Academic Administration for Developing Early Childhood Learning Skills Based on Buddhist Principles among Teachers in Small Schools under the Bangkok Metropolitan Administration

Abstract

This dissertation aims to 1) study the learning skills of early childhood children in small schools under the Bangkok Metropolitan Administration; 2) develop academic administration for the development of early childhood learning skills based on Buddhist principles among teachers in small schools under the Bangkok Metropolitan Administration; and 3) evaluate the academic administration for the development of early childhood learning skills based on Buddhist principles among teachers in small schools under the Bangkok Metropolitan Administration. This research employs a mixed-methods approach combining quantitative and qualitative research. The quantitative research used a sample of 338 administrators and teachers from small schools under the Bangkok Metropolitan Administration, and an evaluation of academic administration was conducted by 30 participants. The research instrument was a questionnaire, with statistical methods including frequency, percentage, mean, and standard deviation. The qualitative research involved interviews with 15 teachers and focus group discussions with 9 experts. The tools used were interview guides, focus group discussion manuals, and qualitative analysis. The research findings revealed: 1. The overall results of academic administration for the development of early childhood learning skills among teachers in small schools under the Bangkok Metropolitan Administration, across all five areas, showed a high level of opinion. For each area, the results, ranked from highest to lowest, were: educational supervision and guidance. 1. Regarding the development of innovative educational media and technology, teaching and learning management in educational institutions, assessment and evaluation and credit transfer, and school curriculum development, the overall results of the study on early childhood learning skills in small schools under the Bangkok Metropolitan Administration (BMA) showed a high level of opinion in all four areas. When considering each area individually, it was found that all areas were at a high level, in descending order of highest: emotional and mental development, intellectual development, social development, and physical development. 2. The results of the development of academic administration to enhance early childhood learning skills based on Buddhist principles for teachers in small schools under the Bangkok Metropolitan Administration (BMA) found that it consisted of four textual components: Component 1: Principles and rationale; Component 2: Objectives; Component 3: Methodology; Component 4: Academic administration activities to enhance early childhood learning skills based on Buddhist principles for teachers in small schools under the BMA. These activities can be developed through: Activity 1: A happy classroom with moral principles; Activity 2: Teachers as media creators, focusing on creative concentration; Activity 3: Buddhist-based supervision, guiding with wisdom; and guidelines for evaluating academic administration to enhance early childhood learning skills based on Buddhist principles for teachers in small schools under the BMA. Element 4: Conditions for Success 3. The evaluation of academic administration for developing early childhood learning skills based on Buddhist principles in small schools under the Bangkok Metropolitan Administration (BMA) revealed that, in terms of feasibility, appropriateness, and usefulness, respectively, it can be used to develop academic administration for developing early childhood learning skills based on Buddhist principles in small schools under the BMA, according to the BAMAS, which includes: B = Buddhist-Based (using Buddhist principles (Trisikha) as the core), A = Academic Administration, M = Mindful Media & Innovation (focus and commitment in creating media and practice), A = Active Wisdom Coaching (proactive supervision emphasizing reflective thinking with wisdom through Buddhist-based supervision activities), and S = Small-School Context (specificity for the context of small schools).