GUIDELINES FOR MANAGING LEARNING RESOURCES BASED ON THE FOUR SAPPAYA PRINCIPLES OF TEACHERS IN THE KHLONG THOM RUAM JAI SCHOOL NETWORK UNDER THE KRABI PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research article aimed to: 1) study the state of learning resource management by teachers in the Khlong Thom Ruamjai Network Schools; 2) study the methods of learning resource management based on the Four Sappāya principles (Four Conducive Conditions); and 3) propose guidelines for learning resource management based on the Four Sappāya principles for these teachers. This was a mixed-methods research study. The quantitative research utilized questionnaires administered to the entire population of 104 teachers in the network schools. The data were analyzed using basic statistics, including percentage, mean, and standard deviation. The qualitative research involved interviews with 7 key informants, with data analyzed using content analysis.

The research findings were as follows: 1) The overall and individual aspects of the state of learning resource management by teachers were at a high level. 2) The methods of learning resource management based on the Four Sappāya principles focused on creating an environment conducive to the development of both teachers and students, summarized into 3 main dimensions: (1) Joyful Learning: providing a safe and friendly space featuring moral leaders and integrating Dhamma into activities; (2) Utilizing Diverse Learning Resources: integrating knowledge from libraries, communities, and local wisdom; and (3) Elevating Achievement: diverse management methods led to teacher satisfaction, which directly improved student academic performance, fostered participatory learning, and created concrete connections with the local context. 3) The guidelines for learning resource management based on the Four Sappāya principles are comprised of 3 main aspects: (1) Joyful Learning Aspect: The learning environment should be safe, clean, and peaceful, with Dhamma integrated into the content. Relationships with moral role models should be established to provide inspiration and examples for joyful learning. (2) Practical Learning Aspect: Administrators should organize hands-on activities in safe, peaceful, and creative spaces, encouraging students to learn alongside role models for a balanced physical, mental, and intellectual development. (3) Diverse Learning Resources Aspect: Promoting the utilization of varied information sources under appropriate environments.