. E-mail: [email protected]
Corresponding Author. Email: [email protected]

Abstract

In this study, the prime target is to identify the relationship two variables of relationship which is teachers’ motivation and teachers’ commitment
in the Experimental Middle School Affiliated to Yunnan Normal University. 114 full-time teachers participated in the study. They have all been
certified in Experimental Middle School Affiliated to Yunnan Normal University in the 2021 academic. The average and standard deviation
were used to analyze teachers' consciousness of teachers' motivation. It was found that teachers' perception of teachers' motivation was high
(3.70) and another variable of teachers’ commitment also got a high score(3.71); To study the correlation between the two variables, The study
used the Pearson Product Moment Correlation Coefficient method and data r =. 642, SIG. (two tailed) was. 002. The results show that teachers
in target schools hold a relatively positive attitude towards teachers' motivation. Pearson correlation test’s results shows that there is a prominent
correlation between the teachers' motivation and teachers' commitment in Experimental Middle School Attached to Yunnan Normal University.

Keywords: Teacher,Teachers’ Motiviation, Teachers’ Commitment.
JEL Classification Code: E44, F31, F37, G15 [Please provide 3-5 JEL codes for indexing purpose

1. Introduction teachers, it is very important for schools to introduce
appropriate teacher motivation mechanisms, which can help
Nwakasi and Cummins (2019) find that No matter stabilize the schoolteacher team and improve teaching
what kind of enterprise, school or organization, employees quality.
always hope to be encouraged by leaders, whether economic
or non-economic, so that their commitment to work will Every teacher has different needs for teacher
increase. The success of a school depends largely on the motivation in different career periods. Recently, the
professionalism and commitment of teachers. Active and Experimental Middle School Affiliated to Yunnan Normal
responsible teachers are more effective in participating in University has also implemented the idea of establishing a
school activities, so they perform better in their work, motivation mechanism. However, because China has
because they are keen to use their own efforts to achieve recently implemented the teacher award system and the
organizational goals. (Khan, 2019). According to the limited benefits of compulsory education, there is no
Annual Report on China's Education (2018), the turnover research on the relationship between the motivation system
rate of teachers is constantly increasing, especially in and the commitment of teachers in schools. These problems
underdeveloped areas. This situation will be more obvious. will affect the quality of education and teachers'
Kamaylar (2016) There is no doubt that the commitment of organizational commitment (Li, 2020). Therefore, it is
teachers determines the strategic development plan of a necessary and urgent to carry out research in this field in
school, and the motivation of work is one of the most China's underdeveloped areas, especially in Yunnan
important structures in psychology. This structure exists in Province with underdeveloped education. An effective
all work environments, such as education. In this case, a teacher-teacher motivation mechanism can help schools
concept - teacher motivation - is the decisive factor for increase teacher commitment, help stabilize teacher teams
school success (Viseu et al., 2016). Therefore, for Chinese in underdeveloped areas, reduce the loss of educational
talents, and increase teachers' motivation and improve

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teaching quality Madjid and Bahiroh (2020). Just as most Affective Commitment - Organizations make use

young teacher pays less attention to financial motivations of these factors to build positive relationships between

than non-financial motivations, they pay more attention to employees and organizations by identifying employees with

their career growth and good vocational training to help organizational culture, goals and values.

them find the appropriate career goals and sense of Continuance Commitment - The organization

belonging to the organization to increase the teacher increases employees' commitment by making them feel that

commitment of young teachers. Therefore, according to this leaving the organization will make them lose their economic

research, it provides some efficient references for schools in interests or social ties.

poor areas of Yunnan Province to establish teacher Normative Commitment - Create an organization

motivation mechanisms. through training and identification of employees;

Employees have a sense of belonging and responsibility to

2. Research Questions the organization.
Herzberg (1959) was curious to know the
1. How is the motivation level of Experimental Middle
School Affiliated to Yunnan Normal University to teachers? employees’ opinion by asking these questions: What do
people want from their jobs? Do they just want a higher
2. How is the commitment level of Experimental salary? or do they want security, good relationships with co-
Middle School Affiliated to Yunnan Normal University to workers, opportunities for growth and advancement or
teachers? something else altogether? To understand employee
attitudes and motivation, Herzberg set out to determine the
3. What is the relationship between teachers’

motivation and teachers’ commitment at Experimental effect of attitude on motivation by interviewing people to

Middle School Affiliated to Yunnan Normal University? describe situations where they felt really good, and really
bad about their work. Herzberg's research results show that

3. Research Objectives the factors leading to job satisfaction are different from
those leading to job dissatisfaction. Therefore, Herzberg
There were three objectives in this research: developed motivational health theory to explain these
1. To identify the teachers’ motivation level at results. Herzberg (1959) identified motivators as factors that
motivate employees to work. They are called:
Experimental Middle School Affiliated to Yunnan Normal
Intrinsic Motivators- These incentives lead to job
University. satisfaction; They come from employees' needs for
2. To identify the teachers’ commitment level at employees' future career growth. Motivation factors include
achievement, recognition, work itself, responsibility, and
Experimental Middle School Affiliated to Yunnan Normal progress.

University. Extrinsic Motivators- Which were identified as
3. To determine the relationship between teachers’ factors that prevented job dissatisfaction. Hygiene factors

motivation and teachers’ commitment at Experimental

Middle School Affiliated to Yunnan Normal University.

4.Literature Review include Supervision, Working condition, Interpersonal
relationship.
Becker (1960) generally describes organizational

commitment as a tendency to participate in "consistent 5. Conceptual Framework
activity route", because when the activity stops, the
accumulation of "marginal notes" will be lost. Generally The purpose of this research is to investigate the
speaking, "unilateral bet" refers to anything of value (time,
energy, money) invested by individuals. In other words, relationship between teachers' cognition of teachers'
organizational commitment will no longer be strong,
accompanied by the disappearance of these interests. Based motivation and teachers' commitment in Experimental
on this theory, Meyer and Allen (1997) proposed that three
main elements constitute organizational commitment. These Middle School Affiliated to Yunnan Normal University.
three different elements include:
Figure 1 shows the conceptual framework of this
study. The study has two main variables, teachers’
motivation, and teachers’ commitment. The teachers’

commitment factors on the left are based on the Meyer and

Allen (1997) developed the three-component organization
commitment. The teachers’ motivation factors on the right

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are based on the Herzberg (1959) identified motivators as Responsibility. Question 45 to 50 were used to measure
factors that motivate employees to work which included 2 factor (8) Advancement.
key components.
Part 3: About Organizational Commitment. A total
Figure 1. The conceptual framework of this study. of 20 questions about teachers' organizational commitment
were designed to investigate teachers' organizational
commitment from three aspects.

