The objectives of this research were; 1) to study the state of learning management for intelligent temperament enhancing of primary school students in Nonthaburi province, 2) to study learning management principles for intelligent temperament enhancing of primary school students in Nonthaburi province, and 3) to propose a guideline of learning management for intelligent temperament enhancing of primary school students in Nonthaburi province. The mixed research methods were used in the study. The quantitative data were collected by questionnaires from 190 samples consisting of school administrators, teachers, and school personnel and then analyzed by frequency, mean and standard deviation. The qualitative data were collected from documents and in-depth interviews with 5 key-informants, and then analyzed by content analysis.

The results of the study found that:

1. The opinion towards the state of learning management for intelligent temperament enhancing of primary school students in Nonthaburi province in 6 aspects was at a high level overall. The highest level was on hating temperament, followed by faithful temperament, speculative temperament, deluded temperament, lustful temperament, intelligent temperament respectively.

2. The principles of learning management for intelligent temperament enhancing consisted 3 factors; 1) Learners analysis, 2) Learning facilitation, and 3) Self-access learning and peer-learning support in order that the learners could apply according to the Buddhist temperaments; lustful temperament, hating temperament, deluded temperament, faithful temperament, intelligent temperament, and speculative temperament. The learners should have studied according to their skills and studied happily.

3. A guideline of learning management for intelligent temperament enhancing was as follows; 1) To support students’ learning according to their skills integrated with the Buddhist temperaments, 2) To provide students with learning resources consisting of electronics media, library, person, and happy learning atmospheres, and 3) to promote multi-learning styles, in-classroom and outside-classroom learning, in order to keep in touch with innovative changes.

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