Abstract

The purposes of this research were 1) to study the theoretical concepts about the ethical behaviors of primary school students 2) to compare the ethical behaviors of primary school students classified by gender, age, family status and parents’ career a case study Kaolieo district, Nakhonsawan province and 3) to study the ethical behaviors of primary school students in terms of discipline, honesty, responsibility, five Buddhist precepts and integrity.

The samples of this research were 246 grade 5^th and 6^th primary school students    a case study Kaolieo district, Nakhonsawan province. Quantitative research method was mainly employed in this research. Questionnaire, with reliability value at 0.81, was used to collect the quantitative data. In-depth interview technique was used to collect qualitative data. Frequency, percentage, mean and standard deviation were used to analyze the data.

The results of this study were as follows;

1) From the documentary and related research study, the ethical behaviors of primary school students were related to discipline, endurance, punctuality, saving, diligence and gratitude for their parents. In addition, the moral and ethical behaviors according to the Buddhist teaching principle and the readiness of primary school students for doing good deeds were surveyed thoroughly.

2) The comparison of the ethical behaviors of primary school students classified by gender, age and parents’ career a case study Kaolieo district, Nakhonsawan province had no significant difference except family status had statistically significant difference at the 0.01 level.

3) The ethical behaviors of primary school students a case study Kaolieo district, Nakhonsawan province in terms of discipline, honesty, responsibility, five Buddhist precepts and integrity in overall aspects were at the medium level except honesty were at the high level.

The appropriate approach for developing the ethical behaviors of primary school students a case study Kaolieo district, Nakhonsawan province was described as follows; the management of classroom and learning activities should be in accordance with the learning style of students. For example, the implementation of socio-cultural and moral-based curriculum and instruction and the appropriate learning environment should be integrated into the classroom instruction.