6.Research Method 7.Findings

This study was designed as a quantitative and The first research objective was to identify the
relational research. Researchers used questionnaires to teachers' consciousness of teachers’ motivation in
collect data and studied the cognition of target groups by
descriptive and correlation analysis to analyze the data of Experimental Middle School Affiliated to Yunnan Normal
this study. The research tool is a questionnaire survey,
which consists of three parts. University.

Part 1: It is mainly the demographic data of the Table 1 shows the Means and Standard Deviations
questionnaire. The questionnaire investigated the of the level of teachers’ perceptions towards Extrinsic
demographic data such as teachers' position, gender, age, Factors about Teachers’ Motivation in Experimental Middle
and academic status, as well as your time engaged in
teaching services? School Affiliated to Yunnan Normal University (n=114),

Part 2: Teacher Motivation, there were totally 45 the question items " I believe my salary is fair." had a very
questions under 8 evaluation factors. Question 6 to 11 were
used to measure factor (1) Supervision which focuses on the high level, which was (4.13), and the item " I believe safe
school administrations’ competence to manage and
transform the school mission to the teachers, which working at my workplace. " Had the moderate level, which
influenced teachers to work efficiently. Question 12 to 19 the score was (3.43). The total level for the level of teachers’
were used to measure factor (2) Working conditions which perceptions towards Extrinsic Factors about Teachers’
investigate working conditions with teachers’ motivation in
aspects of teachers. Question 20 to 26 were used to measure Motivation in the school was high (3.71).
factor (3) Interpersonal relationships which focus on the
relationship of teachers among their colleagues and Table 1
supervisors. Question 27 to 30 were used to measure factor Means and Standard Deviations of the Level of Teachers’
(4) Achievement. Question 31 to 34 were used to measure
factor (5) Recognition to evaluate, interpret, and consider Motivation Relate to Extrinsic Factors
the level of teachers’ motivation in recognition during their
work experience in Experimental Middle School Attached Items Mean S.D. Interpretation
to Yunnan Normal University in Yunnan, China. Question
35 to 39 were used to measure factor (6) Work itself. The competence of my 3.71 0.79 High
Question 40 to 44 were used to measure factor (7)
supervisor in making

decisions.

The way my boss handles 3.62 0.86 High

his people.

The way organization 3.83 0.91 High

policies are put into practice.

The attitude of the 3.71 0.87 High

administration is very

accommodative in my

company.

I am proud to work for this 3.69 0.88 High

company because its policy

is favorable for workers.

I completely understand the 3.71 0.91 High

mission of my company.

The physical environment 3.65 0.77 High

where I work.

I believe safe working at my 3.43 0.86 Moderate

workplace.

I believe my job is secure. 3.69 0.92 High

My workplace is located in 3.58 0.83 High

an area where I feel

comfortable.

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Items Mean S.D. Interpretation Items Mean S.D. Interpretation

I feel satisfied because of the 4.02 0.87 High I feel I have contributed 3.63 0.85 High

comfort I am provided at towards my company in a

work. positive manner.

I am proud to work for my 3.58 0.91 High The feeling of the 3.61 0.85 High

company because of the accomplishment that I get

pleasant working from the job.

conditions. I feel appreciated when I 3.63 0.88 High

I am encouraged to work 3.73 0.81 High achieve or complete a task.

harder because of my salary. My manager always thanks 3.54 0.88 High

I believe my salary is fair. 4.13 0.85 High me for a job well done.

It is easy to get along with 3.95 0.82 High I receive adequate 3.46 0.87 Moderate

my colleagues. recognition for doing my

My colleagues are helpful 3.63 0.83 High job well.

and friendly. The praise I get for doing a 3.44 0.85 Moderate

Colleagues are important to 3.79 0.83 High good job.

me. My work is thrilling, and I 3.59 0.83 High

I feel my performance has 3.72 0.85 High have a lot of variety in tasks

improved because of the that I do.

support from my supervisor. I empowered enough to do 3.56 0.82 High

I feel satisfied at work 3.56 0.80 High my job.

because of my relationship My job is challenging and 3.64 0.85 High

with my supervisor. exciting.

My supervisors are strong 3.59 0.88 High I have the chance to tell my 3.61 0.85 High

and trustworthy leaders. colleagues what to do.

The way my co-workers get 3.68 0.74 High I am able to do things that I 4.51 0.79 Very High

along with each other. don't go against my

Total 3.71 0.61 High conscience.

I have freedom to use my 4.21 0.79 High

Table 2 own judgement.
Table 2 shows the Means and Standard Deviations of the
level of teachers’ perceptions towards Intrinsic Factors I have a chance to do 4.14 0.73 High
about Teachers’ Motivation in Experimental Middle School
different thing from time to
Affiliated to Yunnan Normal University (n=114), the
time.
question items " I am able to do things that I don't go against
I have a chance to work 3.95 0.84 High
my conscience." had a very high level, which the score was
alone on the job.
(4.51), and the item " The praise I get for doing a good job.
I have a chance to try my 3.56 0.82 High
" And the item " There are chances to advance on this job."
own methods of doing the
had the moderate level, which the score was (3.44) and
(3.36). The total level for the level of teachers’ perceptions job.
towards Extrinsic Factors about Teachers’ Motivation in the
I have a chance to do 3.76 0.73 High
school was high (3.69).
something that makes use

of my ability.

I will choose career 3.55 0.80 High

advancement rather than

monetary incentives.

My job allows me to learn 3.72 0.84 High

new skills for career

Means and Standard Deviations of the Level of Teachers’ advancement.

