The Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood (1973) was employed in this study to determine what significant differences and level of faculty job satisfaction existed on each facet of job satisfaction and in overall job satisfaction among faculty members at non-metropolitan teachers colleges in central Thailand. The results of this study were compared with the findings of Vatthaisong (1982) in a similar study of faculty members at teachers colleges in northeast Thailand. The instrument consists of two parts: the first part includes seven demographic items, and the second part has 68 items and uses a six-point rating scale for ten facets of job satisfaction, including one-single item of overall satisfaction. A sample of 288 faculty members at non-metropolitan teachers colleges in central Thailand was randomly selected. A total of 253 faculty members or 87.85 percent of the sample participated in this study. Frequencies, percentages, means, one-way ANOVA, and two-way ANOVA were used for analyses. The level of significance was set at .05. The Scheffe method for post hoc comparison was adopted following one-way ANOVA.

The purpose of this study is to analyze and compare the current faculty evaluation practices in two universities in Thailand as perceived by faculty and administrators. Although both institutions are universities, one is notably larger and more diversified. From a sample population of 450 (250 each), the response rate was 71.8 per cent. A survey instrument was used to collect the data early in 1984. Statistical procedures used in the analyses of data include frequency and percentage of responses, analysis of variance for split-plot repeated measures design, t tests, and binomial distribution as required to answer the twelve research questions designed to guide the study.

The problem with which this study is concerned is the motivation to work and the job satisfaction of faculty members who work both as full-time instructors and student activities advisors at eight campuses of Srinakharinwirot University in Thailand. In relationship to the respondent student activities advisors, the purposes of this study were (a) to study the perceived relationship between motivation to work and job satisfaction, (b) to compare perceptions of motivation to work and job satisfaction according to selected demographic variables, and (c) to determine whether or not these variables significantly contribute to the prediction of motivation to work and job satisfaction for the sample population. Two published survey instruments were used to collect the data. Both instruments were administered to 206 student activities advisors of Srinakharinwirot University; usable, completed questionnaires were returned by 191 (92,7%) respondents. The statistical treatments applied to the collected data for seven research hypotheses include the Kentall Tau correlation coefficient, one-way analysis of variance, and multiple regression analysis. The numerous data findings from this study appear to support several conclusions. Among these are that although the respondent faculty members who were also student activities advisors were modestly motivated to accept the additional advisory responsibilities, feelings of high job satisfaction were produced once they assumed their advisory roles. Furthermore, although some significant relationships were found among the variables, it would be difficult to predict which faculty members would be capable and successful student activities advisors based on sex, age, years of teaching experience, or marital status. As a result, therefore, no statistical model could be developed from the data obtained from this study that could be used to predict either motivation to work or job satisfaction for student activities advisors.

Responding to globalization and its effects on education and research development, the Thai government decided to push all public universities to become autonomous and establish a system of quality assurances. The establishment of quality assurances has had a large impact on many Thai instructors, especially in new public universities. Thai instructors are now forced to more focus on conducting research because the number of research publications is regarded as one of the main criteria for quality universities. The purpose of this study is to investigate the key factors, at the individual and university levels, which impact on the instructors' behavior in conducting research of the full-time instructors in the faculty of Management Science from the Rajabhat Universities in Thailand. The current study will help explain how and why the instructors accept or refuse to conduct research and provide insight into the salient factors motivating the instructors to produce more research by conducting HLM. Data were collected from 694 participants at 37 institutions via a questionnaire survey. The findings revealed that there was no difference among these 37 universities on behavior in conducting research. The key factors statistically influencing behavior in conducting research of the instructors were facilitating conditions, academic degree, social influence, and usefulness as well as ease of conducting research that the instructors perceived. This study gained 46% of effect size.

The subject of the study was the perceptions of Thai students, in four different teacher education colleges in Thailand, of the study of English as a foreign language. The study had four purposes: To determine the attitudes of the students toward, and their recommendations for, instruction in the study of English? To determine students' perceptions about the importance of learning English; To determine the relationship between the above attitudes and the students' achievement; To analyze the data and conclusions reached and to make appropriate recommendations based on them.