Integrating Buddhist Principles with the PDCA Process to Enhance Internal Supervision in Buddhist Pariyatti Schools a Case Study of Wat Phutthanimittwitthaya School, Chiang Mai Province

Abstract

The purposes of this research were: (1) to examine the current conditions, problems, and developmental needs of internal supervision in Buddhist Pariyatti schools, using Wat Phutthanimittwitthaya School, Chiang Mai Province, as a case study; and (2) to develop a Buddhist-Based PDCA Supervision Model integrating Buddhist principles with the PDCA quality management cycle. This qualitative research involved 25 educational personnel as the study population. Purposive sampling was employed to select school administrators, teachers, and experts as key informants. Research instruments included semi-structured interview forms, observation guidelines, and focus group discussion questions, all of which were validated for content accuracy by three experts. Data were collected through documentary analysis, in-depth interviews, participant observation, and expert focus groups. Triangulation was used to ensure data credibility, and data were analyzed using content analysis and inductuctive synthesis.

The findings revealed that the school’s internal supervision system lacked systematic structure and continuity, with an emphasis on inspection rather than developmental support. Teachers faced heavy workloads, low motivation, and limited competencies in active learning pedagogy, digital technology integration, and classroom research. Outdated supervision tools and the absence of a structured monitoring system further constrained effective supervision. Both administrators and teachers expressed a strong need for a supervision approach that emphasizes empowerment, collegial mentoring, professional learning communities, and the use of digital tools to facilitate real-time supervision and feedback. The study resulted in the development of the Buddhist-Based PDCA Supervision Model, which integrates three Buddhist principles Ittappaccayata (conditionality), Kalyāṇamitta (spiritual friendship), and Muditā (sympathetic joy) with the PDCA cycle: planning, implementation, checking, and improvement. This integrated model enhances the balance between managerial efficiency and spiritual-ethical values, fosters a positive and collaborative supervisory climate, reduces resistance to supervision, and strengthens continuous professional growth. The model represents new knowledge that harmonizes systematic supervision processes with humanistic and cultural dimensions of Buddhist educational institutions. It offers practical applicability for improving teacher quality, administrative leadership, and school learning culture and can be adapted for other educational contexts seeking sustainable and human-centered supervision practices.