A Development Model for Participatory Academic Administration of the Phrapariyattidhamma Schools, General Education Division, Region 10, under the National Office of Buddhism

Abstract

This research aimed to: (1) investigate the components, indicators, and development guidelines for participatory academic administration; (2) construct a development model for participatory academic administration; (3) examine the effects of implementing the model; and (4) evaluate and refine the development model for participatory academic administration of the Phrapariyattidhamma Schools, General Education Division, Region 10, under the National Office of Buddhism. The study was conducted in four phases. Phase 1 investigate the components, indicators, and development guidelines. Nine experts evaluated the components and indicators, six experts contributed to the development guidelines, and 186 participants served as the sample group. Research instruments included evaluation forms, interviews, and questionnaires. Phase 2 involved constructing and evaluating the development model with nine experts. Phase 3 examined the implementation of the model with 12 participants. Phase 4 focused on evaluating and refining the model based on reflections from the same 12 participants.

The findings revealed that: (1) the components and indicators comprised five dimensions, ranked by priority needs as follows: curriculum development, instructional process development, educational supervision, development of innovative media and educational technology, and measurement and evaluation; (2) the model consisted of principles, objectives, content, development processes, measurement and evaluation, and conditions for success. The development processes incorporated the PDCA cycle, professional learning communities (PLC), and the 70/20/10 development approach. The overall evaluation of appropriateness and feasibility was at the highest level; (3) after implementation, administrators and teachers demonstrated the highest level of knowledge and understanding of participatory academic administration; and (4) the model proved beneficial across all components and can serve as an effective framework for enhancing academic administration in Phrapariyattidhamma Schools.