Journal of Buddhistic Sociology

THE EMOTIONAL QUOTIENT OF SCHOOL ADMINISTRATORS AFFECTING MORALE IN THE OPERATION OF TEACHERS UNDER NAKHON SI THAMMARAT EDUCATIONAL SERVICE AREA OFFICE 4

Sasipreeya Hengsiri — 2025-09-30

This research aimed to: 1) study the emotional intelligence of school administrators, 2) examine teachers' morale and motivation in their work, 3) investigate the impact of school administrators' emotional intelligence on teachers' morale and motivation, and 4) explore approaches to developing school administrators' emotional intelligence to enhance teachers' morale and motivation in schools under the jurisdiction of Nakhon Si Thammarat Primary Educational Service Area Office 4. The sample consisted of 303 school administrators and teachers selected using stratified random sampling. The research instruments included a five-point Likert scale questionnaire and an interview. The statistical methods used for data analysis were percentage, mean, standard deviation, correlation coefficient analysis, multiple regression analysis, and content analysis.

The research findings revealed that;

The overall level of emotional intelligence was high, with the self-awareness aspect having the highest mean score.
The overall level of teachers' morale and motivation in their work was also high, with the aspect of positive relationships with colleagues receiving the highest mean score.
The emotional intelligence of administrators in terms of self-emotional control and perception of other people's emotions have a statistically significant effect on teachers' morale and motivation at the .01 level with a high correlation coefficient (r = .850) in a positive direction.
Organizing training activities on emotional management, enhancing positive communication skills, creating an organizational culture that emphasizes understanding and appreciating the value of personnel, including organizing activities to motivate teachers to have continuous motivation to work, can be used to develop school administrators to have positive leadership that results in raising the quality of education management in general in a sustainable manner.

EDUCATIONAL RESOURCE MANAGEMENT AFFECTING ACADEMIC ADMINISTRATION OF SCHOOLS UNDER THE OFFICE OF NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA 2

Panida Cheunjit — 2025-09-30

The objectives of this research were to: 1) study the management of educational resources, 2) study the academic administration of educational institutions, 3) examine the impact of educational resource management on academic administration, and 4) explore approaches for developing the management of educational resources by school administrators under the Nakhon Si Thammarat Primary Educational Service Area Office 2. The sample consisted of 331 school administrators and teachers selected through stratified random sampling, based on the size of schools within the jurisdiction of the Nakhon Si Thammarat Primary Educational Service Area Office 2 in the academic year 2023. The research instrument used was a five-point Likert scale questionnaire. The statistical methods employed in the analysis included percentage, mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis.

The research findings were as follows;

The overall level of educational resource management was found to be at the highest level. Among the different aspects, financial management had the highest average score.
The overall level of academic administration was also at the highest level. The aspect with the highest average score was the implementation of the school-based curriculum in teaching and learning.
Educational resource management had a statistically significant positive effect on academic administration at the .01 level, with a high level of positive correlation across four aspects.
As for the development of educational resource management, it was found that school administrators need to adopt a systematic management approach, prioritizing individuals’ capabilities and aptitudes to foster a happy working environment within the organization. In terms of financial management, administrators must study, understand, and systematically plan operations while clearly communicating objectives, procedures, and processes to all departments. Regarding materials and equipment, administrators should have clear strategies, goals, and plans to procure and utilize resources from external agencies to support education and build networks. For school buildings and facilities, administrators should set strategies, goals, and plans based on data on actual needs and usage.

DEVELOPMENT OF OPERATIONAL ON THE FOUR PRINCIPLES IDDHIPADA OF VILLAGE HEALTH VOLUNTEERS IN CHACHOENGSAO PROVINCE

Phrakhrusangkharak Wichit Soontarawat — 2025-09-30

This research aims to analyze a framework for developing the performance of Village Health Volunteers (VHVs) in Chachoengsao Province, by applying the Buddhist principles of Iddhipada 4 (The Four Paths to Success). Employing a mixed-methods approach, the study utilized a quantitative survey administered to a sample of VHVs, complemented by qualitative in-depth interviews and focus groups. The findings reveal a significant positive correlation between the four principles of Iddhipada 4 Chanda (love for work), Viriya (perseverance), Chitta (awareness and development) and Vimansā (constant reflection) and the operational performance of VHVs. Qualitative analysis further illuminates how these principles serve as the psychological foundation for effective volunteerism, moving beyond mere task execution. The study proposes a “Framework for Developing the Performance of Village Health Volunteers based on the Principles of Iddhipada 4” as its primary contribution. It recommends that public health agencies integrate this framework into VHV training and support systems to foster sustainable and intrinsically motivated community health work.

