A Model of Goodness Competency following Buddhist Principles of Secondary School Students

Abstract

The purposes of this research article were 1) to study the compositions of the model of goodness competency following Buddhist principles of secondary school students, 2) to develop the model of goodness competency following Buddhist principles of secondary school students. Qualitative research was design, the key informant was 4 educators and 10key informants from monks, school administrators and teachers who participated in the project including 9 experts for focus group discussion. They were selected by purposive sampling. Data were analyzed by using content analysis and analytic induction. Results showed that 1) the compositions of the model of goodness competency following Buddhist principles of secondary school students consisted of 4 components: (1) the process of 7 good habits, (2) PDCA development process, (3) Buddhist principles, (4) the competence of students. 2) The developed model f of the model of goodness competency following Buddhist principles of secondary school students consisted of 2 exogenous latent variables: (1) the process of 7 good habits, and (2) PDCA development process. There are 7 observed variables of the process of 7 good habits. The observed variables were (1) keeping the 5 precepts, (2) chanting meditation and meditating, (3) keeping the bedroom and bathroom clean and orderly, (4) thinking well by touching the people around you, (5) speaking well, (6) doing good for service or saving merit, and (7) participate in happy hour activities. The observed variables of PDCA development process consisted of 4 variables which were Plan, Do, Check, and Act. Two endogenous variables were: (1) student competency, and (2) Buddhist principles. Observed variable of student competency consisted of 6 variables: (1) self-management competency, (2) communication competency, (3) teamwork competency, (4) higher thinking competency, (5) strong citizen competency, and (6) persistence competency together with nature and sustainable science. The observed variables of the Buddhist principles consisted of 3 variables: (1) the development of social relations, (2) the development of the mind, (3) the development of cognition. It indicated that the process of 7 good habits, PDCA development process, and Buddhist principles can promote student competency by having Buddhist principles as a mediator in the Structural Equation Model for goodness competency development according to Buddhist principles of students in secondary schools.