Motivation Relate to Intrinsic Factors There are chances to 3.36 0.94 Moderate

Items Mean S.D. Interpretation advance on this job.

I am proud to work in this 3.54 0.84 High I am proud to work in my 3.54 0.81 High

company because it company because I feel I

recognizes my have grown as a person.

achievements. My job allows me to grow 3.74 0.91 High

I feel satisfied with my job 3.61 0.84 High and develop as a person.

because it gives me feeling My job allows me to 3.68 0.81 High

of accomplishment. improve my experience,

skills, and performance.

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Items Mean S.D. Interpretation
Total
3.69 0.64 High

Table 3 shows the conclusion of the Means and Table 4
Standard Deviations of the level of teachers’ motivation in Means and Standard Deviations of the Level of Teachers’
Experimental Middle School Affiliated to Yunnan Normal
University. In summary, the overall average level of Organization Commitment
teachers' motivation is 3.51-4.50, with a high level, with a
score of 3.70. The internal factor scores of teachers' Organization Commitment Mean S.D. Interpretation
motivation is the lowest, ranging from 3.51 to 4.50, with a
higher level, with a score of 3.69. The external factor scores Affective Commitment 3.90 0.8 High
of teachers' motivation is the highest, ranging from 3.51 to
4.50, with a high level, with a score of 3.71. Continuance Commitment 3.41 0.92 Moderate

Normative Commitment 3.81 0.84 High

Total 3.71 0.62 High

Table 3 The third research objective the research study was
Means and Standard Deviations of the Level of Teachers’ to identify the relationship between teachers' consciousness
of teachers’ motivation and teachers’ commitment in
Motivation Experimental Middle School Affiliated to Yunnan Normal
University.
Teachers’ Motivation Mean S.D. Interpretation
Table 5 shows the analysis of the relationship
Extrinsic Factors about 3.71 0.61 High between teachers' cognition of teachers' motivation and
Teachers’ Motivation teachers' commitment. The results show that r =. 642, SIG.
(2) is 0.002, less than 0.05. In other words, at the level of
Intrinsic Factors about 3.69 0.64 High 0.05 (even 0.01), there is a strong positive correlation
Teachers’ Motivation between teachers' motivation and teachers' commitment.
Perceived by schoolteachers. In conclusion, the hypothesis
Total 3.70 0.58 High of this study is accepted. In other words, there is a
significant correlation between teachers' perception of
The second research objective of this study was to teachers' motivation and teachers' commitment in
identify the teachers' consciousness of teachers’ Experimental Middle School Affiliated to Yunnan Normal
University.
commitment in Experimental Middle School Affiliated to

Yunnan Normal University.

Table 4 summarizes the mean and standard Table 5
deviation of teachers' consciousness of teachers'
organizational commitment in Experimental Middle School Pearson Product Moment Correlation Result between
Affiliated to Yunnan Normal University. To sum up, the
overall average level of organizational commitment is Teachers’ Motivation and Teachers’ Commitment
between 3.51-4.50, with a high level and a score of 3.71.
The score of continuous commitment is the lowest, between Correlation Test Teachers’ conclusion
2.51-3.50, at the medium level, with a score of 3.41. The
score of emotional commitment is the highest, between Teachers’ Pearson Motivation There is a
3.51-4.50, at the medium level, with a score of 3.9 .642**

Organization Correlation .002 significant

Commitment Sig. (2 relationship

tailed)

** Correlation is significant at the 0.01 level (2- tailed).

8.Discussion

On the basis of the analysis results, teachers'
perception of teachers' motivation is high (3.70), and
teachers' organizational commitment is also high (3.71). The
results show that there is a significant and positive

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correlation between teachers' cognition of teachers' interpersonal communication is very effective to be used in
motivation and teachers' commitment in Experimental increasing teacher work motivation. With interpersonal
Middle School Affiliated to Yunnan Normal University. At communication, it will be easier to convey something,
the same time, through interviews, all teachers felt the whether it is a form of openness, showing empathy,
changes in the motivation mechanism of schoolteachers: providing support, a positive feeling, and fostering a sense
indicating teachers' concern for the incentive mechanism of of equality or equality. By using interpersonal
schoolteachers. communication, it will be easier to accept and of course can
foster a sense of kinship, a sense of pleasure between
On the basis of the analysis results, teachers superiors and subordinates, so that the message delivery
regarded the highest attitude towards school's teacher process can run smoothly, and a backflow will certainly be
motivation mechanism in the selected school. The level of created. Things like this are certainly very helpful for
teachers' commitment determines whether an educational increasing teacher work motivation and feel it is very
institution can succeed, and the main factor affecting helpful in increasing work motivation. This phenomenon is
teachers' commitment is the level of teachers' motivation. also reflected in the questionnaire, and the scores of relevant
Teachers, as knowledge workers, should be regarded as the questions are at a high level.
main assets of the school. Teacher incentive is the key to the
success or failure of the school. Saraswathi (2011) defines Additionally, the teachers’ organizational
motivation as the willingness to make high-level efforts to commitment in Experimental Middle School Attached to
achieve organizational goals, which is conditional on the Yunnan Normal University’s score was 3.71 in total which
ability to meet some individual needs. Motivation is the means the level was high. The affective commitment had the
power to make people act in their own way. These views highest score (3.90), then normative commitment got the
could be further proved from the strength of human second highest score 3.81, the lowest was continuance
motivation. Motivation is personal needs, material desires, commitment (3.41) in the moderate level. Kamaylar (2016)
work motivation or temporary impulse. also mentioned that the organizational commitment of the
No.2 basic education high school is ranked as follows: the
The Extrinsic Factors about Teachers’ Motivation first is affective commitment, the second is normative
and Intrinsic Factors about Teachers’ Motivation in this commitment, and the last is continuous commitment.
study both had a high level. It shows that today's teacher
motivation mechanism is a three-dimensional concept, In terms of Affective Commitment, the highest
which has the direct motivation brought by financial reward. score is teachers' "emotional attachment to the school, and
Saraswathi (2011) believes that there are new types of the level is high. According to the affective commitment
workers in the 21st century, namely knowledge workers, theory (Meyer&Allen, 1997), the data show that employees
such as teachers, doctors and so on. To improve the have emotional dependence, identification and dedication to
motivation of knowledge workers, it is necessary to require employees, and their loyalty and hard work to the
knowledge workers to have everyone's responsibility, self- organization are mainly due to their deep feelings towards
management and autonomy, which is also consistent with the organization, not all of them based on non-financial
the research results. Such like the items “I am able to do incentives. However, teachers will be happy to invest the
things that I don't go against my conscience.” “I have rest of their career in school because school is the lowest.
freedom to use my own judgement.” and “I have a chance The results show that some teachers have considered leaving
to do different thing from time to time. Both of them had a school. Research shows that teachers' feelings for schools
high score in the Intrinsic Factors about Teachers’ are not single. On the one hand, they have emotional
Motivation. Madjid and Bahiroh (2020) confirm that attachment to organizations. On the other hand, considering
motivation has a positive and significant impact on teacher leaving school is for some reason. This result may be a
performance, implying that to increase the teacher warning to school administrators.
performance, teachers’ motivation, both internal and
external, should be noted. Teachers' Normative Commitment score is second
higher. Problem item teachers believe that it is wrong to
In the teachers’ motivation, there is also an element leave the organization with the highest score at the first high
that cannot be ignored, that is, colleague relationship and level, while problem item teachers find that a person must
communication. Madjid and Bahiroh (2020) believes that always be loyal to his / her organization is often the lowest.
increasing teacher Work Motivation by means of Data show that teachers want to stay in school and believe

