The main purposes of this thesis were to study the development of Thai Sangha’s Pāli ecclesiastical management from a Sukhothai age to the present time, problematic conditions of Pāli ecclesiastical management at Wat Buraparima, and attitudes of the Pāli ecclesiastical learning master, teachers and Buddhist novices on Pāli learning at Wat Buraparima.

            A result of the present study was found that the ecclesiastical education in the Sukhothai age was done with the use of Tipitaka as a text. It was not clear about a system of the ecclesiastical, and educational management. However, in the Ayutthaya age it was done clearly. The Lanna region was the golden age of Pāli ecclesiastical management because the learned monks wrote many Pāli literary books. From the Ram II of the Ratnakosin age, there was the reformation of the Pāli ecclesiastical education as Pāli I to Pāli IX. In the Rama VI, there was a change of the examinational system from oral examination to writing examination. In the present time, the Pāli ecclesiastical management had some change of a system of assessment that the Pāli I to Pāli V allowed students to take the examination again within that year if they failed. 

Two great problems of the Pāli ecclesiastical management at Wat Buraparima were to search difficultly the youths for ordination and a learning course, and the learners’ little effort to study Pāli. Later, the Pāli ecclesiastical management at Wat Buraparima had good propagation to encourage the youths to study with Buddhist ordination in a Pāli I-IV course. All teachers were given properly a monthly salary. The abbot and Buddhists gave students a welfare service including the time when the students got some disease.

            An analytical result of the Pāli ecclesiastical-learning manager’s, teachers’ and novices’ views on the Pāli ecclesiastical management was found in the following aspects.

            The importance of the Pāli curriculum for a learning-and-teaching process had the average of 41.7. The applied knowledge to the daily life and the importance of knowledge for the learning-and-teaching process had the average of 2.8. The Pāli teachers who came to work in time were in the average of 50.0. The possibility of the Pāli teachers training projects and the proper lesson-introducing project had the average of 2.8. The learning-and-teaching management was found that the propriety of learning buildings had the average of 50.0. The purposes of learning told before teaching had the average of 5.6. The leaning-and-teaching activities were found that the association of students in activities had the average of 44.4. There was the division of an academic year into two terms. The students’ participation in interesting activities had the average of 2.8.  The assessment was found that the requirement of a test before learning and teaching had the average of 50.0. The outdated media and the improper use of media in the learning-and-teaching process had the average of 2.8. The value of education was found that to learn Pāli for preserving Buddhism had the average of 58.3. To learn Pāli that had contributed greatly to a study of Thai, promotion of Pāli learning, and promotion of carefulness had the average of 2.8. 

            A descriptive result of an analysis of the Pāli ecclesiastical-learning manager’s, teachers’ and novices’ views on the Pāli ecclesiastical management were found in the following aspects.

             The Pāli curriculum was fond that the present curriculum was edited with well-fitting content, picture and media in all levels. The Pāli teachers were found that they had to be a learned man to make students more understanding and to get knowledge applied to the modern sciences such as the teaching psychology. The learning-and-teaching management was found that there was a friendly atmosphere of learning. The wanted things were the additional organized activities. The Buddhist Order who was responsible for this education should have the promotion to invent the teaching media. A leaning and teaching process was found that there should be the activities relating to a lesion before and after a learning class. The assessment was found that there should be the multiple-choices examination and a small test. A result of this test could be added in the Pāli royal examination. The leaning-and-teaching media was found that there should be the budget for making the learning media. Value of a Pāli study was found that to study Pāli was a good way to conserve the Buddha’s teachings, make a student strongly believe in Buddhism, and help a student to understand clearly the Buddhist principle with practicing and spreading Buddhism further.