GUIDELINES FOR DEVELOPING COMMUNICATION SKILLS ACCORDING TO BUDDHIST PRINCIPLES OF SCHOOL ADMINISTRATORS UNDER THE OFFICE OF PATHUM THANI PRIMARY EDUCATIONAL SERVICE AREA 1

Abstract

This research aims to 1) study the communication skills needs of school administrators, 2) study the methods for developing communication skills according to Buddhism principles of school administrators, and 3) propose guidelines for developing communication skills according to Buddhism principles of school administrators. This research was conducted using a mixed-methods methodology. The quantitative research used a questionnaire with a sample of 331 teachers. Data were analyzed using statistics, including percentages, frequencies, means, standard deviations, and needs. The qualitative research was conducted by interviewing 5 experts. Data were analyzed using content analysis. The results of the research found that 1) the communication skills needs of school administrators under the Office of the Primary Educational Service Area 1, Pathum Thani, had PNImodified needs between 0.235-0.173. Overall, PNImodified = 0.210. The first-ranked need was consistency, second was reliability and communication channels, third was receiver’s ability, and last was environmental appropriateness. 2) Methods for developing communication skills according to Buddhism principles of school administrators, it was the development of communication skills according to Buddhism principle, namely the 7 Sappurisa-dhamma (Qualities of a good man), consisting of 6 methods of Dhammaññut (Knowing the cause) , 5 methods of Atthanñut (Knowing the consequence), 5 methods of Attanñut (Knowing oneself), 3 methods of Mattaññut (Moderation), 4 methods of K lanñnut (Knowing the proper time), 3 methods of Parisaññut(Knowing the assembly), 5 methods of Puggalaparoparaññut (Knowing the individual), and 3) Guidelines for developing communication skills according to Buddhist principle (7 Purisadhamma principles) of educational institution administrators, consisting of (1) Dhammaññut, expressing the needs of the organization, vision, and values ​​of the organization for each personnel, using language appropriate for the listener, solving problems and should think creatively, seeing the world in a positive way, realistically, and clearly and easily understood. (2) Atthanñut, determining progress reports and movements in working towards goals, communicating clearly to subordinates. (3) Attanñut, speaking appropriately according to the time and place, and being consistent. (4) Mattaññut, inspiring others, playing an important role in making personnel of the educational institution. (5) K lanñnut, continuously creating feelings or inspiration through speaking. (6) Parisaññut, influencing and persuading, with the participation of the educational institution's personnel. (7) Puggalaparoparaññut, providing opportunities for personnel to express their opinions, making corrections and decisions together.