LEARNING MANAGEMENT OF BUDDHIST MONK TEACHERS IN THE ACADEMIC ADMINISTRATION OF PRIMARY SCHOOL ADMINISTRATORS IN KHLONG KHLUNG DISTRICT, KAMPHAENG PHET PROVINCE BASED ON SANGAHAVATTHU PRINCIPLES

Abstract

This research entitled “Learning Management of Buddhist Monk Teachers in the Academic Administration of Primary School Administrators in Khlong Khlung District, Kamphaeng Phet Province Based on Sangahavatthu Principles” aimed to: 1) study the conditions of learning management of Buddhist monk teachers in the academic administration of primary school administrators, and 2) propose guidelines for developing learning management based on Sangahavatthu principles. This study employed qualitative research methodology by studying related documents and research works. Data were collected through semi-structured interviews with key informants, including Buddhist monk teachers and school administrators, and analyzed using content analysis.

The research findings revealed that:

          1) Buddhist monk teachers organized learner-centered learning activities, including lesson planning, setting instructional objectives, and applying various teaching methods integrated with Buddhist principles. School administrators played important roles in supporting academic planning, supervision, and learning atmosphere enhancement, resulting in the development of students’ knowledge, morality, and appropriate behavior. In addition, Sangahavatthu principles were applied in learning management to promote good relationships within schools.

          2) Guidelines for developing learning management indicated that teaching methods should be diversified and appropriate to learners, technology and modern learning media should be promoted, educational resources should be adequately supported, and the competencies of Buddhist monk teachers should be continuously developed. Moreover, cooperation among schools, temples, and communities should be encouraged in order to sustainably develop students’ morality and ethics.