A Model for Educational Quality Assurance According to the Buddha Dhamma Principle in Primary School Under the Office of the Basic Education Commission

Abstract

This research article aims to 1) examine the variables of the components of the quality assurance model for education, 2) analyze the components and develop the quality assurance model based on Buddhist principles, and 3) assess the appropriateness of the developed model in the context of primary schools under the Office of the Basic Education Commission. Using a mixed-methods approach was employed, the sample consisted of 379 primary schools, with two informants per school, namely administrators and teachers, totaling 758 people, which were obtained from the sample size determination according to Krejci and Morgan's table from a population of 26,766 schools. Data were collected from two informants per school: one school administrator and one teacher, totaling 758 informants, with purposive sampling applied for selecting administrators. The findings revealed that: 1) The mean scores for the variables of the quality assurance components were at the highest level across all variables, with the highest score for administrators' commitment to creating an educational environment, and the lowest for regular review and adjustment of strategies. 2) The components of the Buddhist based quality assurance model included four components: (1) Planning and driving educational quality, (2) Monitoring and evaluating educational quality, (3) Structuring and creating an educational environment, and (4) Setting goals and strategies for educational quality improvement. 3) All four components were positively correlated with statistically significant relationships at the .01 level. 4) The developed quality assurance model was evaluated as accurate, appropriate, feasible, and beneficial, receiving a 100% approval rating.