Journal of Yanasangvorn Research Institute Mahamakut Buddhist University

“GOOD” AND “BAD” PEOPLE IN THAI CULTURE: MORAL STRUCTURES AND THE DARK SIDES OF GOODNESS IN CONTEMPORARY THAI SOCIETY

Taisith Kruasom — 2026-06-22

This article reviews and synthesizes conceptual literature on the “good person–bad person” binary in Thai culture. It proposes that goodness should be understood as a moral structure embedded in everyday life, rather than being seen merely as an individual virtue detached from its social context. Drawing on moral anthropology and everyday ethics, the article explains (1) how meanings of goodness are constructed, (2) how goodness becomes a social norm, and (3) how such a moral framework is used to classify individuals as good or bad in contemporary Thai society. The synthesis shows that goodness does not function only as a moral ideal, but also as a mechanism that produces legitimacy and regulates social relationships through cultural expectations, shared ideals, and repeated practices in everyday life. At the same time, part of the literature reveals the darker side of goodness when it is elevated into a norm that is difficult to question, including moral superiority, moral violence, unintentional harm, and pressure placed on those expected to be good. The article argues that these phenomena do not arise only from individual ill intent, but are also related to a moral structure that treats goodness as the highest standard for judging persons. In this way, the article opens a deeper understanding of morality, conflict, and coexistence in contemporary Thai society.

AN ANALYTICAL EXAMINATION OF COGNITIVE BEHAVIORAL THERAPY FROM A BUDDHIST PSYCHOLOGICAL PERSPECTIVE

Piyawat Khemthong — 2026-06-22

This article aims to analyze and compare the concepts of Cognitive Behavioral Therapy (CBT) and Buddhist psychology through a conceptual document analysis of clinical psychology literature, academic review studies, and relevant Buddhist teachings. The findings indicate that CBT and Buddhist psychology share an important common ground at the level of the mechanisms underlying suffering, as both emphasize internal mental processes and do not regard external events as the direct determinants of suffering. Rather, suffering is understood to arise through an individual’s perception, interpretation, mental elaboration, and response. Within the CBT framework, suffering is explained through the interaction among thoughts, emotions, and behaviors, particularly automatic thoughts, core beliefs, and cognitive distortions. In contrast, Buddhist psychology explains suffering through the frameworks of the Four Noble Truths, Dependent Origination, the Four Foundations of Mindfulness, and wise reflection, which reveal that suffering arises conditionally from ignorance, feeling, craving, and clinging. The comparative analysis further shows that the process of cognitive restructuring in CBT is functionally consistent with wise reflection and mindfulness cultivation in Buddhism. Moreover, contemporary CBT approaches, especially mindfulness-based interventions, clearly reflect the influence of Buddhist thought. Nevertheless, the two systems differ in their metaphysical foundations, ultimate goals, and meanings of psychological change. CBT primarily seeks to reduce symptoms and enhance effective functioning in daily life, whereas Buddhist psychology aims at the radical alleviation of suffering through wisdom and non-attachment.

DEATH AND SAMSARA, KARMA AND THE RESULTS OF KARMA : THE CRUCIAL DOGMA IN BUDDHISM AND SOCIAL DYNAMICS

PHONGPHAN NAREENOI — 2026-06-22

This article aims to enable readers to 1. Understand Death and the life after death in Buddhist doctrine; 2. Understand forms of existence follow karma and the result of karma in Buddhist perspective; and 3. Understand Death in variety view points of social science For the form of writing, the writer sourced data from the reliable Buddhist texts, such as the Tripitaka and its commentaries, and texts concerning the forms of existence governed by karma. This article starts from introduction of Death and life after death in Buddhist perspective.

The results of the study indicate that 1. Death is not the end of existence in Buddhism doctrine, rather a process of transferring to the new life; 2. Buddhism doctrine provides a clear explanation of rebirth and samsara (the 31 realms of existence), which are determined by karma and its fruits; and 3. The relationship between Buddhism and social dynamics shows that all present actions determine human's future life.