THE EVALUATION OF THAI LANGUAGE DEVELOP READING WRITING AND COMMUNICATION SKILLS PROJECT AT BANTUADTHONG SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Yanee Srinuroj — 2025-09-30

This study aimed to evaluate the Thai language skill development project at Ban Thuad Thong School, under the Nakhon Si Thammarat Primary Educational Service Area Office 1. The evaluation focused on three aspects: 1) project objectives, 2) implementation process, and 3) project outcomes. The sample group included 237 participants, consisting of school administrators, teachers, and students. Research instruments included a five-point Likert scale questionnaire and focus group discussions. Quantitative data were analyzed using descriptive statistics: percentage, mean, and standard deviation. Qualitative data were analyzed using content analysis.

The results showed that;

The project objectives were clear, easy to understand, and aligned with school policies and activities, although some objectives did not fully meet student needs. The implementation process generally followed the planned procedures, with structured activities. However, there were limitations in aligning activities with academic standards and in establishing a systematic data collection process. In terms of outcomes, students’ academic performance in Thai language improved, especially in the academic years 2022–2023, where achievement exceeded school targets. National O-NET scores also showed a rising trend. Additionally, students expressed high satisfaction with the project, particularly in areas where they felt it positively impacted their Thai language learning.

THE EFFECT OF OUTDOOR ACTIVITIES ACCOMPANIED CODE SWITCHING ON PRESCHOOL CHILDREN’S ENGLISH ABILITY, PHONPHRARUANGPRASIT SCHOOL, BANGKOK

Tipawan Wanich — 2025-09-30

This research aimed to compare preschool children’s English ability before and after participating in outdoor activities accompanied by Code Switching. This is a quasi-experimental research with one-group pretest-posttest design. The population consisted of 16 preschool children, boys and girls, aged 4-5 years, studied at Kindergarten 2 in the second semester of the 2024 academic year at Phonphraruangprasit School, Bangkok. The research instruments included 1) outdoor activities accompanied by Code Switching lesson plans, which consisted of 4 steps: (1) prepare and review prior knowledge, (2) demonstrate and game trial, (3) conduct outdoor activities accompanied by Code Switching, and (4) summarize and evaluate. There were total of 32 lesson plans with a consistency index (IOC) ranging from .67 to 1.00, and 2) preschool children’s English ability test consisted of 2 sections of 20 items, 10 items for listening ability and 10 items for speaking ability, with a consistency index (IOC) ranging from .67 to 1.00, a difficulty index between .40 - .60, a discrimination index between .20 - .80, and a reliability value of .85. The statistics used to analyze data were population mean () and population standard deviation (). The research findings indicated that Preschool children, after participating in outdoor activities accompanied by Code Switching, had higher English ability than before the experiment.

EVALUATION OF THE ACADEMIC ACHIEVEMENT DEVELOPMENT PROJECT AT WAT KAD SCHOOL NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA 1

Nitiya Buntasang — 2025-09-30

The evaluation of the Academic Achievement Development Project at Wat Kad School for the academic year 2023 aimed to: 1) evaluate the objectives of the project, 2) evaluate the project process, and 3) evaluate the project outcomes. The participants providing information included 1 school administrator, 11 teachers, and 47 students from grades 4–6. The research instruments consisted of questionnaires, student academic achievement records, reading ability assessment records (RT), national test of basic competencies (NT), ordinary national educational test (O-NET), and focus group discussions. Data were analyzed using percentages, means (), standard deviations (S.D.), item-objective congruence index (IOC), and content analysis.

The results showed that;

The project objectives were rated at the highest level, with the appropriateness of the objectives receiving the highest score.
The project process was rated at the highest level, with readiness/ preparation receiving the highest score.

Outcomes based on satisfaction

3.1 Outcomes based on administrators’ and teachers’ satisfaction were high, with teachers’ implementation results receiving the highest score.

3.2 Outcomes based on students’ satisfaction were high, with students’ interest and cooperation in learning activities receiving the highest score.

3.3 Students’ academic achievement for grades 1–6 exceeded the school’s target, with a mean score of 78.38.

3.4 Reading ability assessment (RT) showed a mean score of 93.60, which was higher than the national average.

3.5 The National Test of basic competencies (NT) showed a mean score of 52.50, which was below the national average.

3.6 The Ordinary National Educational Test (O-NET) for grade 6 showed a mean score of 42.97, which was higher than the national average.

