การนำเสนอแนวทางการพัฒนาคุณลักษณะภาวะผู้นำทางจริยธรรมตามแนวพุทธศาสนาของผู้บริหารสถานศึกษา สังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน / อุทัย โล้วมั่นคง = Proposed guidelines for the development of Buddhist-style ethical leadership characteristics of administrators in schools under Office of the Basic Education Commission / Utai Lowmunkong
The purpose of this research was to develop guidelines for Buddhist -styled ethical leadership development. This descriptive research was done quantitatively and qualitatively through the study of Buddhist doctrine and leadership development process. The study comprised 6 phases, starting from 1) literature review to define the research conceptual framework, 2) study of current situation of Buddhism-styled ethical leadership of school administrators, 3) study of process of ethical leadership development, 4) design of guidelines for the Buddhism-style ethical leadership development, 5) verification of the guideline on their appropriateness and feasibility and 6) final improvement and proposal of guidelines for the Buddhism-styled ethical leadership development of school administrators under office of the basic education commission. The study of current situations of Buddhism-styled ethical leadership of school administrators revealed that there were needs and necessity to develop 4 out of 10 ethical leadership characteristics; Dàna (charity; liberality; generosity) Akkodha (non-anger; non-fury), Avirodhana (non-deviation from righteousness; conformity to the law) and âjjava (honesty; integrity). The complete study proposed guidelines for the development of those ethical leadership characteristics in all steps of leadership development process. School leaders’ stakeholders, especially those in the development function might consider and make use of the proposed guidelines with details in each of the development process as follows: 1) Need assessment guidelines, revealing 4 ethical characteristics 2) Designing guidelines in the aspect of contents, methods, trainee preparation, places, facilitators and tools. 3) Implementing guidelines: considering activities before, during and after the development and 4) Evaluating guidelines: both during and after implementation.
