A Model for Teaching Potential Development of Teachers of Phrapariyattidhamma School Based on the Buddhist Integration

Abstract

This research article aimed to explore the overall situation, examine trends, and introduce a framework for enhancing the teaching potential of educators at Phrapariyattidhamma Schools based on Buddhist integration. The study was conducted at Bali Sathit School (Chiang Mai), Sophon Witthaya School (Lamphun), and Wat Phra That Doi Kong Mu School (Mae Hong Son). This qualitative research utilized in-depth interviews with 20 contributors and focus group discussions involving 7 experts, selected through purposive sampling, making a total of 27 participants. The data were analyzed by identifying major themes, conducting content analysis, and presenting descriptive findings aligned with the study's objectives.

The research found that:

1. The teaching status of educators at Phrapariyattidhamma Schools is evaluated through five aspects: (1) academic expertise and subject knowledge, (2) merging Dhamma principles with standard subjects, (3) learning management alongside effective use of teaching materials, (4) fostering moral and ethical growth in students, and (5) pursuing personal development and adapting to change.
2. The teaching approaches employed by educators at the Buddhist monastic schools can be classified into five types: (1) utilizing technology in teaching, (2) encouraging participatory learning, (3) focusing on instilling Sīla, Samādhi, Paññā, (4) promoting integrated thinking in educational practices, and (5) emphasizing the development of essential life skills.
3. The framework for improving the teaching capabilities of educators at Buddhist monastic schools through Buddhist integration involves applying the threefold training principles of Sīla, Samādhi, Paññā.