A MODEL OF ADMINISTRATION FOR EXCELLENCE OF PARIYATTIDHAMMA SCHOOLS AT SANGHA ADMINISTRATION, REGION 14

Abstract

The Objectives of this research were: 1. to Study general administration context of Phrapariyattidhamma schools, Pali division, at Sangha administration, region 14, 2. to study administrative components for excellence of
Phrapariyattidhamma schools, Pali section, at Sangha administration, region 14, and 3. to propose an administrative model for excellence of Phrapariyattidhamma schools, Pali section, at Sangha administration, region 14,

Methodology was the mixed methods research: The qualitative research collected data from 18 key informants by in-depth-interviewing and 10 participants in focus group discussion and data analyzed by descriptive interpretation. The
quantitative research collected data by questionnaires with reliability coefficient of 0.981 from a sample of 265 persons who were administrators, teachers and students at Phrapariyattidhamma schools, Pali section and data were analyzed by
descriptive statistics; frequency, percentile, mean and standard deviation.

Findings were as follows:
1. The general administrative context of Phrapariyattidhamma schools, Pali division, at Sangha administration, region 14, by overall were at the high level and each aspects of administration were that academic administration was at the middle level, the budget, personnel and general administration were at the high level and accordingly. Data from in-depth-interviewing revealed that some schools were able to find the budget to run the school activities from various donations and set up fund for education. There was recruitment, selection, development to enhance the morale of teachers and internal personnel and students by providing appropriate facilities with equipment and welfares. Some schools, teachers still used old method of teaching; there was not new teaching media to arouse students’ interest. There were not enough budgets to run the schools effectively and no financial account. Teachers with appropriate knowledge were limited, not energetic students reduced. Learningatmosphere and school buildings were not attractive to learning.