Structural Equation Model for Goodness Competency Development According to Buddhist Principles of Students in Secondary Schools

Authors

  • Phramaha Kittimasuk Klansang
  • Phamaha Sombat Dhanapañño
  • Padet Jongsakulsiri
  • Lampong Klomkul

Abstract

The purposes of this research were 1) to study the compositions of the Structural Equation Model for goodness competency development according to Buddhist principles of students in secondary schools, 2) to develop the structural equation model for goodness competency development according to Buddhist principles of students in secondary schools, and 3) to propose the structural equation model for goodness competency development according to Buddhist principles of students in secondary schools. Multiphase mixed methods research was designed by using quantitative methods to extend qualitative results. It was divided into 3 phases. Phases 1-2 used qualitative research, the key informant was 4 educators and 10key informants from monks, school administrators and teachers who participated in the project including 9 experts for focus group discussion. They were selected by purposive sampling. Data were analyzed by using analytic induction. Phase 3 used quantitative research, the sample group consisted of 470 samples. The data were obtained from two-stage random sampling, the data were analyzed by descriptive statistics, Pearson’s Correlation Coefficient, and research hypothesis was tested by validity of the Structural Equation Model. Results showed that 1) the compositions of the structural equation model for goodness competency development according to Buddhist principles of students in secondary schools consisted of 4 components: (1) the process of 7 good habits, (2) PDCA development process, (3) Buddhist principles, (4) the competence of students. 2) The Structural Equation Model for goodness competency development according to Buddhist principles of students in secondary schools consisted of 2 exogenous latent variables: (1) the process of 7 good habits, and (2) PDCA development process. There are 7 observed variables of the process of 7 good habits. The observed variables were (1) keeping the 5 precepts, (2) chanting meditation and meditating, (3) keeping the bedroom and bathroom clean and orderly, (4) thinking well by touching the people around you, (5) speaking well, (6) doing good for service or saving merit, and (7) participate in happy hour activities. The observed variables of PDCA development process consisted of 4 variables which were Plan, Do, Check, and Act. Two endogenous variables were: (1) student competency, and (2) Buddhist principles. Observed variable of student competency consisted of 6 variables: (1) self-management competency, (2) communication competency, (3) teamwork competency, (4) higher thinking competency, (5) strong citizen competency, and (6) persistence competency together with nature and sustainable science. The observed variables of the Buddhist principles consisted of 3 variables: (1) the development of social relations, (2) the development of the mind, (3) the development of cognition. 3) The Structural Equation Model for goodness competency development according to Buddhist principles of students in secondary schools fit with the empirical data (Chi-square = 117.154, df= 94, p= .0532, GFI=.976, AGFI=.946, RMR=.0135) Accounting for the variations in student competency was 87.40 percent, and it  indicated that the process of 7 good habits, PDCA development process, and Buddhist principles can promote student competency by having Buddhist principles as a mediator in the Structural Equation Model for goodness competency development according to Buddhist principles of students in secondary schools.

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Published

2023-02-28