GUIDELINES FOR THE DEVELOPMENT OF LEARNING RESOURCES ACCORDING TO THE BUDDHIST EDUCATIONAL ADMINISTRATION PRINCIPLES FOR TEMPLES IN PATHUM THANI PROVINCE

Abstract

The objectives of this research are: 1) to study the context and readiness in learning resources management of temples in Pathum Thani province, 2) to study a guideline for development of learning resources management of temples in Pathum Thani province according to Buddhist educational administration principles, and 3) to propose guidelines for development of learning resources management of temples in Pathum Thani province according to Buddhist educational administration principles. The mixed research method was used in the study. The quantitative data were collected by questionnaire from 123 abbots in Pathum Thani province and analyzed by frequency, percentage, mean, standard deviation, and PNI Modified. The qualitative data were collected by interview with 5 experts analyzed by content analysis. The result of the study found that: 1) In the context and readiness in learning resource management of temples in Pathum Thani province, the first significant one was on (1) learning assessment and follow-up, followed by (2) learning resource management, (3) learning equipment, (4) learners, (5) learning activities, (6) learning process management, (7) operators of learning activities, (8) learning location and (9) sources of knowledge and contents of knowledge. 2) Guidelines for development of learning resource management of temples in Pathum Thani province according to Buddhist educational administration principles were based on the 7 principles of Sappaya. In order to keep ready in each aspect, those who were involved have to set up practical policy in development and improvement for working in the same direction. 3) The guidelines for development of learning resource management of temples in Pathum Thani province according to Buddhist educational administration principles consist of the following principles of Sappaya: (1) Avasa-Sappaya, the learning resource should be clean and tidy, (2) Gocara-Sappaya, the area diagram should have location map clearly, (3) Bhassa-Sappaya, the operators of activities can motivate participants to join activities, (4) Puggala-Sappaya, the policy maker have to push the activities forwards to achievement,
(5) Bhojana-Sappaya, the food should be of quality and healthcare, (6) Utu-Sappaya, the environment and the weather should be optimum temperature and creating the environment for long-time activities, and (7) Iriyapatha-Sappaya, the activities should be in balance with physical movement.