The Impact of School Administrators’ Positive Interaction on the Work Performance of Civil Service Teachers in Bangkok Metropolitan Administration Schools

Abstract

The objectives of this study were to: 1) examine the positive interactions of school administrators in the Bangkok Metropolitan Administration (BMA); 2) assess the work performance of civil service teachers under the BMA; 3) explore the relationship between the positive interactions between these positive interactions and teachers’ work performance; and 4) identify specific aspects of positive interactions that influence work performance. The study employed a quantitative design. The sample consisted of 370 civil service teachers from BMA schools during the 2024 academic year, selected via a multi-stage random sampling procedure. The research instrument was a questionnaire. Data analysis included means, standard deviations, Pearson’s correlation coefficients, and stepwise multiple regression. The findings revealed that: 1) both the positive interactions of school administrators and the work performance of teachers were at a high level; 2) there was a strong positive correlation (p < .01) between administrators’ positive interactions and teachers’ work performance; and 3) the dimensions of optimism, creating motivations, and engagement significantly influenced teachers’’ work performance, collectively explaining 37.40% of the variance. The study concludes that positive administrative interactions-particularly engagement, motivation, and optimism-are critical predictors of teacher performance. Administrators who foster these positive interpersonal dynamics can significantly enhance teacher effectiveness and school quality. Future studies should expand the scope to other educational regions and incorporate qualitative methods to gain deeper insights into the specific experiences of administrators and teachers.