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in the value of school. This result reflects the obligation of analysis, there is a strong positive relationship between
teachers to stay in the organization and is also a commitment teachers’ perceptions towards teachers’ motivation and
of teachers to stay in schools. This is the social teachers’ commitment in Experimental Middle School

responsibility formed by the long-term impact of society Affiliated to Yunnan Normal University.

(Meyer&Allen, 1997).

On the basis of the interview, one of the important 10.Rrferences
reasons for teachers to leave school is the change of

compensation system. From the data analysis and Baker, W. K. (1994). The role of organizational
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system in recent years and believed that it was because the withdrawal behaviors: Testing a comprehensive
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The Effect of Computer-Assisted Phonics Games on Thai Kindergarten
Students’ Listening Proficiency and English Phonics Achievement

Rachanee Srimanothip1
Orlando González2

Abstract

Purpose: This study was aimed at comparing the Kindergarten 2 students’ listening proficiency and English Phonics achievement before and

after using computer-assisted phonics games in English Phonics class at an international school in Bangkok during the academic year 2020-

2021. This research followed a one group pre-test post-test pre-experimental research design. One conveniently chosen class of 13 Kindergarten

2 students participated in this 8-week study. An instructional intervention was implemented in English Phonics class two sessions per week and
40 minutes per session. Statistical data analysis indicated that the difference between participants’ listening proficiency before and after using

computer-assisted phonics games in English Phonics class was significant, favoring the latter condition favoring the use of computer-assisted
phonics games. Moreover, the participants’ listening proficiency improved from good before using computer-assisted phonics games, to
excellent after using such games. It was also found that there was a significant difference in participants’ English Phonics achievement before

and after using computer-assisted phonics games in English Phonics class, favoring the use of computer-assisted phonics games. Results from
the data analysis also showed that Kindergarten 2 students’ English Phonics achievement improved from a recommendation for English Phonics

class support before using computer-assisted phonics games, to an excellent achievement after using such games. Based on the research findings,

recommendations for students, teachers, administrators, curriculum developers and future researchers are provided.

Keywords: Listening Proficiency; English Phonics Achievement; Kindergarten Students; English Phonics Class; Computer-Assisted Phonics
Games
JEL Classification Code: C12, I20, I21, N35

1. Introduction Government of Victoria, 2020). Phonics skills and listening
proficiency skills can be developed by activities that
The importance of learning foreign languages in promote sound skills, phonics songs, reading, and the use of
Thailand is recognized in the Basic Education Core technology that encourages the development of such skills
Curriculum B.E. 2551 (A.D. 2008), which emphasizes the (Walsh, 2017). There is a current increase in the use of
need of Thai students to learn foreign languages at all school computer-assisted programs for the purpose of education
levels (Ministry of Education, 2008). In order to learn learning in Thailand. These computer-assisted games,
English as a foreign or a second language, students can especially online phonics games, are fun and beneficial to
benefit from a systematic instruction that emphasizes on the learners to focus and engage in their language course
phonological awareness (i.e., the ability to identify sounds (Philips, 2010). Nessy Learning and Starfall Education are
in spoken words and hence recognize that a spoken word among the several online platforms that provide computer-
consists of a sequence of individual sounds), which is assisted phonics games and structured programs for the
strongly connected to the development of language literacy purpose of teaching and learning English language skills,
(Swanson et al., 2005). Phonological awareness can be including reading, listening, blending words, vocabulary
expressed through phonics skills and listening proficiency and making sentences. The computer-assisted phonics
skills such as identifying and manipulating words and games from these platforms are structured multisensory
syllables, rhyming, matching initial consonants, and phonics teaching tools, and had shown to improve language
counting the number of phonemes existing in spoken words. learners’ listening, reading and spelling skills while learning
Therefore, phonological awareness is an essential skill for a first, second or foreign language (Nessy Learning, 2017,
helping learners in early childhood progress in their 2020; Starfall Education, 2021).
development of phonics skills and listening proficiency
skills throughout early years, and has been proven to be Despite of the many benefits of using computer-
linked to reading and spelling success at primary level, as assisted phonics games on children’ listening proficiency
well as to improve communication in general (State and English Phonics achievement, English language

