GUIDELINE IN DEVELOPING EDUCATION ADMINISTRATION WITH COLLABORATION ACCORDING TO THE FOUR PRINCIPLES OF SANGAHAVATTHU FOR MUEANGCHAI PHRA CHAO TAK SCHOOL CLUSTER

Abstract

This research aims 1) to study the current situation of cooperation in education management using the power of Bovorns (Community, Temple and School), 2) to study the management method of cooperation in education management using the power of the Bovorns according to the principles of the Four Saṅgahavatthu (Bases of social solidarity), and 3) to propose a guideline for the management of cooperation in education management using the power of Bovorns according to the principles of the Four Saṅgahavatthu. This research is a mixed-method research. The quantitative research used a questionnaire with the entire population in the research, 76 people. The data were analyzed using research statistics, including percentages, means, and standard deviations. The qualitative research used interviews with 5 key informants. The data were analyzed using content analysis. The research results found that 1) The current situation of cooperation in education management using the power of the positive was at a high level overall. The opinions in each aspect were at a high level in all 4 aspects, namely budget management, general administration, academic administration, and personnel administration, respectively. 2) The management method of cooperation in education management using the power of Bovorns according to the principles of the Four Saṅgahavatthu was to apply the principles of participatory management in education management in 4 aspects, namely academic administration, budget management, personnel administration, and general administration integrated with the principles of the four Saṅgahavatthu: 1) Dna, giving; 2) Piyavc, loving speech; 3) Atthacariy, useful conduct; 4) Samnattat, consistent behavior. 3) Guidelines for educational management development based on cooperation with the power of the four Saṅgahavatthu, consisting of (1) academic administration; Administrators should be leaders, coordinators, and lead homes, temples, and schools in developing the school curriculum, providing opportunities for each sector to participate in providing knowledge and being a source of learning within the community. (2) Budget administration; Administrators should contact and coordinate with all sectors in mobilizing resources, planning, procuring, caring for, maintaining media, materials, and equipment for teaching and learning, and applauding, honoring, and certifying those who participated in mobilizing resources. (3) Personnel administration; Administrators should provide opportunities for personnel to continuously develop themselves so that personnel could use their knowledge, skills, and experience to develop the school’s education, educational personnel, people in the community, or anyone who had done good for the school should receive awards or commendations as appropriate. (4) General administration; Administrators should allow homes, temples, and schools to participate in organizing various activities within the school, people in the community, religious leaders, could participate in planning, making decisions, and expressing their opinions to make the activity successful and achieve its objectives, coordinating with various sectors to have the community participate in taking care of the school buildings, premises and environment.