A study of the competency of morality teaching monks based on kalyāṇamitta according to the perspectives of teachers and school administrators in elementary schools, uthai thani province

Abstract

The thesis entitled “A Study of the Competency of Morality Teaching Monks Based on Kalyāṇamitta According to the Perspectives of Teachers and School Administrators in Elementary Schools, Uthai Thani Province” consisted of three objectives: 1) to study the conditions of the competency of morality teaching monks based on Kalyāṇamitta according to the perspectives of teachers and school administrators in elementary schools, Uthai Thani province; 2) to compare the opinions towards the competency of morality teaching monks based on Kalyāṇamitta according to the perspectives of teachers and school administrators in elementary schools, Uthai Thani province, classified by personal factors; and 3) to study problems, obstacles and suggestions about the competency of morality teaching monks based on Kalyāṇamitta according to the perspectives of teachers and school administrators in elementary schools, Uthai Thani province.

This was descriptive research employing both quantitative and qualitative research methods. For the quantitative method, the data was collected from 254 teachers and school administrators by means of a simple random sampling. The statistics used were frequency, percentage, average, standard deviation (S.D.), t-test and one-way ANOVA. For the qualitative method, the data was collected from 6 key informants. The content analysis was employed as a research tool.

From the study, it was found as follows:

The overall conditions of the competency of morality teaching monks based on Kalyāṇamitta according to the perspectives of teachers and school administrators in elementary schools, Uthai Thani province found to be at a high level. When considering each aspect, it was found that the aspect of teaching and learning had the highest average. While the media production and usage had the lowest average.

The comparison results of the opinions towards the competency of morality teaching monks based on Kalyāṇamitta according to the perspectives of teachers and school administrators in elementary schools, Uthai Thani province when classified by personal factors, it was found that there was no difference between the overall aspect and each aspect.

From the study of the problems, obstacles and suggestions about the competency of morality teaching monks based on Kalyāṇamitta according to the perspectives of teachers and school administrators in elementary schools, Uthai Thani province, it was found as the following aspects:

1) Curriculum: it was revealed that morality teaching monks lacked knowledge and understanding in designing curriculum. They were also unable to determine the curriculum structure according to the objectives of having the student-centered learning. Therefore, there should set up a systematic work plan as well as the policy in finding monks with knowledge and capability to work.

2) The Teaching and Learning Management: it was revealed that morality teaching monks lacked knowledge and capability in attracting the learners when teaching. They were unable to control the class well and lacked cooperation between teachers in Buddhism subject. Therefore, the teaching style should be relaxing, not focus on teaching only the Dhamma but must include entertainment to attract students’ interest as well. In addition, they should use various teaching techniques to motivate students to pay more attention and interest to learn the Dhamma.

3) The use of teaching and learning materials: it was found that morality teaching monks lacked capability in using the laboratory for promoting the learning, lacked knowledge in using media, lacked the ability to use the learning sources both inside and outside the schools and lacked knowledge in using technology for teaching. Therefore, the training for using the laboratory for promoting the learning should be arranged for the morality teaching monks.

4) Evaluation and Assessment: it was found that morality teaching monks lacked knowledge and understanding of the evaluation and assessment regulations of schools as well as the understanding in analyzing scores and tests. Therefore, there morality teaching monks should be trained with knowledge and understanding of the evaluation and assessment regulations of schools. There should be a strict evaluation of teaching and learning, as well, in order to understand the importance of the learning results.