The purposes of this research were: 1) to study the goal oriented approach of management of school administrators at Catholic schools in Chanthaburi Diocese, 2) to study the motivation of teachers’ performance in the same schools, 3) to study the relationship between the goal oriented management approach and the motivation of teachers’ performance, 4) to calculate a regression equation for the factors affecting the motivation of teachers’ performance. The sample of 335 Catholic school teachers was selected from the 2016 academic year. The research instrument was a three-part, five-rating scale questionnaire. Part 1 contained questions regarding the status of the respondents. Part 2 contained 34 items regarding the goal oriented management approach with a discrimination of between .22 and .88, and a reliability of .91. Part 3 contained 29 items regarding the motivation of teachers’ performance with a discrimination of between .26 and .83 and a reliability of .92. The reliability of the overall issue was .94. The statistics used for analyzing the data were: percentage, mean, standard deviation, Pearson’s product movement correlation coefficient and multiple regression analysis.
The results of the study were as follows: 1) the goal oriented management approach ranked at a high level overall, 2) the motivation of Catholic school teachers’ performance in Chanthaburi Diocese was at a high level, 3) the relationship between the goal oriented management approach and the motivation of teachers’ performance positively correlated with relatively high levels of statistical significance at the .01 level for those who used Achievement-oriented Leadership, Participative Leadership, Supportive Leadership and Direct Leadership,
4) the regression equation of the goal oriented management approach affect on the motivation of teachers’ performance using the factors Achievement-oriented Leadership and Participative Leadership had a multiple correlation co-efficient equal to .74. The predictive power of the resulting equation was 55 percent. There were statistically significant relationships at the .01 level which enabled the creation of the following predictive equations:
Raw score predictive equation
= 1 .43 X4 .30 X3
Standard score predictive equation
= .44 Z X4 .33 Z X3