Buddhist Methods for Managing Emotion forP Violence of Teachers and Educational Personnel in Dusit District, Bangkok

Abstract

This research article focuses on Buddhist approaches to emotion management for preventing violence among teachers and educational personnel in Dusit District, Bangkok. The objectives of the study are: (1) to investigate the issues related to emotion management that contribute to violence among teachers and educational personnel in Dusit District, Bangkok; (2) to examine Buddhist approaches to emotion management for preventing violence as found in Theravada Buddhist scriptures; and (3) to propose Buddhist approaches to emotion management for preventing violence among teachers and educational personnel in Dusit District, Bangkok. The study employs a qualitative research methodology. By interviewing teachers and educational personnel in the Dusit District from four schools, namely Rajabophit Wittayalai School, Rajawinit Secondary School, Chitralada School, and Chitralada Institute of Technology, totaling 10 individuals, and interviewing four qualified individuals in the fields of religion and education from the Ministry of Education.

The research findings reveal that the prevalence of violence in educational institutions stems from factors causing stress among teachers and educational personnel. These include top-down policies from central authorities imposed on school administrators, excessive workloads that leave teachers with insufficient time to teach students, and challenges arising from students’ differing attitudes. Additionally, social, familial, and environmental contexts impact well-being, leading to accumulated stress among teachers.

Emotion management at the individual level is essential to prevent and mitigate potential incidents. The application of Buddhist approaches to emotion management, based on the principle of mindfulness (sati), fosters mental discipline, concentration, and awareness of the present moment. Mindfulness and clear comprehension (sampajañña) serve as fundamental doctrines and guiding principles, enabling practitioners to perceive the reality of life, eliminate heedlessness, and cultivate awareness. This leads to inner peace and the development of wisdom. Furthermore, the principle of patience (khanti) serves as a critical foundation for developing other virtues, fostering peaceful coexistence and positive relationships. The practice of the Four Sublime States (Brahmavihara) and analytical reflection (yonisomanasikara) further supports emotion management to prevent violence among teachers and educational personnel.