TEACHER DEVELOPMENT BASED ON THE PRINCIPLES OF KALYANAMITTA IN GENERAL EDUCATION DIVISION OF BUDDHIST SCRIPTURE SCHOOLS IN SISAKET PROVINCE

Abstract

Examine the current state, methods, and evaluation of teacher development based on the Kalyāṇamitta principles in Phrapariyattidhamma Schools, General Education Division, Sisaket Province. The study employed a multi-phase mixed methods research design consisting of three phases: quantitative data collection using questionnaires from a sample of 73 monks/personnel, qualitative in-depth interviews with 12 key informants, and evaluation by 5 experts. Data were analyzed using percentage, mean, and standard deviation. The findings revealed that: 1.The overall state of teacher development was at a moderate level. The aspect with the highest mean score was the use of instructional media and educational technology, which was at a high level. This was followed by training and further education, measurement and evaluation, learner-centered instructional management, and classroom research, all of which were at a moderate level. 2.The methods of teacher development based on the Kalyāṇamitta principles implemented by administrators consisted of five key approaches: providing compassionate guidance, offering constructive feedback, promoting professional learning communities, serving as moral role models, and enhancing teacher motivation. 3.The evaluation of teacher development based on the Kalyāṇamitta principles was overall at the highest level. Feasibility and utility were rated at the highest level, while accuracy and propriety were rated at a high level. These results indicate that applying the Kalyāṇamitta principles is effective and appropriate for teacher development in the context of Phrapariyattidhamma Schools.