TEACHER SOCIALIZATION FACTORS AFFECTING GUIDANCE TEACHERS'PROFESSIONAL IDENTITY AND ROLE PERFORMANCE
 
Seedagulrit, S., Rajabhat Institute Loei, Thailand
 
The purpose of this study was to develop a linear structural relation model of teacher socialization factors affecting guideance teacher' professornal identity and role performance. The sample consisted of 300 secondary school guidance teacher chosen through simple random sampling. Questionnaires were used to collect the data. Specially, The Critical Incident Technique (CIT) was used to construct guideance teachers ' s professional identity scale. The SPSS for Windows verson 10.00 was used in order to analyze the basic data of the sample and the LISREL verson 8.30 program was applied to empirically examine the guidance teachers ' role performance model. The empirical findings indicated that the model of guidance teacher ' role performance model which was based on Stryker ' s identity theory and teacher socialization factors showed good fit (c 2 = 34.54 , df = 59 , p - value = 1.00 ; GFI = 0.99 ; AGFI = 0.97 ; RMSEA = 0.00 ; CN = 733.58) it was also shown that exogenous variables such as educational motivation , interaction with agents in school and interaction with agents in teacher educational institute/ university had significant effects on endogenous variables such as teacher socialization , organization , role commitment, professional identity and role performance. In summary, the findings of this study permitted the acceptance of hypothesized model whichall of cause variables had positive effects on effect variables, the conclusions were as follows : (1) Role commitment had an indirect effect on role performance by affecting professional identity. (2) Teacher socialization had a direct effect on professional identity and an indirect one by affecting organizational socialization effect. (3) Interaction with agents in teacher training institute / university had an indirect effect on professional identity by affecting teacher socialization. (4) Interaction with agents in school had an indirect effect on professional identity by affecting organizational socialization and teacher socialization. (5) Educational motivation had a direct effect on role performance and an indirect effect by affecting teacher socialization. In order words, the finding of this study confirmed that guidance teachers' professional identity and role performance were product of both educational motivation as well as socialization experiences at teacher training institute and at work in school.