Abstract

The aims of this research were to study and compare the administration based on good governance of Phrapariyatti Dhamma schools under Khon Kaen National Office of Buddhism, classified by the samples’ factors: status, education and school size; and to study the ways to promote and develop the administration of the schools. The samples of this research were 138 of educational administrators and teachers (31 administrators, 107 teachers. The tools used in this study were a Likert five rating scale questionnaire with 49 items, with its discrimination values between .211-.525 and its reliability values (up to .70 used as the criterion) according to Cronbach as .710. The statistics used were: Frequency, Percentage, Mean, Standard Deviation, t-test (Independent Samples) and f-test (One-way ANOVA).

The research results were as follows:

1) The mean scores of the administration of the studied schools in overall and each aspect perspectives were at a high level; the highest can be seen in the aspect of ‘Efficiency/ Value for Money), followed by that of ‘Transparency’ and ‘Responsibility’; the lowest can be seen in that of ‘Rule of Law’.

2) Based on the comparison, the administration scores, classified by the samples’ positions, in overall were indifferent; this denied the hypothesis. Considered in each aspect, the practices of ‘Efficiency/ Value for Money’ were statistically different with the significance level of .05. The scores of other aspects’ practices were indifferent. Classified by the samples’ education, the practices were the same; this also denied the hypothesis. Considered by ‘Transparency’ practices of the samples, the mean scores were different with the significance level of .05; while other aspect practices were indifferent. Classified by school sizes, the practices were also the sample; this denied the hypothesis.

3) The ways to promote and develop the administration of the schools are that (1) the rule of law: there should promote the learning of law, ethics, monastic disciplines; and take the government employee law or religions to be applied in the schools; (2) Morality: the school administrators must be adhered to in good faith, be a good example to society, have honesty, sincerity, diligence, patience in their duty and good governance, and 8 basic morals: being diligent, economical, honest, disciplined, healthy, clean, harmonious and kind should be cultivated. (3) Transparency: self-assessment reports of basic education institutions must be factual and all steps must be based on transparency. (4) Participation: the schools should provide opportunities for the community and all stakeholders to participate and provide suggestions before making a decision in problem solving. (5) Responsibility: educational institutions should be aware of their rights, duties, self-care and others. (6) Value for Money: educational institutions should value the resources available and develop them to the maximum benefit.

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