AREA-BASED MANAGEMENT FOR DRIVING THE SCHOOL AS LEARNING COMMUNITIES IN DEVELOPING THE UNDERPRIVILEGED STUDENTS’ COMPETENCIES

Yuthana Sumrankit — 2026-06-22

This academic article aims to present Driving schools as learning communities to develop the competencies of underprivileged learners. By implementing the concept of area-based education management, community members are engaged in developing education within their own localities. Operating schools as learning communities serves as an innovative approach to school administration, featuring a shared new vision, collaborative learning activities through synergistic processes, open classrooms, and knowledge sharing. In this framework, Educational Service Area Offices play a crucial role in integrating data, providing proactive assistance, increasing policy flexibility, coordinating network alliances, promoting knowledge-sharing networks, and enhancing collaborative supervision. This is achieved through establishing local collaborative networks, mapping risks and referral support systems, implementing flexible learning management, and empowering teachers and learners to fully design their own learning experiences. This comprehensive process shifts the paradigm from a traditional, isolated school system toward a collaborative community-based learning environment. Through this framework, context-specific practices are continuously shared within a local network centered around the Educational Service Area Office, which serves as the data integration hub. Ultimately, this synergy enables underprivileged learners to develop highly contextualized competencies vital for their real-life experiences.

A DEVELOPMENT OF A LEARNING MANAGEMENT COMPETENCY MODEL FOR TEACHERS TO ENHANCE STUDENT QUALITY THROUGH PROFESSIONAL LEARNING COMMUNITIES: SRIPRACHAN METHIPRAMUK SCHOOL

KHANITTHA PHLAIPHET — 2026-06-22

The objectives of this research were: 1. to study the needs assessment for developing teachers' instructional competencies to improve learner quality using Professional Learning Communities (PLCs); 2. to construct and verify the quality of the model; 3. to implement the model; and 4. to evaluate and refine the development model for enhancing teachers' instructional competencies to improve learner quality using PLCs. This study employed a Research and Development (R&D) methodology, divided into four phases: needs assessment, model construction and verification, implementation, and evaluation. The sample, selected via purposive sampling, consisted of 54 administrators, teachers, and educational personnel at Sriprachan methipramuk school during the 2024 academic year. The research instruments included questionnaires and evaluation forms. The statistics used for data analysis were percentage, mean, and standard deviation. The research findings revealed that:

Needs Assessment: The most urgent need requiring immediate attention was the utilization and development of instructional media, innovations, and educational technology. 2. Model Quality: The appropriateness and feasibility of the model were at a high level. The developed model consisted of three main stages: Knowledge and Understanding Construction, the Professional Learning Community (PLC) Driving Process, and Measurement and Evaluation. 3. Model Implementation: The level of practical implementation of the model was at a high level. 4.Model Evaluation: Following the implementation of the model, teachers' instructional competencies were at a high level, and their overall satisfaction with the development model was at the highest level.

THE PERSONNEL ADMINISTRATION AFFECTING TEACHERS’ PERFORMANCE MOTIVATION UNDER THE NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

KANOKPAN AOYSAWAT — 2026-06-22

This article aimed to: 1. study the level of personnel administration; 2. study the level of teachers’ performance motivation 3. examine the relationship between personnel administration and teachers’ performance motivation; and 4. investigate the predictive variables of personnel administration affecting teachers’ work motivation.

The sample consisted of 322 teachers under Nakhon Si Thammarat Primary Educational Service Area Office 2. The research instrument was a questionnaire with an overall reliability coefficient of 0.92 The statistics used for data analysis included frequency, mean, standard deviation, Pearson’s product–moment correlation coefficient, and multiple regression analysis.

