The objectives of the research were: 1) to study the state ofthe knowledge management according to Tri-Sikkhã for the administrators of Phrapariyattidhamma  schools, General Education Section, Nakhon Sawan Province, 2) to compare the opinions towards the knowledge management according to Tri-Sikkhã for the administrators of Phrapariyattidhamma schools, General Education Section, Nakhon Sawan Provinceclassified by personal factors and, 3) to study the suggestions for
the knowledge management according to Tri-Sikkhã for the administrators of Phrapariyattidhamma  schools, General Education Section, Nakhon Sawan Province,           This research was Descriptive Research consisting of Qualitative Research and Quantitative Research. The sample of the research consisted of 107 administrators, teachersand staffs. The analysis of data used Statistical Package for Social Science.  The tools of the research were the questionnaire and the structured interview from 8 Key Informants. The statistics used Frequency, Percentage, Mean, and Standard Deviation.

Results of the research  :

1. Overall, the state of the knowledge management according
to Tri - Sikkhã for the administrators of Phrapariyattidhamma schools, General Education Section, Nakhon Sawan Province in all 7 aspects: 1) the knowledge assignment according to Tri - Sikkhã, 2) the knowledge acquisition according to
Tri - Sikkhã, 3) the systematic knowledge management according to the Tri - Sikkha, 4) the knowledge refinement according to Tri - Sikkhã, 5) the knowledge access according to Tri - Sikkhã, 6) the knowledge sharing according to Tri - Sikkhã, and
7) the learning according to Tri - Sikkhã was at high level. When considering each aspect, it found that the knowledge assignment and the knowledge acquisition according to Tri - Sikkhã were at the highest level. However, the systematic knowledge management according to Tri - Sikkhã was at the lowest level.

2. The comparison of  the opinions of the administrators, teachers and staffs towards the knowledge management according to Tri - Sikkhã for the administrators of Phrapariyattidhamma schools, General Education Section, Nakhon Sawan Province classified by personal factors: gender, age, education degree, job position, and work experience found that the administrators, teachers and staffs having the different gender, age, education degree, job position, and work experience had the different opinion toward the knowledge management according to Tri - Sikkhã for the administrators of Phrapariyattidhamma schools, General Education Section, Nakhon Sawan Province at the 0.05 of statistical significance.Therefore, all hypotheses were accepted.

3. The suggestions for the knowledge management according to
Tri - Sikkhã for the administrators of Phrapariyattidhamma schools, General Education Section, Nakhon Sawan Province found that: 1) for the knowledge assignment according to Tri - Sikkhã, the administrators, teachers and staffs should participate
in the brainstorming for the problem solving and assign the knowledge necessary
to the vision of the schools’ policies with the application of the Tri - Sikkhã,
2) for the knowledge acquisition according to Tri - Sikkhã, the staffs should seek for the knowledge and practice in the Tri - Sikkhã by considering the role on the ethic promotion and the mental development, set the policies for the teachers and seek for the teaching ways for the highest benefit to the students, 3) for the systematic knowledge management according to Tri - Sikkhã, the administrators, teachers and staffs should improve the work process for the knowledge management process and assign the knowledge withvarious approaches for the standard of the knowledge management systematically, 4) for the knowledge refinement according to Tri - Sikkhã, the administrators should promote and train the staffs in collecting the documents easy to apply for learning, 5) for the knowledge access according to Tri - Sikkhã,
the administrators should set the policiesfor providing the media and equipment to develop the learning in the technologies useful to the working, 6) for the knowledge sharing according to Tri - Sikkhã, the administrators, teachers and staffs should exchange the knowledge and opinion together, and 7) for the learning according to

Tri - Sikkhã, the teachers should give the opportunities to the students in learning the new knowledge. 

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