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education at kindergarten level in Thailand has been 1986). The emergent literacy theory states that reading,
reported to be mainly provided in a traditional way (e.g., Lee speaking, listening, and writing abilities are interrelated and
& Eamoraphan, 2017; Parreno & Eamoraphan, 2017), develop synchronously. Improvement in one area
which negatively impacts students’ English phonics concurrently influences another; exposure to writing
achievement, English listening proficiency and English experiences are also working to enhance a child’s reading
speaking proficiency. With all this in mind, the researchers skills and vice versa (Teale & Sulzby, 1986).
decided to develop a study to compare the Kindergarten 2
students’ listening proficiency and English phonics 3.2. Constructivist Theory
achievement before and after the use of computer-assisted
games in English Phonics class at an international school in The constructivist theory (or simply put as
Bangkok, Thailand. “constructivism”) provides a framework to explain how
students are able to build up their knowledge bases upon
2. Research Objectives what they have already learnt. According to this theory, the
effective approach for assembling new knowledge shall
The researchers, concerned with the use of a develop in making the lesson easy and creating new ways to
traditional teaching method in the English Phonics class at present and shape the information (Bruner, 1986, 1990,
an international school in Thailand, particularly in 1996). Furthermore, this theory states that the instructor’s
Kindergarten 2, designed a comparative study to address the responsibility is to simplify the information with the suitable
following objectives. materials for all the student’s present state of understanding.
The curriculum also should be established in a way that the
1. To determine the levels of students’ listening learner can progress upon what they have studied.
proficiency before and after using computer-assisted
phonics games in English Phonics class in Kindergarten 2 at 3.3. Computer-Assisted Language Learning (CALL)
an international school in Bangkok. Theory

2. To determine the levels of students’ English Computer-assisted language learning (CALL)
Phonics achievement before and after using computer- theory is a learning model for the digital age, in which
assisted phonics games in English Phonics class in computers are used for teaching and for learning languages.
Kindergarten 2 at an international school in Bangkok. For example, computer technology can be employed for
interactive learning as well as for presentation support
3. To determine whether there is a significant during a language class. Critical thinking is encouraged
difference between students’ listening proficiency before during the computer-assisted language learning, and CALL
and after using computer-assisted phonics games in English has been seen to improve communicative competence
Phonics class in Kindergarten 2 at an international school in (Vinther, 2005). The application and use of technology in
Bangkok. language classrooms (e.g., the use of online or computer-
assisted phonics games) are now being implemented since
4. To determine whether there is a significant very early years (Nessy Learning, 2017, 2020; Starfall
difference between students’ English Phonics achievement Education, 2021).
before and after using computer-assisted phonics games in
English Phonics class in Kindergarten 2 at an international
school in Bangkok.

3. Theoretical Framework 4. Conceptual Framework

This study was conducted based on the following The conceptual framework of this study is depicted
supporting theories: the emergent literacy theory, the in Figure 1. The independent variable of this study was the
constructivist theory, and the computer-assisted language use of computer-assisted phonics games, while the
learning (CALL) theory. dependent variables were the level of listening proficiency
before and after using computer-assisted phonics games and
3.1. Emergent Literacy Theory the level of English phonics achievement before and after
using computer-assisted phonics games.
In young children, the progress of literacy is
multifaceted and closely connected with reading and writing
experiences in both at home and at school (Teale & Sulzby,

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At Kirakira Kids International Kindergarten

Thailand, Lee and Eamoraphan (2017) aimed to compare

the progressive scores of the English listening proficiency

and English speaking proficiency of Kindergarten 3

students. The collection of data was over a 3-month period,

from April-July 2015, with 40 students. This research

concluded that the students had lower progressive scores in

the first period than in the second and third observation

Figure 1: Conceptual Framework for the Current Study. periods. The study showed that there was a significant
(Dashed Lines Indicate Comparisons) difference in the students’ English listening proficiency and
the students’ English-speaking proficiency before and after
using various activities aimed to excite the participants’

5. Literature Review interest, such as songs, chants, games, and total physical
response activities. The study also found that the students
In this section, some previous studies related to the slightly improved in listening and speaking proficiency over
research variables addressed in this study are reviewed and a period of 3 months, as well as that there was a significant
summarized. difference in the English listening proficiency and the
English speaking proficiency, after using songs, chants,
Parreno and Eamoraphan (2017) conducted a study games, and total physical response activities.
to compare the Kindergarten 2 students’ achievement in
English Phonics before and after the use of English Phonics

online games from the educational website Starfall, and to 6. Methodology/Procedure
examine their perceptions toward such games. For this
study, 11 Kindergarten 2 students of St. Mark’s In this section, details on the study’s population, sample and
International School in the academic year 2015-2016 research instruments are provided.
participated during the two-month study. The data analyses
showed that there was a significant difference between the 6.1. Population and Sample
pre- and post-tests scores of Kindergarten 2 students before
and after using English Phonics online games at a This study was conducted in the academic year
significance level of .05. The study found that Kindergarten 2020-2021 at an international school in Bangkok, Thailand.
2 students’ English phonics achievement was already good The main focus group on this study was based upon
before the use of English Phonics online games, and Kindergarten 2 students, with a total convenience sample of
increased to excellent after the use of such games. 13 students out of a population of 26 students.

Seesawat (2016) conducted a research focusing on The instrumental scope of this study included an
the improvement of elementary school students’ English English Phonics test and a listening proficiency test, that
comprehension through educational games. She carried out were administered as pre- and post-tests before and after the
her case study with 39 students from Room 3 of Grade 3 instructional intervention.
students of the intensive English programs at Assumption
College Ubonratchathani during the academic year 2015. The instructional scope was limited to two English
The aims were to examine the situation of English Phonics lessons a week for over eight weeks, and the lessons
comprehension of Grade 3 students from the target school, consisted of 40-minute periods per class. There were two
and implement and instructional development intervention classes of Kindergarten 2 and the researchers chose one
(IDI) using educational games, in order to examine the class, the first author’s own class, to conduct the research.
initial impact of the IDI and improve the participants’ The other class was taught in the traditional way, but was
English comprehension, including their reading not considered in this study, which followed a pre-
comprehension, listening skills, reading skills, writing skills experimental research design. During the experiment,
and speaking skills. The study found a significant difference several computer-assisted games from educational websites,
in the participants’ English comprehension between the pre- such as Nessy Learning and Starfalls, were used in this
and post-IDI through educational games. study, and implemented by the first author to her own class.
The students were engaged in the computer-assisted games
after each lesson was introduced. Then, the students worked,
either individually or as a group, to help complete the games
and find the answers to them on the smartboard.