The research findings were as follows:

The overall level of personnel administration was at a high level.
The overall level of teachers’ performance motivation was at a high level.
The relationship between personnel administration and teachers’ performance motivation was found to be positively correlated at a relatively high level, with statistical significance at the .01 level.
The aspects of personnel administration that significantly predicted teachers’ work were personnel development, manpower planning, personnel retention, and recruitment. These variables jointly accounted for 63.70 percent of the variance in teachers’ performance motivation (R² = 0.63), with a standard error of estimate of 0.25

GUIDELINES FOR INTERNAL SUPERVISION TO PROMOTE ACTIVE LEARNING INSTRUCTION AMONG TEACHERS UNDER SURAT THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

SUNISA IN-IAD — 2026-06-22

This study aimed to examine the current conditions and needs for internal supervision that promotes teachers’ Active Learning in schools under the Surat Thani Primary Educational Service Area Office 3, develop guidelines for internal supervision to promote teachers’ Active Learning in schools under the Surat Thani Primary Educational Service Area Office 3 and evaluate the developed internal supervision guidelines for promoting teachers’ Active Learning in schools under the Surat Thani Primary Educational Service Area Office 3. The sample consisted of 310 teachers under the Surat Thani Primary Educational Service Area Office 3, five experts involved in drafting the guidelines, and five experts involved in evaluating the guidelines. A mixed-methods research design, combining quantitative and qualitative approaches, was employed. The research instruments included a questionnaire with a reliability coefficient of .988, a semi-structured interview form, and an evaluation form assessing suitability and feasibility. The statistics used for data analysis were frequency, percentage, mean, standard deviation, the Priority Needs Index (PNI), and content analysis.

ETHICAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING TEACHERS’ QUALITY OF WORK LIFE IN SCHOOLS UNDER SURAT THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

WANIDA LIMPEE — 2026-06-22

This article aims to 1. study the level of ethical leadership of school administrators that affects the quality of working life of teachers in schools, 2. study the level of quality of working life of teachers in schools, 3. study the relationship between ethical leadership of school administrators and the quality of work life of teachers in schools and 4. study the predictive variables of ethical leadership of school administrators that affect the quality of work life of teachers in schools. The sample group consisted of 327 teachers working in schools under the Surat Thani Primary Educational Service Area Office 2 in the 2024 academic year. The research instrument used was a questionnaire with an IOC value between 0.66 -1.00 and a reliability coefficient of 0.976

The research findings revealed that: 1. The overall level of ethical leadership among school administrators was high, 2. The overall level of work-life quality among teachers was high, 3. The overall relationship between the ethical leadership of school administrators and the quality of work life of teachers in the school showed a high level of positive correlation, which was statistically significant at the .01 level. 4. The ethical leadership of school administrators predicted 46.30% of the variance in the quality of work life of teachers in the school.

THE TREATMENT OF JUVENILE DRUG OFFENDERS IN ACCORDANCE WITH UNITED NATIONS MINIMUM STANDARDS: A CASE STUDY OF THE PHRA NAKHON SI AYUTTHAYA JUVENILE TRAINING CENTER

THANACHAI PANEEYACHOT — 2026-06-22

This study aims to examine the problems and obstacles faced by officials in their treatment of juvenile offenders involved in drug-related cases in accordance with the United Nations Standard Minimum Rules, using the Phra Nakhon Si Ayutthaya Juvenile Training and Rehabilitation Center as a case study; compare the Center’s practices in handling juvenile drug offenders with the said standards; and develop guidelines and policy recommendations to ensure that the treatment of juvenile offenders in drug-related cases is consistent with these standards. This study employs a qualitative research approach, using in-depth interviews and focus group discussions with 23 key informants. The findings reveal that the problems and obstacles encountered by officials stem from limitations in personnel, budget, and resources, which hinder the ability to provide comprehensive care for juveniles. At the same time, some officials lack specialized knowledge in developmental psychology and children’s rights. Additionally, risk factors such as poverty, domestic violence, and peer influence affect the effectiveness of the rehabilitation process and increase the likelihood of reoffending. When compared with the standards, it was found that the Center’s operations are consistent with the standards in several aspects. In addition, structural and resource constraints particularly in individualized care and the provision of a supportive developmental environment mean that full compliance with the standards has not yet been achieved. Policy recommendations for the treatment of children and juveniles involved in drug-related offenses should focus on continuous personnel development in child rights, psychology, and multidisciplinary rehabilitation. Emphasis should be placed on child protection and development rather than punishment, while ensuring adequate resources, flexible regulations, and respect for children's dignity. Family and community involvement, together with effective post-release support and monitoring, should be strengthened to promote reintegration and prevent reoffending.