การประเมินโครงการคุณธรรมในโรงเรียนคุณธรรม สพฐ. ตามหลักอิทธิบาท 4 ของโรงเรียนในสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษานครสวรรค์

         The study consisted of the following objectives: 1) to evaluate the moral school project of OBEC by applying the CIPPIEST assessment model and 2) to explore the guidelines for developing the moral school project of OBEC according to Iddhipāda IV. The study employed a mixed-method research approach by collecting quantitative data from 381 persons. The research tool was an assessment form with index of congruence (IOC) value ranging from 0.80 to 1.00. The obtained data were analyzed by using percentage, mean, and standard deviation. The qualitative data were collected through an interview with 9 key informants. The data was analyzed using the contact analysis approach.

          From the study, the following results have been found:

          1) The evaluation of the moral school project of OBEC by using the CIPPIEST assessment model overall found to be at a high level (x̅= 4.07, S.D. = 0.35). When each aspect is taken into account, the aspect with the highest level of mean is process (x̅= 4.24, S.D. = 0.21), followed by context (x̅= 4.18, S.D. = 0.41), efficiency (x̅= 4.17, S.D. = 0.41), impact (x̅= 4.15, S.D. = 0.34), input (x̅= 3.93, S.D. = 0.28), transmission  (x̅= 3.93, S.D. = 0.36), and sustainability with the lowest level of mean (x̅ = 4.91,
S.D. = 0.47).

          2) The guidelines for developing the moral school project of OBEC according to Iddhipāda IV are found as follows: (1) On context, in which administrators should create a moral school project based on demands and satisfaction, including
the creation of a management structure based on morality in various activities considered significant, which will result in a smooth operation with few errors; (2) On input, in which administrators must prioritize the project process, including the establishment of a steering committee, a project plan, a budget, media, and materials, as well as personnel with knowledge and experience in conducting moral activities; (3) On process, in which administrators should focus on the demands and satisfaction of service users as well as having a good process by prioritizing essential concepts at each phase and developing all parts of the school system using the PDCA approach; (4) On impact, in which administrators should analyze both good and negative impacts apart from the defined objectives, as well as achievement and progress, in order to develop further; (5) On efficiency, in which administrators should be satisfied with the development's success with the intention of carrying out activities for more progress and utilizing their wisdom to plan for moral development; (6) On sustainability, in which administrators should emphasize moral development in schools on a participatory and regular basis; (7) On transmission, in which  administrators should organize activities or training for exchanging information or activities with other schools participating in the OBEC project, and then advertise the results or achievements on the school's website, journal, newsletter, or in the local community. Including, reporting the results to the school committee and the parents network