การเสริมสร้างสันติวัฒนธรรมในสถานศึกษา : การวิจัยทฤษฎีฐานราก Enhancing a Peace Culture in Schools: A Grounded Theory Study Enhancing a Peace Culture in Schools: A Grounded Theory Study
This research aims to offer theoretical conclusions of enhancing a culture of peace in schools using grounded theory as the research methodology. The school that looked consistent with the objective of the study was a large secondary school located in northeastern Thailand, where the conflict problem occurred within the school. The research interview guide was developed into research questions and was assessed by the experts prior to the actual interviews. Data were collected by in-depth interviews. The main informants selected by purposive sampling were those who encountered the main events in the schools including 3 administrators, 20 teachers, 5 parents, 15 students, and 3 educational supervisors, respectively totaling 46 people. To analyze the data, this author followed the systematic approach of Strauss and Corbin
Results of the study found that enhancing a culture of peace in schools had the following theoretical conclusions. 1) Strengthening the culture of peace in educational institutions is a process of prevention, correction, remedy and rehabilitation of conflicts in schools. Strengthening the culture of peace in schools was divided into 2 types: structural and psychological. 2) An approach to strengthening the culture of peace in schools can be classified into 5 characteristics: (1) creating motivation, (2) participation, (3) supporting the necessary resources and information, (4) assigning work, and (5) developing teacher’s potential. 3) The causal conditions of building a culture of peace in schools arises from external conditions and conditions within the school. 4) The operating strategy should be in the form of a paradigm shift in learning and knowledge managements in order to collect, analyze, and organize the knowledge system for enhancing a culture of peace. 5) The use of the above mentioned strategy resulted in both potential outcomes occurred in the teachers and forwarding the effectiveness of the organization. And 6) the consequences happened were classified into individual and organizational levels.
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