BUDDHIST METHODS OF EDUCATIONAL ADMINISTRATION IN EARLY CHILDHOOD EDUCATION BY SCHOOL ADMINISTRATORS UNDER THE NAKHONSAWAN PRIMARY EDUCATION AREA OFFICE, AREA 1

Abstract

This research article aimed 1) to study the status of early childhood education administration of school administrators, 2) to compare administrators’ opinions toward early childhood education administration classified by personal factors, and 3) to propose a Buddhist method of early childhood education administration of school administrators under the Office of the Primary Educational Service Area 1, Nakhon Sawan. This research was a mixed-method research using quantitative research. Data were collected from a sample group of 383 school administrators and teachers. The research instrument was a scale and rating questionnaire with a reliability value of 0.86. Data were analyzed by finding frequency, percentage, mean, standard deviation, and t-test and F-test. The qualitative research collected data by interviewing 9 key informants. The research instrument was semi-structured interviews. Data were analyzed by content analysis.

The research results found that: 1) The results of the study on the management of early childhood education by school administrators under the Office of the Primary Education Area 1, Nakhon Sawan, found that school administrators and teachers had overall opinions at a moderate level. When considering each aspect, it was found that the aspect with the highest average value was organizing activities that promote children's development and learning, followed by creating an environment conducive to children's learning, and the aspect with the lowest average value was integrating learning. 2) The results of the comparison of the opinions of administrators on the management of early childhood education under the Office of the Primary Education Area 1, Nakhon Sawan, classified by personal factors, including gender, education level, and work experience, found no differences. 3) Buddhist methods of early childhood education management of school administrators under the Office of the Primary Educational Service Area 1, Nakhon Sawan, included: (1) Creating an appropriate curriculum, applying the Tri-Sikkha principle to early childhood learning activities would help children develop in various aspects, including morality, concentration, and wisdom, which would help in building good personalities and learning skills in the future. (2) Creating an environment conducive to children's learning, creating diverse and interesting learning corners according to the Tri-Sikkha principle of school administrators should focus on creating an atmosphere appropriate for children's development in terms of morality, concentration, and wisdom. (3) Organizing activities that promoted children's development and learning, organizing activities to stimulate emotional and social development according to the Tri-Sikkha principle of school administrators should focus on promoting morality, concentration, and wisdom through activities that allowed children to learn to respect themselves and others, controlling emotions, and developing analytical thinking. (4) Integrating learning in using a variety of teaching media to promote learning according to the Tri-Sikkha principle, administrators should consider selecting media that promoted morality, concentration, and wisdom by using media that had ethical values and creating learning rules, promoting the development of concentration and determination in learning, and stimulating children to think analytically and learn by themselves through activities that were diverse and appropriate for their age. (5) Evaluating children's development and learning, using the evaluation results to adjust the learning management plan according to the Tri-Sikkha principle of school administrators includes taking responsibility and improving teaching and learning, stimulating intention and concentration in learning, and stimulating analytical thinking and self-learning. (6) Relationships between teachers and children's families, creating effective communication channels with parents according to the Tri-Sikkha principle should emphasize communication that creates good relationships and mutual respect, intentional and clear communication to create mutual understanding and creating an exchange of opinions that promoted learning and development.