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6.2. Research Instruments

Two research instruments were used for this study:
the Listening Proficiency Test and the English Phonics
Achievement Test. Both research instruments were
administered as pre- and post-tests to the experimental
group.

6.2.1. Listening Proficiency Test Figure 2: Sample Items of the Listening Proficiency Test
This assessment tool was comprised of the sounds use of computer-assisted games. This test consisted

of chosen phonics words from those that participants have of two parts: a “Matching” section (comprised of seven
learned in English Phonics class during Kindergarten 1 and words) and a “Fill in the blanks” section (comprised of six
Kindergarten 2 Term 1 and Term 2, and were reinforced words). The understandings and skills assessed by each
during the experimental period (which fell within word item were learned in English Phonics class during
Kindergarten 2 Term 3) using the Jolly Phonics Books 1-7, Kindergarten 1 and Kindergarten 2 Term 1 and Term 2, and
consonant-vowel-consonant (CVC) words and word were reinforced during the experimental period (which fell
families. The test items were chosen by the first author within Kindergarten 2 Term 3) using Jolly Phonics Books
herself, based on some English Phonics tests administered 1-7 as well as CVC words and word families.
in the target school in previous years. The Listening
Proficiency Test assessed how the students hear and Matching Section: This was the first section of the
response by choosing the right choice after listening to the test. The Matching section had the same test format that the
sentences or words in English as a foreign language target international school in Bangkok has been using for
accordingly. The Listening Proficiency test consisted of 9 many years with their Kindergarten 2 students. This section
multiple choice questions, giving the students three choices assessed students’ understanding in forming seven words
per item (a, b and c; see Figure 2). using the blending techniques that they learned in English
Phonics class during the experimental period (see Figure 3).
Table 1 shows the scoring rubric used to assess participants’ In this section, a maximum score of seven points was
performance in the Listening Proficiency Test. possible.

Score Mean score Interpretation Fill in the Blanks Section: The second section of
this research instrument required students to fill in the right
8-9 8.01-9.00 Excellent letters to complete the word correctly. To complete each of
the six words in this section, the students had to correctly fill
6-7 6.01-8.00 Good in two letters. For each correct word, students were awarded
2 points, 1 point per correct letter (see Figure 4).
4-5 3.01-6.00 Satisfactory Participants’ English Phonics achievement was assessed by

≤3 ≤ 3.00 Recommendation for English

Phonics class support

6.2.2. English Phonics Achievement Test
The English Phonics Achievement Test was

designed to assess students’ demonstration of phonological
awareness and understanding of the information learned in
English Phonics class, both before (pre-test) and after (post-
test) the

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students understanding of the meaning and choosing the 7. Research Findings
correct spelling of the phonics from the given six words. In
this section, a maximum score of 12 points was possible. From the analysis of the collected data, the
following findings were obtained.
Figure 3: Sample Items in the Matching Section of the English
Phonics Achievement Test 7.1. Findings From Research Objective 1

Figure 4: Sample Items in the Fill in the Blanks Section of the Regarding to this research objective, the following
English Phonics Achievement Test findings were obtained.

All the words appearing in the English Phonics • The level of students’ listening proficiency before
Achievement Test were learned during kindergarten 2 using computer-assisted phonics games in English Phonics
English Phonics class Term 1 and Term 2, and were class in Kindergarten 2 at an international school in
reinforced during the experimental period, which fell within Bangkok was good, M = 7.77, SD = 1.36.
Kindergarten 2 Term 3.
• The level of students’ listening proficiency after using
Table 2 shows the scoring rubric used to assess computer-assisted phonics games in English Phonics class
participants’ performance in the English Phonics in Kindergarten 2 at the target school was excellent, M =
8.92, SD = .28.
Achievement Test. This scoring rubric followed the grading
• The difference between the means, from the pre-test
standards of the target international school. to the post-test, showed an increase in mean outcome of 8.92
– 7.77 = 1.15 units.
Table 2: English Phonics Achievement Test Scoring Rubric
7.2. Findings From Research Objective 2
Score Mean score Interpretation
Regarding to this research objective, the following
18-19 17.50-19.00 Excellent findings were obtained.
Good
16-17 15.50-17.49 Satisfactory • The level of students’ English Phonics
Recommendation for English Phonics achievement before using computer-assisted phonics games
14-15 13.50-15.49 in English Phonics class in Kindergarten 2 at an
≤ 13 ≤ 13.49 class support international school in Bangkok was a recommendation for
English Phonics class support, M = 12.69, SD = 4.17.

• The level of students’ English Phonics
achievement after using computer-assisted phonics games
in English Phonics class in Kindergarten 2 at an
international school in Bangkok was excellent, M = 18.45,
SD = 1.33.

• The difference between the means, from the pre-
test to the post-test, showed an increase in mean outcome of
18.45 – 12.69 = 5.76 units.

7.3. Findings From Research Objective 3

Regarding to this research objective, the following
findings were obtained.

• From performing a dependent sample t-test, it
was found that there was a significant difference between
students’ listening proficiency before and after using
computer-assisted phonics games in Kindergarten 2 English
Phonics class at the target school, favoring the use of
computer-assisted phonics games, t(12) = -3.09, p < .009.

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7.4. Findings From Research Objective 4 children learned through play, and they had fun with

Regarding to this research objective, the following interactives games. This is in line with Warschauer and

findings were obtained. Healey (1998) who states that CALL allows students to
• From performing a dependent sample t-test, it access, practice, and learn the target language in an almost

was found that there was a significant difference between limitless variety of real-life situations and environments.
students’ English Phonics achievement before and after
8.2. Kindergarten 2 Students’ English Phonics
using computer-assisted phonics games in English Phonics

class in Kindergarten 2 at the target school, favoring the use Achievement Before and After Using Computer-

of computer-assisted phonics games, t(12) = -5.40, p < .001. Assisted Phonics Games in English Phonics Class

