THE GUIDELINES FOR CONFLICT MANAGEMENT IN EDUCATIONAL INSTITUTIONS ACCORDING TO PRINCIPLES OF THE FOUR NOBLE TRUTHS OF OPPORTUNITY EXPANSION SCHOOL UNDER THE PHRA NAKHON SI AYUTTHAYA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research aims: 1) to study the state of conflict management in educational institutions, 2) to study the methods of conflict management in educational institutions according to the principle of the Four Noble Truths (Ariyasacca), and 3) to propose a guideline for conflict management in educational institutions according to the principle of the Four Ariyasacca (Four Noble Truths). This research was conducted using a mixed-method method. The quantitative research used a questionnaire with a sample size of 260 persons. Data were analyzed using statistics, including percentages, means, and standard deviations. The qualitative research studied interviews with 7 key informants. Data were analyzed using content analysis. The research results revealed that: 1) The overall state of conflict management in educational institutions was at a high level and each aspect was at a high level in all 5 aspects, namely, winning, cooperation, compromise, avoidance, and concession, respectively. 2) The method of conflict management in educational institutions according to the principle of the Four Ariyasacca (Four Noble Truths) involved applying the 4 principles of conflict management, namely, winning, cooperation, compromise, avoidance, and concession. By integrating with the principle of the Four Noble Truths, namely, Dukkha (suffering stage), problem determination, Samudaya (origination stage), problem cause analysis, Nirodha (cessation stage), goal setting, and Magga (path stage), problem solving method determination, to be beneficial to conflict resolution in educational institutions, and 3) conflict management guidelines in educational institutions according to the principle of the Four Noble Truths, which were divided into 5 aspects as following: (1) Overcoming style, educational institution administrators could determine the problem that had occurred by analyzing the cause on the basis of correctness and legitimacy under government regulations. (2) Cooperation style, educational institution administrators first considered what the problem was and reached an understanding among themselves later. (3) Compromise style, educational institution administrators set a problem-solving policy, considering information that accepts the opinions of all parties in order to meet halfway. (4) Avoidance style, educational institution administrators delayed until the problem was resolved. And (5) Permissive style, educational institution administrators tried to preserve the feelings of teachers involved in the conflict in order to maintain good relationships in working together.