The aims of this research were: 1) to study the educational administration in Theravada Buddhism; 2) to study the samples’ opinions on the educational administration of Khamor school under the Office of Primary Education Service Area III, Udonthani province; 3) to create and suggest the Buddhist integrative educational administration guidelines for the school. This study employed the mixed method research methodology (quantitative and qualitative research).
The research results were as follows:
The Buddhist method of educational administration in Theravada Buddhism is that the Lord Buddha has a way of managing the Sangha by himself and decentralizing power to his disciples in the administration of Buddhist monks and propagating Buddhism, resulting in great prosperity of Buddhism in that time. Educational administration, which is the heart of administration, makes the administrative structure and educational management elements in accordance with Theravada Buddhism, stable and effective among the rapidly changing global society. It also can be applied to educational administration, namely educational and academic administration and teaching and learning. The Lord Buddha taught a group of people with different backgrounds by taking into account the differences between learners, adjustment of teaching methods, consideration of student readiness, letting the students to act on their own, allowing students to participate in self-study, paying attention to learners who should receive individual attention and paying attention to poor learners with special problems, in other words, it is suitable for each group of learners.
The overall mean score of the samples’ opinions on the educational administration of Khamor school was at the moderate level (mean=3.24). When the studied aspects were considered, the least score was seen in the aspect of ‘student quality’ (mean=2.46).
The guidelines of educational administration for the school suggest the management of the activities and methods in developing the educational management quality of the school covering the school missions in 4 aspects: 1) student quality, 2) administrational process and management of the educational institution administrators; 3) learning and teaching processes that focuses on the students as importance; 4) an effective internal educational assurance system based on Deming cycle (PDCA) integrated with Buddhist principles: Four Noble Truths (ariyasaccaya) and Path of Accomplishment (iddhipāda) in consistency with 4 elements of education:
1) head (buddhi-sikkha), 2) heart (cariya-sikkha), 3) hand (hattha-sikkha) and health (bala-sikkha).
From the study of the educational administration guidelines for the school, the statistical scores of the quality of educational administration in overall were at a high level in all aspects. The Buddhist integrative educational administration guidelines for the school are as follows: 1) in the aspect of ‘student quality’, the activities and methods to develop the students in accordance with the aims are suggested to improve students in terms of goodness, intelligence and happiness; 2) in the aspect of ‘administrational process and management of the educational administrators’, the activities and methods of educational institution development based on the targets are suggested to create good students, teachers, society and environment; 3) in regards to learning and teaching processes that focuses on the students as importance, the activities and methods to develop the process and learning-teaching management based on the targets are suggested to create good teachers and leaners; 4) in the aspect of ‘internal educational quality assurance system with the effectiveness’, the activities and methods to develop the system of internal educational quality assurance in accordance with the targets are suggested to create the good quality of this matter.
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