8. Discussion In the current study, the level of Kindergarten 2
students’ English Phonics achievement after using

In this section, the findings obtained from this computer-assisted phonics games in English Phonics class

study are discussed, placing them in context with previous at an international school in Bangkok was excellent. This

studies. indicates that these Kindergarten 2 students demonstrated an

excellent level of mastery of the phonological awareness

8.1. Kindergarten 2 Students’ Listening and understanding of the information learned in English

Proficiency Before and After Using Computer- Phonics class. This result is similar with the one reported by
Assisted Phonics Games in English Phonics Class Parreno and Eamoraphan (2017), who conducted a study to
compare the Kindergarten 2 students’ achievement in
The research findings showed that students’ English Phonics before and after the use of English Phonics
listening proficiency after using computer-assisted phonics online games from the Starfall educational website
games in English Phonics class was significantly greater (www.starfall.com). Based on their findings, the use of
than the students’ listening proficiency before using online games in English Phonics is recommended in
computer-assisted phonics games in English Phonics class teaching and learning English Phonics, especially for young
in Kindergarten 2 at an international school in Bangkok. The learners. Within the classroom, learning should be student-
result is similar with Seesawat (2016), who conducted centered and accomplished through active discovery
research on improving English comprehension of 39 Thai learning (McLeod, 2018a) through computer-based
Grade 3 students through educational games. Similarly to programs. The researchers believe that the students were
the current study, Seesawat (2016) found that after an having fun and actively engaged with the games that they
appropriate implementation of an instructional intervention were not focused that they are learning. They are relaxed
using educational computer games in the class, English and getting to practice through structured programs set in
listening proficiency, and English comprehension in the plans which helped them to increase their motivation and
general, were significantly greater than before using the increase their willingness as well as readiness to participate
games. The researchers believe that the children have a which help in their learning. Phonics skills and listening
better motivation and show more interest through computer- proficiency skills can be developed by phonics songs,
assisted games. Once they are interested in the activities, reading, activities that promotes sound skills as well as
they will also use the language, pay attention and focus technology that encouraged the development of these skills
through listening to instruction hence their listening skills (Walsh, 2017).
will also improve. Computer-assisted games are interesting
and engaging as for many students it is more stimulating The research findings also showed that students’
than lectures and other teacher-centered learning activities. English Phonics achievement after using computer-assisted
phonics games in English Phonics class was significantly
An excellent level of the participating greater than the students’ English Phonics achievement
Kindergarten 2 students’ listening proficiency after using before using computer-assisted phonics games in English
computer-assisted phonics games in English Phonics class Phonics class in Kindergarten 2 at an international school in
at the target school shows that, after the first author Bangkok. Thus, the results from the current study show that
introduced and integrated the computer-assisted phonics the role of teacher is to encourage and facilitate, not to
games into the lesson plan, the children’s English listening present unalterable facts. Vygotsky (1978) also argued that
proficiency has improved. The researchers believe that the social interaction is crucial for cognitive development and

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that a child’s learning always occurs in a social context in 9.4. Recommendations for School Administrators
co-operation with someone more skillful providing
language opportunities with systematic programs (McLeod, According to the research methods used by the
2018b). These can help explain the increase levels of the researchers in this study and the results of students’ listening
outcome of students’ English phonics achievement after proficiency and English Phonics achievement, the
using computer-assisted phonics games, which were played researchers believe that school administrators have some
and allowed interaction with their classmates in each lesson room for adjustment and changes to optimize the best
during the experimental period. learning environment for teachers and students. School
administrators may install and get the license of computer-
9. Recommendations assisted games, not only the games used in this research, but
also other educational online games for other subjects, as
Based on the study findings, the following integrated teaching-learning tools in the classroom. School
recommendations are provided for students, teachers, administrators could install and set up good tools such as
school administrators and future researchers. interactive pens, projectors, interactive board to support the
learning environment. Lastly, school administrators can
9.1. Recommendations for Students purchase the monthly, termly, or yearly license of these
interactive games for the teachers to use with their students.
In this study, Kindergarten 2 students has been
introduced to computer-assisted phonics games. Based on 9.5. Recommendations for Curriculum
the study’s results, the students’ listening proficiency and Developers
English Phonics achievement had significantly improved
after the use of computer-assisted phonics games. Students Curriculum developers can use this study to
should create the habit of playing and interacting more with integrate the interactive games in textbooks for
educational computer-assisted phonics games under their Kindergarten 2 English Phonics class. Curriculum
teacher’s and parents’ support, in order to develop by developers can also work with English Phonics teachers of
themselves their listening proficiency and enhance their each kindergarten level to consider which interactive games
English Phonics learning. are appropriate and suitable for each level and collaborate
with school administrators to purchase the license and set up
9.2. Recommendations for Teachers the tools in each grade level, according to the curriculum
plan.
Based on the results of this study, Kindergarten 2
teachers, especially English Phonics teachers and English 9.5. Recommendations for Future Researchers
teachers of young learners, can integrate or use English
phonics computer-assisted games in classroom activities. Future researchers should further investigate the
They should also integrate suitable computer-assisted role of English Phonics computer-assisted phonics games in
games as a teaching-learning tool. The English Phonics students’ learning in a larger context. In this study, the
teacher should always be updated and seek new teaching researchers conducted an 8-week experiment, 16 sessions in
and learning approaches that are best fit to increase total and students’ listening proficiency and English Phonics
motivation and effective learning environment for their achievement were found to have significantly increased
students. The researchers believe that by integrating or using after introducing and using computer-assisted phonics
English phonics computer-assisted games in their classroom games in English Phonics class. The researchers suggest that
activities, students will be able to share ideas, build future researchers can extend the experimental period for a
knowledge together and increase their motivation as well as longer period of time, preferable for a whole semester or
making the class more fun and draw more attention from school year, in order to get a clearer view of the influence of
students in phonics and listening activities. By doing this, it computer-assisted phonics games in kindergarten students’
will help the teacher to easily provide reflection on students’ education. It would be suggested to consider bigger sample
achievement before and after using English phonics sizes and various student levels and backgrounds in normal
computer-assisted games. class settings.

