A Development of Supervision Administration Monks Management Model Based on Self-Empowerment and Participatory Learning

Abstract

The purposes of this research article were 1) to investigate the characteristics of supervision administration monks, 2) to develop the curriculum for developing the competency of supervision administration monks, and 3) to present the supervision administration monks management model based on self-empowerment and participatory learning. The study was a mixed-methods research and used the one-group pretest-posttest design. The sample group were 21 moral teaching monks from four regions. The research instruments were in-depth interview form, competency assessment test, participation observation, and reflection. The statistics used for data analysis were percentage, mean, standard deviation, and t-test dependent.

The research results were:

1) The supervision administration monks are those who are trustworthy and capable of fostering faith through good communication, volunteerism, sacrifice, good human relations, and an intention to spread Buddhism.

2) The curriculum for developing the competency of supervision administration monks was a hybrid learning course consisting of 7 hours of online training, 5 days of on-site training and 1 month of practical training. The curriculum consists of 6 modules with a Pre-Module on knowledge about institution and networks. The 6 modules include: 1) change-agent teachers, 2) communication for empowerment leaders, 3) professional supervision to build a friendly community, 4) Buddhist innovative management, 5) building networks to drive morality in society, and 6) practice to supervision administration monks. The result of the curriculum test showed that the mean scores of 5 aspects supervising monks' competencies were significantly higher than before training at the .05 level (t value = 4.26),

3) The supervision administration monk management model based on self-empowerment and participatory learning consisted of 4 components: 1) participatory selection process, 2) learning process to change, 3) building a system structure to promote the supervision administration monks, and 4) building a strong network of monks for supervision administration. The new knowledge was 4S model to develop the supervision administration monks: 1) to create a participatory selection process, 2) to create the virtual learning, 3) to create a system to promote administration, and 4) to create the network of supervision administration monks, supervision monks, and moral teaching monks.