APPROACHES FOR ADMINISTRATION DEVELOPMENT OF MORAL SCHOOLS BASED ON TRI-SIKKHA UNDER SURIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The purposes of this research were 1) to study the administrative conditions of moral schools under Surin District 3 Office of Primary Education, 2) to compare the administrative conditions of moral schools under  Surin District 3 Office of Primary Education, classified by position and work experience, and  3) to propose guidelines for the administrative development of moral schools based on the principles of Tri-Sikkha (Threefold Traning) under the Surin District 3 Office of Primary Education. The research design was a mixed-methods approach, combining both quantitative and qualitative research methods. The tools used in the study included a questionnaire, with a sample group of 214 school administrators and teachers, and an interview Form for 7 informants. The statistical methods used included percentage, mean, standard deviation, frequency, t-test, and one-way ANOVA.

The research findings revealed that:

1.The overall administrative conditions of moral schools under Surin District 3 Office of Primary Education were at a high level. When considered by each aspect, it was found that rated at a high level.
2.The results of the comparison of moral school administration conditions, classified by position, showed no significant differences, which did not support the initial hypothesis. However, when classified by years of work experience, the results revealed statistically significant differences at the 0.05 level, consistent with the stated hypothesis.
3. The guidelines for developing moral school administration based on the Tri-Sikkha principle consist of: 1) School Context that Supports Moral Cultivation: its key guidelines were to promote the use of information systems and to incorporate moral project-based learning into the school's action plan. 2) School Leadership with Moral Understanding: its key guidelines were to provide training for school administrators and to encourage them to demonstrate good moral conduct as role models. 3) Teachers' Understanding of Moral Principles: its key guidelines were includes providing training to enhance teachers’ capabilities and encouraging them to share and disseminate their work. 4) Students' Understanding of Moral Principles: its key guidelines were organizing training programs to develop student potential, establishing clubs or activity groups for student leaders, and promoting knowledge-sharing activities to build networks. These four aspects can be applied in alignment with the principles of Tri-Sikkha.