THE POTENTIALITY PROMOTION OF THE MORAL TEACHING MONKS IN THE SCHOOL OF THE SANGHA IN MUEANG DISTRICT OF NAKHONNAYOK PROVINCE

Abstract

This study aimed to (1) assess the level of instructional capacity development among monastic teachers of Dhamma in schools; (2) compare students’ perceptions of that capacity development by personal factors; and (3) propose guidelines for enhancing the instructional capacity of monastic teachers of Dhamma in schools. A mixed‐methods design was employed. The quantitative phase used a questionnaire (Cronbach’s alpha = 0.934) administered to 203 students. Data were analyzed using frequency, percentage, mean, and standard deviation, as well as one‐way analysis of variance. The qualitative phase comprised in-depth interviews with nine key informants, with data subjected to descriptive content analysis.

The findings were as follows:

1. Overall, the level of instructional capacity development among monastic Dhamma teachers in schools was high (mean = 4.26, S.D. = 0.83).


2. When comparing students’ perceptions by personal factors, no significant difference was found between male and female students, leading to rejection of the corresponding research hypothesis. In contrast, statistically significant differences (p < 0.05) were observed based on students’ age and educational level, supporting the relevant research hypothesis.


3. The proposed guidelines for enhancing the instructional capacity of monastic Dhamma teachers in schools cover four areas:

1)Teaching the core Buddhist curriculum in basic education, with an emphasis on knowledge transmission; 2)Leading students in meditation practice; 3)Instructing or reviewing the Dhamma study program for students; and 4)Integrating Buddhist teaching into daily life.