THE DEVELOPMENT OF BUDDHIST WAY SCHOOL MANAGEMENT IN SAMUTPRAKARN PROVINCE

Abstract

The objectives of this research were 1) to study the concept and theory about the development of Buddhist way school management in Samutprakarn province, 2) to study the general problems of the development of Buddhist way school management in Samutprakarn province and 3) to propose the development of Buddhist way school management in Samutprakarn province. This research used mixed methods research composing of both qualitative and quantitative reseach. the qualitative research was conducted by in-depth interviewing from 20 key informants and focus group discussion from 12 experts which selected by purposive method. the data were analyzed by content analysis technic. The quantitative research conducted by survey the 400 respondents which selected by simple random sampling from a population of 2,786 persons who were administrators, teacher, personnel and student of Buddhist way school in Samutprakarn province. the tool used for data collection was 5 levels rating scale questionnaire at reliability level of 0.951. The statistics used to analyze data were frequency, percentage, mean and standard deviation. The research findings were as follows:

            1) Buddhist way school was general school that were integrated the Buddhist principle for management and development. Students were developed to be cautious of each step of eating, living, looking and listening. the school applied the Buddhist principle includes iddhipada 4, sabbaya 7, ariyasajja 4, trisikkha and brahmavihara 4 for management, learning and teaching.

            2) The development of Buddhist way school management in Samutprakarn province in physical aspect was at highest level and after that the activities of daily life. but for atmosphere and interaction aspect, it was at lowest level because personnel lack the interaction to each other and lack the joint activities.

            3) The development of Buddhist way school management in Samutprakarn province was:        3.1) management aspect, should plan and formulate the policy together, should provide the duty and responsibility clearly, should provide personnel to participate in all activities and should integrate the iddhipada 4 for management.

            3.2) Physical aspect, the so called “borworn” (home + temple + school) have to join effort to raise funds to adjust the environment to suitable, should promote the Buddhist way life and Buddhist culture and should develop the environment according to the sappaya 7.

            3.3) Activities of daily life aspect, all departments should be aware the importance of activities of daily life, should behave as a good role model, should exchange the knowledge together, should manage the time appropriately and applied ariyasajja 4 for all activities.

            3.4) Learning and teaching aspect, should manage the curriculum according to the Buddhist way, the personnel of school should be good learning model, should develop the personnel to know and understand the Buddhism entirely focus on practicing in daily life, finally, manage the learning and teaching according to trisikkha.

            3.5) Atmosphere and interaction aspect, the personnel of school should be good friend by smile and greetings, should promote the good interaction by integrate with the brahmavihara 4.