ABSTRACT

The objectives of research were as follows : 1) to study style of learning and teaching of monks moralily teachers in Singburi Province schools 2) to compare the opinion towards learning and teaching problems of monks morality teachers in Singburi Province schools by classifying on personal factors. 3) to study the problems, barriers and suggestions for solutions of the learning and teaching problems of monks morality teachers in Singburi Province Schools. The sample consisted of 100 monks morality teachers in Singburi  Province Schools. The instruments of the research used Questionnaire (checklist) with .971 of reliability and rating scale. The Analysis of Data performed by Social Package of Social Science. The statistics for the research employed frequency, percentage, mean, standard deviation, t-test, One Way ANOVA and Least Significant Difference: LSD.

The results of the research were as follows : most of monks morality teachers in Singburi Province Schools have informed that the problems of learning and teaching process were in high mean scores as a whole ( = 3.87) and with all dimensions. According to curriculum; it was found that the monks who taught in schools could not cover the curriculum’s content. Referring to learning and teaching dimension; it was found that monks morality teachers in Singburi Province Schools also having the problems’ level in high mean scores ( = 3.595). Due to Measurement and evaluation dimension, it was found that monks morality teachers in Singburi Province schools  having the problems’ level in high mean scores ( = 3.6225). General information of the respondents, most of the monks morality teachers had Vassa between 0-10 years old for the number of 44 bodies (44 percent). The monks morality teachers who had 31 vassa and above consisted of 2 bodies (2 percent). The majority of monks morality teachers who had the ages between 41-60 years old were 46 bodies (46 percent). The minimum number of monks morality teachers were 2 bodies who were 61 years old and above. The majority of monks morality teachers who have obtained the Dhamma scholar were 80 bodies (80 percent). The minimum number of monks morality teachers were 2 bodies (2 percent) who have obtained ecclesiastical graduated of Dhamma studies. Most of monks morality teachers who had no Parinnu were 74 bodies (74 percent). The most of monks morality teachers who have graduated in higher secondary school and vocational school were 55 bodies (55 percent). According to teaching experience it was found that monks morality teachers had teaching experience between 0-5 years old for the number of 69 bodies (69 percent). Referring to monthly money allowance most of monks morality teachers wanted to receive compensation due to their education level. The needs for teaching at low level of monks morality teachers were 51 bodies (51 percent). The test of hypothesis have been rejected with significant difference at .o5 levels by vassa, level of Dhamma studies, Pali Tipitaka Section, rank, teaching experience, compensation and preferring to teaching. Only the age of the monks morality teachers was found the significant difference at .05 level. In conclusion the Learning and Teaching Problems of Monks Morality Teachers in descending order viz measurement and evaluation ( = 3.6225), instruction media  ( = 3.5950). curriculum ( = 3.5640). and learning and teaching ( = 3.2088). The monks morality teachers should receive training on how to measure and evaluate the learning and teaching process continuously.

The suggestions for solving problems were as follows : it should have the policy for providing sufficient instructional media.It should have the special training concern about self-development of monks.It should have teaching demonstration to monks about teaching and learning process, and instructional media. It should have suitable time-table for teaching. It should provide enough budget specially to produce the good instructional media.