GUIDELINES FOR ACADEMIC ADMINSTRATION ACCORDING TO THE PRINCIPLES OF KALYANAMITTA OF MULTICULTURAL SCHOOLS UNDER THE OFFICE OF PHRA NAKHON SI AYUTTHAYA PRIMARY EDUCATIONAL SERVICE AREA 1

Abstract

This research aims 1) to study the needs for academic administration of multicultural schools, 2) to study the methods for academic administration of multicultural schools according to the Kalyṇamitta principle (qualities of a good friend), and 3) to propose guidelines for the development of academic affairs of multicultural schools according to the Kalyṇamitta principle (qualities of a good friend). This research was a mixed-method research. In part of quantitative research, using a questionnaire of the entire population in the research, 95 people. Data were analyzed using research statistics, including mean, standard deviation, and the values of needs. Qualitative research was conducted by interviewing 5 key informants. Data were analyzed using content analysis. The research results found that 1) The needs for academic administration of multicultural schools overall had a PNImodified value of 0.074. The first-ranked need was for teaching and learning management, followed by academic planning, curriculum development, and measurement and evaluation, respectively. 2) The methods for academic administration of multicultural schools according to the Kalyṇamitta principle were academic administration of multicultural schools, consisting of curriculum development, academic planning, teaching and learning management, and measurement and evaluation integrated according to the principle of Seven Kalyṇamitta, consisting of lovable (Piyo), esteemable (Garu), adorable (Bhvanīyo), being a counsellor (Vatt ca), being a patient listener (Vacanakkhamo), able to deliver deep discourses (Gambhīrañca Katha Kattā), never exhorting groundlessly (No Caṭṭhne Niyojaye), and 3) Guidelines for developing academic administration of multicultural schools according to the principle of Kalyṇamitta, consisting of (1) Curriculum development, administrators must integrate the school curriculum to include diversity in all dimensions of race, religion, and tradition with kindness and as a Kalyṇamitta, worthy of praise and pleasantness (Bhvanīyo), making people remember and appreciate it. (2) Academic planning, administrators and the school board must cooperate in developing academic work in all dimensions with multiculturalism and the principle of Kalyṇamitta with everyone with patience, listening to suggestions and criticism (Vacanakkhamo). (3) Teaching and learning management, teachers must have a variety of teaching techniques to integrate content with multiculturalism and the principle of good friends, giving good advice, being loveable (Piyo), being respected and a source of refuge (Garu), and did not give advice in a derogatory way (No Caṭṭhne Niyojaye). (4) Measurement and evaluation, administrators must understand the measurement and evaluation process, knowing how to explain the measurement and evaluation process so that it was understandable (Vatt ca) and the principles could explain complex matters so that they were understood more deeply (Gambhīrañca Katha Kattā).