Guideline for management in moral school project operation on the four noble truths in meung pichith school of pichith primary educational service area office 1

Abstract

The objectives of this research Article were; 1) to study the state of management for Moral school project operation on the four noble truths Meung Picith School of Picith Primary educational service area office 1 and 2) to finding the guideline for management in Moral school project operation on the four noble truths Meung Picith School of Picith Primary educational service area office 1. The quantitative data were  collected  from the sample of 287 people by questionnaires  and  then analyzed  by  percentage,  mean  and  standard  deviation. The qualitative data were collected by Semi –Structured interview with 9 key-informants and analyzed  by  content analysis. The results of the study found that: 1. the state of management for Moral school project operation on the four noble truths Meung Picith School of Picith Primary educational service area office 1: overall was at a high level. When considering in each aspect sorted from the highest to the lowest were school administrators, teacher and the lowest was  students. And 2. the guideline for management in Moral school project operation on the four noble truths Meung Picith School of Picith Primary educational service area office 1; School, school analyze the strengths and weaknesses of factors that have an effect on Moral school project operation. Then, develop creative environment and promote learning for school. Finding the moral learning source in close proximity to the school is conducted. for support school to educate moral for student. The school supervise and follow up by using the Plan-Do-Check-Act (PDCA) cycle. 2; School administrators, School administrators should give a chance for teacher to participate in Moral school project operation. Training sessions should be organized to impart knowledge, and a Professional Learning Community (PLC) approach should be applied to adapt to the school's operations effectively. 3; Teacher, Teachers should take responsibility for themselves and society, fostering innovation in promoting virtues. Continuous self-development through study and training is essential. Teachers should actively seek opportunities to apply their knowledge and skills by participating in various learning exchanges. Presenting their work through different channels allows them to showcase their accomplishments and contribute to the community's knowledge pool. This commitment to self-improvement and sharing knowledge enhances the teacher's role in building a virtuous and ethical society. 4; On the student side, educational institutions should create opportunities for students to develop communication and teamwork skills. Students should actively participate in problem-solving, take part in meetings to address issues alongside administrators and teachers, and engage in collaborative learning within the classroom. This approach empowers students to become leaders and followers, fostering a learning environment where they can exchange knowledge and ideas. Encouraging students to think boldly cultivates leadership qualities and teamwork, contributing to their overall development.