The main objectives of this research are; 1) to study the opinions of teachers and students on the Buddhist Monk role in virtue and morality instruction for senior high school in Bangphae district, Ratchaburi province 2) to compare the opinions of teachers and students on the Buddhist monk role in virtue and morality instruction for senior high school in Bangphae district, Ratchaburi province, classified by personal status, and 3) to study the obstruction problems and suggestions on the Buddhist monk role in virtue and morality instruction for senior high school in Bangphae district, Ratchaburi province.              The research study was carried out by survey research study. The groups of samples for this research are 220 samples of the senior high school teachers and students, being drawn by simple random sampling. The method for data collection for this research is the questionnaire by using check-list, rating scale on 5 levels and opened end questions established by the researcher with the reliability value equal to 0.95. The research data was analyzed by using the program for social science research. The statistics that was being used for the analysis are frequency value, percentage value, average means and the standard deviation. The open-ended questions were analyzed by the Content Analysis Technique.

The findings of this research as following:                                                            1. The opinions of teachers and students on the Buddhist monk role in virtue and morality instruction for senior high school in Bangphae district, Ratchaburi province, found that teachers, students were very satisfied on the Buddhist priest role in virtue morality instruction for senior high school on the overall aspects, especially for the practical teaching.                                                                                              2. Comparative on the opinions of teachers and students on the Buddhist monk role in virtue and morality instruction for senior high school in Bangphae district, Ratchaburi province classified by gender, age, and educational status found that according to the gender, age, educational status of students and teachers from different places. The Buddhist monk role in virtue and morality instruction for senior high school in Bangphae district, Ratchaburi province by overall not different image which do not be the same as the assumptions based on the hypothesis keeps.                                          3. Obstacle, Problems Study concerning with the Buddhist monk role in virtue and morality instruction for senior high school in Bangphae district, Ratchaburi province found that on education instruction side, the Buddhist priest emphasizes on the lecture more than the practices. That made the student lack of interest, stubborn, can not control the student in the classroom, the atmosphere of classroom was not appropriated for instruction Buddhism education, a lot of instruction content don't suitable with the course education, the content that the Buddhist priest brings to teach don't consistent with the course.  On the technical side, Priests lack of technical skill on passing knowledge to student, does not have a variety of teaching activities to students, the Buddhist priest narrates the substance more than the instruction that can be applicable in the daily living. Buddhist priests teach in the traditional style that will create the lack of interest.  On the mass media instruction side, Buddhist priests lack of the contemporary media and materials used in teaching also lack of the skills to produce the modern media, especially technologies related media.  On the measurement and evaluation side, Buddhist priests applied the measure evaluation which inconsistent to the learning standards, subject course and also the solutions.                                      4. The suggestions on education instruction side, the Buddhist monks should reduce the lecture and should give the student participation in teaching and learning. To produce inspirational media, especially technologies related. Mentor teachers should play a role in the student supervision together with the monks. Atmosphere in the classroom should be amended in accordance with the teaching of Buddhism. The content should be amended in accordance with the standards of learning and the curriculum instruction course of the school. On the technical side should train various instruction techniques in appropriation to the age of the students. Monks should be trained to have the knowledge about teaching in different styles. Establish the Young Buddha Camp activities, sharing ceremonial Buddhism activities and the Answer Questions of the Dharma Contest. On the mass media instruction side, the Buddhist monks should provide training materials for teaching about technology media and can apply for the good quality education. On the measurement and evaluation side, Buddhist monks should be trained on how to measure and evaluate the process of evaluation in various methods. Mentor teachers should be able to introduce Buddhist priests on how to create the evaluation knowledge, understanding and how to control the evaluation of the monk.