Lastly, future researchers may also consider
conducting a quasi-experimental study instead of a pre-

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experimental one, using another class of the same level as a com/articles/entertainment/playing-games-online-

control group for comparison. This could give more ideas is-just-fun-and-entertainment.html

and results on traditional and alternative methods for the Seesawat, S. (2016). Improving English comprehension thru

teaching and learning of English language in early educational games: A case of Grade 3 students of

childhood education. Assumption College Ubonratchathani

[Unpublished master’s thesis]. Assumption

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A Correlational Study of Motivation and Language Anxiety
For Learning Chinese as A Foreign Language with

Chinese Academic Achievement of Thai Grade 6 Students

Ying Zheng1
Richard Lynch2

Abstract

Abstract: The purpose of this quantitative correlational study was to determine whether there was a significant relationship among Motivation
and Language Anxiety with academic achievement for Learning Chinese as a Foreign Language of 164 Grade 6 students from a Thai government

school in Trang, Thailand. The Motivation and Language Anxiety for Learning Chinese as a Foreign Language Questionnaire was used to
collect data. The survey questionnaire was adapted from Gardner’s Attitude/Motivation Test Battery. Descriptive statistics (means, standard
deviations) and multiple correlational analysis were used to analyze the data. The study findsings indicated a significant relationship among
the target variables - motivation and language anxiety for learning Chinese as a foreign language with Chinese academic achievement.
Specifically, the research findings indicated that Grade 6 students displayed a slightly low level of motivation and a slightly low level of language
anxiety for learning Chinese as a foreign language. The research found that there was very weak relationship between Grade 6 students’

motivation and their language anxiety for learning Chinese as a foreign language with Chinese academic achievement.

Keywords: Academic achievement, Chinese as a foreign language, motivation, language anxiety, Thai government school, Trang, Thailand.
JEL Classification Code: C12, I20

1. Introduction The target school has five native Chinese as a
foreign language teacher and teaches Chinese as a foreign
Chinese, especially Mandarin, is the most widely language from nursery to grade 12 students once a week.
spoken language in the world (Myers, 2018). The increase Most of the students are Thai and they need to take the
Chinese proficiency test (HSK- Hanyu Shuiping Kaoshi)
in China's trade has also led to a continuous increase in the examination from Grade 3. The Thai students have different
levels of motivation and most of them feel nervous to speak
amount of Chinese as a foreign language (CFL) learners Chinese as a foreign language in front of the people in daily
around the world (Baverstock, 2019). Students’ motivation life.

in language learning involves their motivational intensity in In the class 80% of the students, they do not have
the classroom or the lesson, the students’ desire to learning the confidence to speak Chinese as a foreign language either
inside the classroom or when they meet native Chinese
the language, and their attitude toward learning the language people outside of the class. If the content learned in class
(Gardner, 2005). Studies about foreign language learning can be used in the actual situation outside of class, this will
stimulate students' enthusiasm for Chinese as a foreign
anxiety have become trendy in Asian countries like Japan, language learning. Otherwise, it may weaken the positive
attitude towards Chinese as a foreign language learning.
Thailand, China, and Korea (Partridge & Eamoraphan,
2015). Moreover, a high level of anxiety in learning a For the reasons above, this researcher has decided
to investigate the relationship between Grade 6 students’
language will negatively affect students' success in foreign motivation and their language anxiety for learning Chinese
language acquisition (Partridge & Eamoraphan, 2015). as a foreign language with Chinese academic achievement
at a Thai government school in Trang, Thailand.
This study focused on Grade 10 students at a Thai

government school in Trang, Thailand and it investigated

whether there is a significant relationship between the
students’ motivation and language anxiety for learning

Chinese as a foreign language with their Chinese academic

achievement.

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1.1. Research Objectives The purpose of this study was to investigate the
level of Grade 6 students’ motivation and language anxiety
Accordingly, the following research objectives for learning Chinese as a foreign language with academic
was developed for this study. achievement at a Thai government school in Trang,
Thailand and to determine whether there is a relationship
1. To identify the level of motivation for learning between them. The detail of the conceptual framework for
Chinese as a foreign language of Grade 6 students at a Thai this study was shown in Figure 1.

government school in Trang, Thailand. Figure 1
2. To identify the level of language anxiety for Conceptual Framework of This Study

learning Chinese as a foreign language of Grade 6 students 2. Literature Review

at a Thai government school in Trang, Thailand. Several studies have been conducted to find the
2.1. To identify the level of Chinese academic level and relationship of the motivation in language
learning, language anxiety in language learning and their
achievement for learning Chinese as a foreign language of academic achievement. On the other hand, there is little
Grade 6 students at a Thai government school in Trang, study has focused on the relationship between motivation
and language anxiety in CFL with Chinese academic
Thailand. achievement.
3. To identify whether there is a significant
2.1. Previous Studies Related to Between
relationship between Grade 6 students’ motivation and their Motivation and Academic Achievement

language anxiety for learning Chinese as a foreign language Gardner (2010) had acknowledged that motivation
with Chinese academic achievement at a Thai government in learning second/foreign language is not a simple
construct, and it can only measure by the combination of
school in Trang. many affective elements. Motivated students display desire
to learn the language, became happier in the language
1.2. Theoretical Framework classroom and put more efforts in their lessons (Gardner,
2005).
In this research study, the researcher implemented
Gardner’s (2010) socio-educational model of second Siphora and Lynch (2019) also conducted a study
focusing on students’ motivation for learning English as a
language acquisition to measure and interpret the study foreign language according to their preferences for indirect
variables. learning strategies of 215 students at Nelson English
Language Center in Yangon, Myanmar. The finding of this
1.2.1. Socio-Educational Model of Second Language study revealed that the students were highly motivated to
learn English as a foreign language.
Acquisition
In the socio-educational model, Gardner (1985)

posted that motivation is a combination of effort, positive
attitude, and desire to attain a goal whilst having the feeling
of satisfaction during the process of learning the second/

foreign language. The motivated person should display
effort, desire, and affect together (Gardner, 2010). The score

for measuring motivation would be the aggregate of three
measures: motivational intensity, desire to learn a language,
and attitudes toward learning the language (Gardner, 2010).

In 2010, Gardner had proposed in his study that
language anxiety refers to a situation in the language

learning classroom and the anxiety that the students feel
while they are using the language in their daily lives.
Gardner (2010) also stated that when the students first enter
the language learning classroom, their general anxiety might
be stimulated. Language anxiety is negatively related to
language achievement and the students’ motivation for
learning that language.

1.3. Conceptual Framework

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