การพัฒนาโมเดลสมรรถนะความเป็นครูตามหลักพุทธธรรม ของครูโรงเรียนประถมศึกษา สังกัดกรุงเทพมหานคร

The objectives of this dissertation are: 1) to study components of teacher competency according to Buddhadhamma, 2) to develop a model of teacher competency according to Buddhadhamma, and 3) to propose the model of teacher competency according to Buddhadhamma for teachers in primary schools under Bangkok Metropolitan Administration. The study used mixed research methodology and was divided into 3 steps; step 1: qualitative research method was used by interviews with 9 school administrators and discussions with 9 key-informants and analysis the data by inductive conclusion and in step 2 and step 3, quantitative research method was used by collecting the data from 550 samples through questionnaire. The data were analyzed by descriptive statistics and the integrity of structural equation model was testified by LISREL.

The results of the study were found that:

1.  The components of teacher competency according to Buddhadhamma of teachers in primary schools under Bangkok Metropolitan Administration consist of 3 aspects of teacher competency; (1) Characteristics: competency in diligence, effort, sacrifice, kindness, appropriate behavior, and unity building, (2) Knowledge: to pay attention to learning, knowledge, self-development, to have vision, and to have leadership, (3) Teaching methods: to have clear voice, human relations, knowledge in the field, creative thinking and responsibility based on the 4 principles of Bhavana.

2.  A model of teacher competency according to Buddhadhamma of teachers in primary schools under Bangkok Metropolitan Administration is developed from significant factors and causality relationship leading to the teacher competency based on Buddhadhamma consist of 1) Characteristics, 2) Knowledge, 3) Teaching methods, and 4) 4 principles of Bhavana. The evaluation results reveal that the model has feasibility, suitability and accuracy.

3.  The proposed model of teacher competency according to Buddhadhamma for teachers in primary schools under Bangkok Metropolitan Administration is a causality relationship model and has harmonious relevance to empirical information (Chi-square = 198.68, df = 210, p = .701, GFI = .969, AGFI =.960, RMR = .858). It can be explained the variant of teacher competency at 84.80% and the teacher competency according to the 4 principles of Bhavita at 98.00%. The results certify that the 4 principles of Bhava can improve teacher competency in body, behavior, intellectual and mind and emotion.