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The objectives of this research were: 1. to study the general environments and problems of Pariyattidhamma studies, Dhamma department management, 2. To integrate the Buddhist theories and principles for Pariyattidhamma studies, Dhamma department management, and 3. To propose the Management Model of
Pariyattidhamma Studies, Dhamma Department.
The methodology was the mixed methods between the quantitative and qualitative research methods. The quantitative method collected data with questionnaires from 344 samples who were the executive directors, professors, teachers, staffs and students at the Pariyattidamma department Dhamma schools in Nakhonpathom areas. Data were analyzed by descriptive and inferential statistics.
The qualitative method collected data by In-Depth-Interview with 20 key informants, who were involved with developing the model of Pariyattidhamma studies Dhamma department school management. The data were analyzed by descriptive interpretation.
The research findings were as follows:
1) The general environments of Pariyattidhamma Dhamma department schools were carried out by the administrative monks abiding the rules and regulations of schools systems to promote the human resource development. They were Bhikkhu and novices who were the future of Buddhism heritages. The problems of the inappropriate integration of the present Pariyattidhamma studies, Dhamma department such as unclear vision, inappropriate mission, and unclear internal management.
2) The integration of Buddhist theories and principle for Pariyattidhamma studies management according to the five managerial principles such as planning, organizing, staffing, directing and controlling with Iddhipada 4 such as Chanda: Will, Viriya: Effort, citta: thoughtfulness and vimangsa: Investigation.
3) The development of management model of Pariyattidhamma studies, Dhamma department schools in Nakhonpathom province were found as follows :
3.1) The planning, there should be consultation meeting then approved the resolution.
Teachers were assigned to roles and responsibilities clearly according to supervision regulations
3.2)The organization had appointment of teachers and staff systematically. The management structure was in accordance with the rules. Development work required individual positions.
3.3) The staffing had appropriate recruitment principles . Develop strategies and training for skill development worked properly.
3.4) The directing, the management supported teaching, learning and coordination with the system and financial support for teaching and learning, working with other agencies for educational and social assistance.
3.5) The controlling had schedule dates for learning and school holidays, tutoring students before central examination and scrutinizing students’ names to expedite to the central examination bureau.
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