Gudelines for Administration of Student Support System in Schools Mae Poen District Group – Chum ta bong Group, Nakhonsawan Province Using The Brahma Vihara 4 -

Abstract

         The objectives of this research were (1) to study the management conditions of the student support system in schools within the Mae Pen District Group – Chumtabong Group, Nakhon Sawan Province, and (2) to propose guidelines for managing the student care and support system in these schools according to the 4 Brahmavihara principles. This research study was a Mixed Method Research employing both quantitative and qualitative methods. Quantitative research involved collecting data using a questionnaire tool, while qualitative research involved collecting data through interviews with key informants from a sample group of administrators and teachers in Mae Pen District and the Chumtabong District group, totaling 154 people. The tools used in the research included a questionnaire with a 5-level estimation scale, which had an index of consistency (IOC) between 0.80-1.00, and a confidence value of 0.94. The statistics used in the research included Percentage (Arithmetic Mean) and Standard Deviation (SD).

         The results of the research revealed that: (1) The management condition of the student care and support system in the Mae Pen District Group – Chumtabong Group, Nakhon Sawan Province was overall at a high level (=3.86, SD=0.45). When considering each aspect, it was found that the aspect with the highest average was the student care and assistance operations (=4.29, SD=0.40), followed by the administrative structure and roles and responsibilities of student care and assistance operations (=4.09, SD=0.33). The aspect with the lowest mean value was the referral aspect (=3.23, SD=0.65). (2) Guidelines for managing the student care and support system in the school, according to the 4 Brahmavihara principles, were provided as a framework for managing learning in 5 areas: 1) There were 5 methods to assist students: kindness, compassion, and empathy. Specific guidelines were provided for each principle. 2) In terms of management structure and roles, there were 5 methods, including 2 methods for kindness, 1 for compassion, and 1 for empathy. 3) There were 6 methods to assist students in operational aspects, including compassion, kindness, and empathy. Specific guidelines were outlined for each principle. 4) In preventing and solving problems, there were 5 methods, including kindness, compassion, empathy, and specific guidelines for each. 5) For referrals, there were 4 methods: 1 for kindness, 1 for compassion, 1 for empathy, and 1 for equanimity. Specific guidelines were provided