BUDDHIST METHOD FOR PROMOTING WORK PERFORMANCE COMPETENCY OF SCHOOL MORALITY TEACHING MONKS IN PHRA NAKORN SI AYUTHAYA PROVINCE

Abstract

Objectives of this research paper were: 1. To study the level of operational potentials. 2. To study the relationship between the 4 S’s Buddhist methods and the operational potentials, and 3. To present Buddhist methods to promote the operational potential. The study employed a Mixed Methods. Quantitative research, data were collected from samples of 200 monks selected using Taro Yamane’s formula, utilizing a questionnaire that measured potential across 5 aspects and the 4 S’s Buddhist methods with a high reliability coefficient of 0.971 for the entire instrument, The quantitative data were analyzed using descriptive statistics and multiple regression. The qualitative research involved in-depth interviewing 9 key informants who were monks and laypersons purposefully selected. Data were analyzed
by systematic contentdescriptive interpretation.

Findings were as follows: 1. The overall operational potential level of Buddhist morality-teaching monks in schools in Phra Nakhon Si Ayutthaya Province was at a high level ( = 3.79), with the aspects ranked from highest to lowest being: Motivation/Attitude, Personal Characteristics, Self-Concept, Knowledge, and Skills. 2. The relationship between the 4 S’s Buddhist methods and the operational potentials of In-School-Morality-Teaching-Monks in Phra Nakhon Si Ayutthaya Provincial Schools was found that the 4 S’s Buddhist method, by overall, had a positive relationship at a very high level. (R = 0.815**) which was statistically significant at the 0.01 level and each aspect, had a positive relationship value at moderate level in the descending order: Sampahansanā, Samuttechanā, Santassanā, Samatapanā, respectively, and 3. The researcher proposed Buddhist approaches to promote all 5 aspects of potential by applying the 4 S’s Buddhist method to their operational duties, resulting in the monks acquiring knowledge and being able to explain the Dhamma correctly, clearly, and appropriately for the learners (Santassanā), this application further led to the development of skills in instructional management, planning, media usage, and atmosphere creation (Samatapanā), It also fostered a realization of their roles and duties and increased their determination (Samuttechanā), Additionally, it improved their external personality-being neat, composed, and serving as a good role model for the students (Sampahansanā).