Community Participation in Mobilizing Educational Resources in Small-Sized Schools under the Buriram Primary Educational Service Area Office 2 Based on the Four Sangahavatthu Principles

Abstract

This research article aimed to 1) examine the needs for community participation in mobilizing educational resources in small-sized schools under the Buriram Primary Educational Service Area Office 2, 2) examine the methods of community participation in mobilizing educational resources in small-sized schools based on the Four Sangahavatthu principles, and 3) develop policy recommendations for community participation in mobilizing educational resources in small-sized schools based on the Four Sangahavatthu principles. A mixed-methods design was employed. For the quantitative phase, the sample size was determined using Taro Yamane's formula from a population of 117 small schools, yielding a sample of 91 schools; respondents comprised 273 school administrators, teachers, and chairpersons of basic education school boards. For the qualitative phase, 7 key informants were used, including Ministry of Education inspectors, educational administrators, school administrators, and experts in Buddhist principles. Research instruments comprised a questionnaire, an interview form, and an evaluation form. Data were analyzed using mean, standard deviation, frequency, the Priority Needs Index, and descriptive content analysis. The results showed that 1) the overall need for community participation in mobilizing educational resources was at a high level (PNI Modified = 0.59), with participation in decision-making having the highest value, followed by participation in benefit-sharing, evaluation, and implementation, respectively; 2) methods of participation based on the Four Sangahavatthu principles comprised providing opportunities for community involvement in decision-making, building motivation and a sense of shared ownership, communication and feedback, and promoting participation in implementation, integrating the principles of Dana (giving), Piyavaca (kind speech), Atthacariya (useful conduct), and Samanattata (even and equal treatment); and 3) the synthesized policy recommendations formed a systems model comprising inputs, processes, outputs, outcomes, and feedback, using the Four Sangahavatthu principles as a mechanism to promote shared decision-making, shared implementation, and shared monitoring and evaluation for continuous improvement. The evaluation of the policy recommendations showed congruence and feasibility at the highest level (  = 4.78, S.D. = 0.42), indicating that the model is appropriate and can be systematically applied as a development framework.