Nuchanach  Thatthong.  1996.  A  Study  of the Relationship Among Role Conflict, Role Ambiguity, Some
Psychological  Traits and Job Performance of the Regional Educators.  Dissertation, M.S. (Behavioral
Science)  Behavioral Science 
Research Institute. 


          The purpose  of this research was to study the variable  efficiency  and the social  variance  in
predicting the job performance of  the  Regional district  educators, 
and  to compare the job performance  of the Regional district educators with the different in psychological and
social  traits. 
              The sample of this study  included  two  hundred fifty six of district educators who were randomly
sampling from operational plan and community development educations of  the region. 
              This study was the field research two questionairs were in this study. First part was the questionaires on
bio-social data; sex, age, specification and the duration of work experience. Second part compies of eight
questionaires; : Belief in interna locus of control, Attitude toward  the working conditions, Achievement motivation,
Mental health, 
Role conflict, Role ambiguity, Work behavior by self report and Work behavior by 
boss's report. 
            The data were then analyzed by using the analysis of multiple regression, two way 
analysis of variance and three way analysis of variance. 
            The findings indicated that: 
            1.  The study of the efficiency of the mental variance characters and the social 
variance characters for predicting the job performance of the Regional district educators 
were : 
                1.1  There was 52 % of role ambiguity, achievement motivation and attitude toward the working condition.

            2  The comparision of job performant of the Regional Educationists in district 
devil in the psychological and social traits  were as follow: 
                2.1  There was no interaction effect between the role conflict and mental health 
both in the whol group and the sub-group. It was found that educators who had low conflicts 
were higher on job performance than educators who had high conflicts.  Educators who had good mental health had
higher job performance than educators who had low mental health. 
                2.2  There was no interaction effect between the role ambiguity and mental health 
in the whol group and there was no significants difference between the young educators by the boss's report of the
mean difference in a pair group of Scheffe.  And the low role ambiguity  educators had higher on job performance
than the high role ambiguity educators. 
                2.3  There was no interaction effect between the sex and achievenent motivation in the whol group. And
there was no significants  defference between the higher education of a bachelor degree group of the mean difference
in apair group of Scheffe. And also it was that found that the higher achievement motivation educators had higher on
job performance than the low achievement motivation educationists. 
                2.4  There was no interaction effect between the duration of working experience and the role conflict in the
whol group and the sub-guoup. But the low role confliction educationists had higher job performance than the high
role confliction educators. 
                2.5  The  old who belief in internal locus of control had higher job performance 
than the other educators, especially the old who had low belief in internal locus of control and the young who had
high belief in internal locus of control. 
                2.6  There was interaction effect and significants different between the qualification and mental health of
the mean difference in a pair by the way of Scheffe. Educators with higher job performance had positive attitude
toward the working conditions of educators than the negative attitude toward the working condition of educators. 

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