Research Abstract No.58         Buddhist and psycho - social characteristics of     secondary school teachers with related to religious                                     Socialization.                                              by                          Mrs. Omduen Sodmanee               The three main objectives of this research are : firstly to investigate the difference betweenteachers who have low role conflict and teachers who have high role conflict in terms religionssocialization, secondly to study the religious and behavioral characteristics of  the teachers who cansocialize efficiently, and thirdly to compare the religious and behavioral characteristics and religioussocialization between private teachers and public teachers in terms of their difference and existence.             The sample are 385 teachers from Secondary schools of secondary Education Department,Ministry of Education and Private Education Office which are located in Bangkok Metropolis. Multi-stagerandom sampling is used. The variables are divided into 4 groups ; (1) factors related regiouscharacteristics of teachers, is Buddhist belief, Buddhist practice and Buddhist way of life, (2) behavioralfactors, is attitude toward students, mental health, locus of control favorable job and  role† conflict (3)general characteristics of teachers and (4) religious Socialization factor Two way ANOVA and stepwiseregression are used to analyze whole group and bio-social groups.              The research findings are as follows.                 Firstly concerning role conflict and religious socialization, (1.1) it is found that the teacherswho have high role conflict can reliqiously socialization lesser than† the teachers who have low roleconflict (1.2) The teachers who are more Buddhist, ones who have more role conflict and public teacherscan religiously socialization more than private teachers.                 Secondly,concerning behavioral and religious socialization characteristics (2.1) it is found thatamong public and private teachers, one who are more Buddhist can eligiously socialize better than oneswho are less Buddhist. (2.2) Female teachers and non-class teachers who have high locus of control canbetter socialize than the teachers who have low locus of control (2.3) Overall, teachers who have positiveattitude toward students can religionsly socialize better than our who have negative attitude towardstudents (2.4) Among male teachers ones who have high role conflict if they have positive attitude towardstudents they can socialize better than ones who have negative attitude toward students.                 Thirdly, behavioral factors can predict religious socialize of the teachers (3.1) For whole groupand 8 sub groups, the important predictors are Buddhist characteristics. Buddhist belief can predict wholegroup and 4 sub groups. There are other predictors, namely, favorable job, internal locus of control,function conflict (3.2) In public teacher group, the  siqnificant predictors   are Buddhist characteristics andfavorable job (3.3) In private teachers, the core predictors are Buddhist characteristics, Buddhist beliefand function conflict.              From the finding of teacher's characteristics and religious socialization it shows that (1) teacherswho hold more conflict are less capable of religious socialization (2) teachers who have more Buddhistcharacteristics even though they have more conflict, public teachers are more able to socialize than privateteachers (3) Though they have much conflict, ones who have better attitude toward students can morereligious socialize than teachers who have negative attitude toward students. (4) the most importantpredictor of socialization is Buddhist characteristics (5) among private teachers, the significant predictor isfunction conflict. As a result, the conflict  is associated with religious socialization. At the same time, asthough there are much conflicts teachers who have highy Buddhist characteristic more positive attitudetoward students can perform better socialization. Therefore Buddhist characteristics, Buddhist beliefs,attitude toward students, locus of control†should†be promoted among teachers. Teachers should realizethat they are important in terms of religious socialization to students.                            SWUHOMEPAGE  Back to Behavioral Science Research Institute