Psycho-social Factors Related to Effective Teaching Behavior of Business Administration Faculty Lecturers at Rajamangala University of Technology, Bandkok Metropolitan

Abstract

The objectives of this research were: 1) to study psycho-social factors related to effective teaching behavior of the lectures at Faculty of Business Administration, Rajamangala university of Technology, Bangkok metropolitan, 2) to study social characteristics and psychological characteristics that could predict effective teaching behavior of the lectures in overall and small groups at Faculty of Business Administration, Rajamangala university of Technology, Bangkok metropolitan, 3) to study the interaction between social characteristics and psychological characteristics affecting to effective teaching behavior of the lectures at Faculty of Business Administration, Rajamangala university of Technology, Bangkok metropolitan. The sample used in this study consisted of 252 lectures at Faculty of Business Administration, Rajamangala university of Technology, Bangkok metropolitan. There were three independent variables. One was social support and the other two were innovation acceptance and attitude towards effective teaching behavior. The dependent variable was effective teaching behavior. Statistical analysis, stepwise multiple regressions, Two –Way ANOVA were applied to analyze lecturers in both overall and small groups according to their biosocial factors. The results of the study are as follows. 1. Three major variables to predict the lecturers’ effective teaching behavior are variables from social characteristics and psychological characteristics. In the overall group, the percentage of the predictability score is 54.40. In smaller groups, the percentage of the predictability score ranges from 44.60 to 62.90. The highest score is predicted by attitude towards effective teaching, innovation acceptance, and social support in Rajamangala university of Technology Ratanakosin. 2. The analysis from Two –Way ANOVA shows that the lecturers who highly accepted innovation and received high social support showed highly effective teaching. However, the factors of innovation acceptance as well as social support had no interaction with the lecturers’ effective teaching behavior. When looking into each independent variable, it was found that the score of effective teaching behavior varied according to the innovation acceptance in overall group and smaller groups which were classified into groups of male lecturers, female lecturers, inexperienced lecturers, experienced lecturers, higher-than-bachelor's degree lecturers, single lecturers, married lecturers, and lecturers from four centers of Rajamangala university of Technology. It was also found that the score of social support varied in both overall group and smaller groups of male lecturers, female lecturers, younger lecturers, senior lecturers, experienced lecturers, higher-than-bachelor's degree lecturers, and married lecturers. In case of lectures having attitude of effective teaching behavior and being socially supported, when looking into each of the independent variables, and there was no interaction between them. The score of effective teaching behavior varied in accordance with attitude of effective teaching behavior in groups of male lecturers, female lecturers, younger lecturers, senior lecturers, inexperienced lecturers, experienced lecturers, lecturers with higher than bachelor's degree, married lecturers, groups of lectures from Rajamangala university of Technology Phra Nakhon, Rajamangala university of Technology Ratanakosin, Rajamangala University of Technology Krungthep. Finally, the variations which are resulted from social support in groups of male lecturers, female lecturers, younger lecturers, inexperienced lecturers, experienced lecturers, lecturers with higher than bachelor's degree, married lecturers, groups of lectures from Rajamangala university of Technology Ratanakosin and, Rajamangala University of Technology Rajamangala University of Technology Tawan-ok.