Academic Administration Based on the Four Saṅgahavatthu Principles of School Administrators under the Office of Khon Kaen Primary Educational Service Area 3

Abstract

This study aimed to (1) study the current state of academic administration based on the Four Saṅgahavatthu Principles and (2) explore strategic approaches for applying these principles in school administration. The research was a mixed-methods approach that integrates both quantitative and qualitative methodologies. The study sample comprised 293 participants, including school administrators and teachers, who were selected through simple random sampling. Additionally, nine key informants were identified to provide deeper insights. The instruments used in the research consisted of a questionnaire, which achieved a high reliability coefficient of .969, and interviews. Quantitative data were analyzed using descriptive statistics, such as percentages, means, and standard deviations, while qualitative data were examined through content analysis based on deductive reasoning.
The research results found that:
1. The overall implementation of academic administration based on the Four Saṅgahavatthu Principles by school administrators Overall, the practices are implemented at a high level, and when analyzed by dimension, the area with the highest average score is Samanattatā (Equality and Fairness in Treatment), followed by Piyavācā (Kind and Encouraging Speech), Atthacariyā (Conduct Beneficial to Others), and Dāna (Generosity and Sharing), respectively.
2. Strategic Guidelines for Academic Administration Based on the Four Saṅgahavatthu Principles: Administrators provide guidance and constructive advice, inspiring confidence and motivation among teachers and students. Encouraging and supportive language is used to stimulate creativity and foster open idea exchange among teachers and students. Teachers and students are encouraged to think outside the box and engage in innovative learning experiences that challenge and inspire intellectual growth. Administrators create an inclusive learning environment where students with diverse knowledge backgrounds can collaborate and learn together in an open and supportive setting.