รูปแบบการจัดกิจกรรมพัฒนาผู้เรียนตามหลักพุทธธรรมสำหรับนักเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษา

This research aims to study: 1) the condition of organizing learner development activities for students under the office of the secondary educational service area, 2) develop a model for organizing learner development activities according to the Buddhist principles for students under the office of the secondary educational service area, and 3) to present a model for organizing learner development activities according to the Buddhist principles for students under the secondary educational service area office. The data of this mixed method study were collected from documents, in-depth interview with ten school administrators and focus group with nine experts. The research instruments used in this study were questionnaires, in-depth interview questions and purposive discussion points. The quantitative data were collected from 388 samples, administrators and teachers, under the office of the secondary educational service area by the multistage sampling and analyzed to verify the consistency of the model with the empirical data and analyzed the size of direct and indirect influences with LISREL program. The qualitative data were analyzed by content analysis and generating the conclusion of the model.

The results of the study found that:

1. The overall problems in organizing learner development activities for students under the office of the secondary educational service area were arranged in the order as follows;1) learner development activities, 2) assessment of learner development activities, and 3) the prototype model for organizing learner development activities according to the new normal practice.

2. Developing of a model for organizing learner development activities for students under the office of the secondary educational service area consists of four components: 1) the learner development activities, 2) eye training according to the Threefold Training), 3) the prototype for organizing learner development activities according to the new normal practice, and 4) the assessment of the learner development activities.

3. The proposed model in organizing learner development activities according to the Buddhist principles for students under the office of the secondary educational service area is a diagram showing the connection between cause and result variables. The consistency of the model was adjusted with the relevance of empirical data based on the chi-square statistical value, chi-square= 73.13 with no significant value, df value= 55, p=.052 RMSEM = .029 from the casual relationship model. Organizing of learner development activities according to the Buddhist principles for the students under the office of the secondary educational service area was consistent with the actual situation of organizing learner development activities according to the Buddhist principles for students. As organizing the learner development activities will result to a happy coexistence, it is necessary to have the components of training content according to the Threefold Training principles, which consists of training oneself according to the Sila (precepts), cultivating mind to have Samadhi (concentration), and practicing the Paññă (wisdom) for justification. These principles are used as an important part in scoping the learning contents or designing the learning process for students to practice through active activities that link to organizing the learner development activities.