The objectives of this research were to: 1. study the management of moral teaching in schools at Tap Khlo District, Phichit Province. 2. compare the level of students' opinions on the management of moral teaching in schools at Thap Khlo District, Phichit Province, classified by personal factors and 3. study problems, obstacles and suggestions for the development of moral teaching performance in schools at Thap Khlo District, Phichit Province
Methodology was the mixed methods: The quantitative research using Survey collecting data by questionnaires with the confidence value equal to 0.479. Data were collected from 289 samples who were students and analyzed data by frequency, percentage, mean, standard deviation, t-test, F-test by analysis of One-way analysis of variance, ANOVA The qualitative research collected data from 8 key informants by indepth interviewing and analyzed data by descriptive content analysis
Findings were as follows:
1. Management of moral teaching in schools in Tap Khlo District, Phichit Province, by overall was at a high level ( = 4.09, S.D. = 0.47) Each aspect in 4 aspects were also at a high level, namely; Planning was at high level ( = 4.09, SD = 0.37), Examination was at high level ( = 4.09, SD = 0.35 Improvement was at high level ( = 4.03, SD = 0.36) and practice was at high level ( = 4.02, SD = 0.36)
2. The results of the comparison of students’ opinions on the management of moral teaching in schools at Thap Khlo District, Phichit Province, by overall, classified by personal factors, namely gender, age, education, Dharma, education formal educational level. Students with these different personal factors had different opinions statistically at the level of 0.05, therefore accepting the set research hypothesis.
3. Problems, obstacles and suggestions regarding the management of moral teaching in schools at Thap Khlo District, Phichit Province, were that 1) planning, lack of knowledge and understanding in the preparation of curriculum. Schools were unable to set student-centered structures and courses. 2) Practice, unable to follow the scope, format and the courses of Buddhism, 3) Examination of educational institutions, schools did not give the clear content and instruction for evaluation to the moral teaching monks and did not have knowledge to evaluate the practice in the real situations, 4) Improvement, Moral teaching monks do not have participation in moral curriculum development, course administration for teaching and learning of Buddhism in educational institutions.
Suggestions are that: 1) Planning, there must be a work plan for the monks to teach morality in a systematic manner. and must have a policy to find a knowledgeable monks to perform the task so that the task will be completed perfectly
2) Practice, there should be study of pattern and scope of courses in order to follow the teaching curriculum before and after proceeding. 3) Examination, educational institutions should have skillful staff to assess the results of teaching for monks. To have serious evaluation in order to know the importance of learning,
4) Improvements, administrators should make the monks teach morality and be involved in development. Administrative guidelines for educational institutions are that development of courses in teaching and learning Buddhism in educational institutions for greater development.
Download |
