THE DEVELOPMENT OF LEARNING RESOURCES ACCORDING TO THE SEVEN PRINCIPLES OF SAPPAYA OF SCHOOL ADMINISTRATORS IN SENA DISTRICT SCHOOL GROUP, PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research article aims to: 1) study the conditions of learning resource development by school administrators; 2) study the methods of learning resource development based on the Seven Sappāya principles; and 3) propose guidelines for learning resource development based on the Seven Sappāya principles by school administrators. This study employed a mixed-methods research design. For the quantitative research, data were collected via questionnaires from a total population of 93 school administrators, teachers, and educational personnel. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. For the qualitative research, in-depth interviews were conducted with 7 key informants, and the data were analyzed using content analysis.

The research findings revealed that: 1) The overall condition of learning resource development by school administrators was at a high level. 2) The methods of learning resource development based on the Seven Sappāya principles by school administrators comprised 7 aspects: (1) Āvāsa-sappāya (Suitable Abode): arranging the physical environment to be peaceful, clean, orderly, and free from distractions; (2) Gocara-sappāya (Suitable Resort): managing transportation and routing systems for convenience, safety, and efficient access to learning resources; (3) Bhassa-sappāya (Suitable Speech): promoting a learning atmosphere through constructive communication and knowledge exchange beneficial for self-development; (4) Puggala-sappāya (Suitable Person): fostering a supportive learning network surrounded by good companions (Kalyāṇamitta); (5) Bhojana-sappāya (Suitable Food): facilitating hygienic nutrition conducive to physical well-being; (6) Utu-sappāya (Suitable Climate): managing spaces with suitable climate conditions that do not hinder learning; and (7) Iriyāpatha-sappāya (Suitable Posture): allocating spaces that accommodate appropriate posture adjustments to reduce fatigue and enhance learning efficiency. 3) The guidelines for learning resource development based on the Seven Sappāya principles by school administrators should emphasize a learner-centered approach through active learning. This process must integrate practical implementation with real-life experiences to cultivate learners' physical, mental, and intellectual balance. The enhancement of learning resources through the Seven Sappāya principles includes: (1) Āvāsa-sappāya: managing work systems with transparency and efficiency; (2) Gocara-sappāya: designing spatial structures for convenience and safety; (3) Bhassa-sappāya: developing a unified academic communication system; (4) Puggala-sappāya: developing personnel to serve as learning facilitators; (5) Bhojana-sappāya: allocating sufficient educational resources and media; (6) Utu-sappāya: creating a conducive learning atmosphere; and (7) Iriyāpatha-sappāya: organizing activities aligned with learners' postures to enhance active participation. These practices ultimately lead to a sustainable balance among knowledge acquisition, quality of life, and the desirable characteristics of learners.