A MODEL OF GOOD FOLLOWERSHIP REINFORCEMENT ACCORDING TO BUDDHADHAMMA FOR TEACHERS UNDER OFFICE OF PRIMARY EDUCATIONAL SERVICE AREA

Abstract

The objectives of this research are: 1) to study the state of followership of teachers in schools under Primary Educational Service Area, 2) to develop a model of good followership reinforcement according to Buddhadhamma for teachers in schools under Primary Educational Service Area, and 3) to evaluate the model of good followership reinforcement according to Buddhadhamma for teachers in schools under Primary Educational Service Area. The mixed research methods were applied in this study. The qualitative data were collected from documents, in-depth interviews with 5 school administrators, and group discussions with 10 experts by using documentary study form and interview form. The quantitative data were collected by questionnaires from 379 school administrators obtained by simple random sampling. The data were analyzed by percentage, mean, standard deviation, and content analysis.

The research results showed that: 

1. The state of followership of teachers in schools under Primary Educational Service Area was at a high level overall. When considered in details by descending order, the highest level was on Inactive follower: to be assigned and reminded in the work repeatedly, followed by Survivor follower: not to have self-confidence and stand-point, independent follower: to prefer independence, Dependent follower: not to classify kinds of work, and Effective follower: to pay attention to work respectively.
2. The development of a model of good followership reinforcement according to Buddhadhamma for teachers in schools under Primary Educational Service Area consists of 4 parts; 1) Principle, 2) Objective consisting 2 factors: (1) Followership and (2) Buddhadhamma principles, 3) Good followership reinforcement according Buddhadhamma, and 4) Conditions to success.
   1. The total evaluation result of the model of good followership reinforcement according to Buddhadhamma for teachers in schools under Primary Educational Service Area was at a high level. In details, the highest level was on Utility, followed by Accuracy, Suitability, and Feasibility respectively.