Applying the Principles of Sāraṇīya-Dhamma to Educational Administration: A Conceptual Review

Suvimala Ponyiam; Theeraphat Thinsandee

ผู้แต่ง

Suvimala Ponyiam วิทยาลัยเกษตรและเทคโนโลยีร้อยเอ็ด
Theeraphat Thinsandee Roi-et College of Agriculture and Technology

คำสำคัญ:

educational administration, Sāraṇīya-Dhamma, Buddhist ethics, ethical leadership, cross-cultural leadership, moral intentionality

บทคัดย่อ

Educational administration increasingly demands ethical frameworks that go beyond procedural compliance to address relational, cultural, and moral dimensions of leadership. While Western theories such as ethical leadership and transformational leadership have dominated this discourse, non-Western philosophical traditions remain largely absent from mainstream administrative scholarship. This article presents a conceptual review that systematically integrates Sāraṇīya-Dhamma six Buddhist principles of harmonious coexistence drawn from the Aṅguttara Nikāya with contemporary ethical and transformational leadership theories to construct a cross-cultural normative framework for educational administration.

The review employs a narrative-conceptual synthesis methodology, drawing on Buddhist canonical texts, peer-reviewed leadership literature, and organizational ethics scholarship. Each of the six principles loving-kindness in action, speech, and thought; fair sharing of resources; shared moral discipline; and shared right view is analytically mapped onto established dimensions of ethical leadership, identifying both areas of convergence and points of philosophical tension. The analysis reveals that Sāraṇīya-Dhamma offers a distinctive contribution through its emphasis on moral intentionality the ethical quality of inner motivation which fills a gap in Western leadership theories that tend to privilege observable behavior and measurable outcomes over the inner ethical orientation of the leader.

This study contributes a theoretically grounded, cross-cultural model that repositions relational harmony and moral intentionality as central not peripheral to effective educational administration. The framework provides a basis for future empirical research and informs leadership development programs operating in culturally diverse educational environments.

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