TEACHING MANAGEMENT GUIDELINES BASED ON THE FOUR NOBLE TRUTHS FOR TEACHERS AT SECONDARY SCHOOLS IN PHRA NAKHON SI AYUTTHAYA DISTRICT, PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research article aims to 1) study the needs of teachers in teaching management, 2) study the methods of teaching management according to Four Ariyasacca (Four Noble Truths), and 3) propose the guidelines for teaching management according to Ariyasacca (Four Noble Truths). This was a mixed-method research, quantitative research using a questionnaire with a sample group of 217 administrators and teachers at secondary schools. The statistics used for analysis were mean, standard deviation, and need values. The qualitative research used a semi-structured interview with 8 key informants. The data were analyzed using content analysis. The research results found that 1) The needs of teaching management of secondary school teachers in Phra Nakhon Si Ayutthaya District, Phra Nakhon Si Ayutthaya Province, the aspect with the highest ranking of needs was the curriculum, followed by teaching management, measurement and evaluation, teaching media, and teachers. 2) The method of teaching and learning according to the principles of Ariyasacca (Four Noble Truths) was teaching and learning management, which included the aspects of teachers, curriculum, teaching and learning management, teaching and learning media, measurement and evaluation, integrated according to the principles of the Ariyasacca; (1) Dukkha: knowing the problem, (2) Samudaya: knowing the cause of the problem, (3) Nirodha: the purposeful cessation of suffering, (4) Magga: the method of practice to eliminate the problem. 3) Guidelines for teaching and learning according to the principles of Ariyasacca included (1) In terms of curriculum: improving the curriculum to be of modern quality, appropriate for the students' knowledge level, creating a curriculum that emphasized the development of analytical thinking and problem-solving skills, consistent with situations in daily life. (2) In terms of teaching management, creating good surroundings and open for students to learn activities that supported students in understanding the causes of problems, considering ways to improve and solve problems or achieve the set goals. (3) In terms of measurement and evaluation, it was adjusted to be appropriate for students’ needs and knowledge level, using standard, correct and efficient measurement tools, using the results of the measurement to improve teaching and learning, and supporting students' participation in the evaluation process and the development of their own learning. (4) In terms of teaching media, selecting media appropriate to the level of students, developing media that was consistent with learning objectives, and providing advice so that students could use media in various situations. (5) In terms of teachers, understanding students' mental states in order to adjust their teaching appropriately, making students understand the causes of the problems they were facing, supporting students in setting goals and planning solutions.