BUILDING ORGANIZATIONAL RELATIONSHIPS BASED ON THE FOUR BRAHMAVIHARAS PRINCIPLES AMONG TEACHERS AND EDUCATIONAL PERSONNEL IN THE SRIBOONPAJARN HUATA PAN NETWORK SCHOOLS UNDER THE AMNAT CHAROEN PRIMARY EDUCATIONAL SERVICE AREA OFFICE.

Abstract

The objectives of this research were to: (1) study the state of organisational relationships among teachers and educational personnel in the Sriboonpajarn Hua Taphan School Network, Amnat Charoen Primary Educational Service Area Office; (2) examine approaches to building organisational relationships based on the Four Brahmavihāra principles among teachers and educational personnel in the Sriboonpajarn Hua Taphan School Network, Amnat Charoen Primary Educational Service Area Office; and (3) propose guidelines for developing organisational relationships based on the Four Brahmavihāra principles among teachers and educational personnel in the Sriboonpajarn Hua Taphan School Network, Amnat Charoen Primary Educational Service Area Office.

This study employed a mixed-methods research design combining quantitative and qualitative approaches. Data were collected via questionnaires from 63 administrators and teachers in the Sriboonpajarn Hua Taphan School Network at the Amnat Charoen Primary Educational Service Area Office. The data were analysed using mean, standard deviation, and content analysis.

The research findings revealed that:

1. The state of organisational relationships among teachers and educational personnel in the Sriboonpajarn Hua Taphan School Network, Amnat Charoen Primary Educational Service Area Office, was found to be at a high level overall. When each aspect was considered, the aspects with the highest mean scores were Upekkhā (equanimity), Karuṇā (compassion), Muditā (sympathetic joy), and Mettā (loving-kindness), respectively. 2. The approaches to building organisational relationships based on the Four Brahmavihāra principles among teachers and educational personnel in the Sriboonpajarn Hua Taphan School Network, Amnat Charoen Primary Educational Service Area Office, were found to be at a high level overall. The aspects with the highest mean scores were participation and shared goals, adherence to moral principles and respect for rights, sincerity and trust, and transparent and open communication, respectively. 3.The guidelines for developing organisational relationships based on the Four Brahmavihāra principles among teachers and educational personnel in the Sriboonpajarn Hua Taphan School Network, Amnat Charoen Primary Educational Service Area Office, consisted of the following: (3.1) in terms of Mettā (loving-kindness), educational institutions should develop a positive organisational climate based on goodwill; (3.2) in terms of Karuṇā (compassion), educational institutions should manage by listening attentively to problems and understanding the life contexts and responsibilities of personnel; (3.3) in terms of Muditā (sympathetic joy), educational institutions should establish appropriate mechanisms for appreciating and recognising the achievements of personnel; and (3.4) in terms of Upekkhā (equanimity), educational institutions should make decisions based on reason and clear criteria, consider facts without bias, and foster an atmosphere in which personnel treat one another with impartiality.