APPLYING THE FOUR NOBLE TRUTHS IN TEACHING SOCIAL STUDIES

Phra paladpairod Atulo (Sommai) — 2025-09-30

Although Buddhism has been around for a long time, Buddhism has flourished greatly in Southeast Asia. Buddhism is a religion that Buddhists give importance to. It is generally known that the Buddha, whose original name was Prince Siddhattha, was ordained and became enlightened. The four noble truths are: 1) The truth of suffering, 2) The truth of the cause of suffering, 3) The truth of the cessation of suffering, and 4) The truth of the path to the cessation of suffering. Many educational scholars have applied the four noble truths to teaching and learning, and it is consistent with the development of learners, helping them solve problems and gain skills to live happily and efficiently in society. It focuses on learners understanding themselves, society, and the world they live in, as well as being able to adapt and participate in creating a better society. The application of the Four Noble Truths in teaching social studies has four steps of application in teaching: the first step is called the stage of suffering (defining the problem), step 2) the stage of origination (searching for the cause), step 3) the stage of cessation (discussion, experimentation), and step 4, the stage of the path (conclusion). For this reason, the author is interested in writing two academic articles: 1) To study the Four Noble Truths in applying them to teaching and learning, 2) To study the Four Noble Truths and their application in daily life. Therefore, the author studied textbooks, documents, and academic works, and then wrote this article.

INTERNAL SUPERVISION FOR THE 21ST CENTURY

Wilailuk Lawoo — 2025-09-30

This academic article aims to study supervision in the 21^st century. From this study, it can be concluded that internal supervision in the 21^stcentury must involve the cooperation of all involved parties. Currently based on the conceptual framework used to guide internal supervision operations including 1) System Approach, 2) Humanistic Approach, and 3) Collaborative Approach which supervision within the school. It is very necessary to promote the quality of teaching and learning and can solve problems, so teachers can develop and improve their own teaching and learning management when school administrators know the real problems of the school to improve and develop teachers' abilities, which includes knowledge, skills, and attitudes of teachers in teaching and learning to be able to solve problems and provide effective instruction to students because supervision within the school is directly related to the development of the school to be more efficient and actions are directly related to attitudes, beliefs, and responsibilities. Stimulating or stimulating teachers improve themselves as well as teachers' ideas on how to work together more appropriately and efficiently.

ACTIVE LEARNING MANAGEMENT BASED ON THE SANGAHAVATTHU 4 PRINCIPLES FOR 21ST CENTURY LEARNERS

Naiyanan Chumbuacha — 2025-09-30

The purpose of this academic article is to examine Active Learning Management Based on the Sangahavatthu 4 Principles for 21^st Century Learners-namely generosity (tan), kind speech (peyavaja), beneficial conduct (atthacariya), and impartiality (samanattata) - which are ethical teachings from Buddhism that promote harmonious social interactions. The paper explores how these principles can be incorporated into active learning practices to enhance student participation, foster analytical thinking, encourage collaboration, and support meaningful engagement in the classroom. The author highlights the learner-centered approach of active learning and aligns it with the moral dimensions of Sangahavatthu in the context of modern education. Findings from the analysis indicate that the Sangahavatthu 4 Principles are naturally compatible with the fundamental elements of active learning. They are particularly effective in cultivating positive teacher-student relationships, creating a supportive learning environment, and integrating moral development with academic achievement. Generosity enables teachers to share resources, knowledge, and time with students openly. Kind speech promotes motivational and trustful communication. Beneficial conduct exemplifies moral leadership through teacher behavior. Impartiality ensures fairness and equity in student treatment and classroom interactions. This article concludes that incorporating the Sangahavatthu 4 Principles into active learning management does not merely enhance learning outcomes but also fosters deep-rooted ethical awareness in both teachers and students. It offers a sustainable model of education that balances intellectual growth with moral and spiritual development, making the learning experience holistic, meaningful, and culturally grounded.

DIGITAL LEARNING MANAGEMENT IN SMALL SCHOOLS

Chuthamas Chomthong — 2025-09-30

In the digital age, technology has become a pivotal force in transforming educational practices, particularly within small-school contexts that often grapple with constraints related to resources, personnel, and infrastructure. The strategic integration of digital technologies into instructional management holds the potential to bridge educational gaps and foster lifelong learning, Individualized Learning and participatory learning paradigms. This article critically examines pedagogical strategies that leverage digital technologies to enhance learning management in small schools. Specifically, it addresses: 1) models of digital technology–enhanced learning in small-school environments; 2) the evolving roles of school leaders and teachers in facilitating technology-driven instruction; 3) the application of the Technological Pedagogical Content Knowledge (TPACK) framework; and 4) the contextual integration of TPACK within the unique settings of small schools. The findings underscore the necessity of synchronizing infrastructural development with continuous professional growth among educators to achieve sustainable and context-responsive instructional outcomes. This scholarly inquiry contributes to the body of knowledge that supports the effective design and implementation of digital learning strategies tailored to the distinct challenges and opportunities of small educational institutions.