MODEL DEVELOPMENT FOR BUDDHIST UNIVERSITIES MORAL TEACHING MANAGEMENT IN BASIC EDUCATION SCHOOLS.

Abstract

The purpose of this research was to study the state of moral teaching
management in basic education schools under Buddhist universities and to present
a model of moral education management in those basic education institutions. The
research employed the mixed methods research. The research instruments
included the questionnaires for the school administrators, officials and the Buddhist
monk teachers, totaling 385 people and the interviews with 9 experts. Data was
analyzed using descriptive statistics which included percentage, average, standard
deviation and content analysis.
The findings were as the following.
1. The management of moral education in basic education institutions
of the Buddhist universities was found to be at the high level across the 8 aspects;
corporate communication, operation, implementation, inspection and revision were

practiced at the high level, while analysis, planning and control were at the
moderate level. For management problems, both the overall and the individual
aspects were found to be at the moderate level.
2. The management model of moral instruction in basic education
schools consists of: (1) the concept of the Eightfold Path as a management
guideline, known as the 8-R Model Management System, (2) the management
system includes analysis, planning, corporate communications, operation, follow-up
and monitoring, revision, control and reporting, (3) the management system formats
are combined with the environment of moral teaching, the management factors
include human resources, budget, academic work and general administration; the
operational procedure starts from the request for a budget, human resource
preparation, recruitment and development of the moral teaching monks,
dispatching the monks to teach in schools, performance monitoring and evaluation,
and writing up performance reports. (4) The advantages of a management model
are the creation of moral organizations, consistent with non-profit social
organizations, which would empower the management of education. (5) The
limitations of the management model are the potential resistance from nontransparent
personnel, responsibility of the personnel, and the amount of workload
and responsibilities at the initial stage. (6) The success factors of the model include
the need to transfer the management process to personnel at every level,
collaboration in various areas, and the need for network development.