The aims of this research were: 1) to study the conditions of learning management of Phrapariyatti-dhamma school of the Prachaniyom temple in Kalasin in accordance with the Threefold Learning (ti-sikkhā) principles; 2) to study the problems of the learning management of the temple’s school; 3) to study the ways to develop the learning management of the temple’s school. The population of this research included 127 students (secondary school grades 1-6) of the school and the targeted samples included 12 of the school directors, vice-directors and teachers. The data collection was conducted by using a questionnaire and interview before the obtained data were analyzed by the following statistics: Percentage, Mean, Frequency and Standard Deviation. For the qualitative data, the content analysis was employed in its interpretation.

The research results revealed that the statistic score of the school’s learning management in overall was at a high level (4.27). Based on each studied aspect consideration, the scores of all aspects were at a high level as well, but the highest score can be seen in that of the Systematic Administration (4.30), followed by Learning Management Conditions for Developing Students (4.29) and Suitable Physical and Environmental Management (4.22) respectively. The score of the problems of learning management of the school in overall was at a high level (4.30) and the scores of all studied aspects were at the same level. The highest score can be seen in the aspect of Lecture Management and Friendly Public Relation (4.31), followed by Organizing Basic Activities of Life (4.30), Problems of Learning Management for Developing Students (4.29). The statistic score of the learning management of the school based on the mentioned dhamma principle above in overall was at a high level (4.28) and the scores of all studied aspects in this objective were at the same level. The highest one can be seen in that of Benefits to House, Temple and School based on the Threefold Learning Principles (4.29), followed by the Development of Morals, Mindfulness and Wisdom (4.27). The problems and obstacles seen in the qualitative data were that there was not a learning plan based on the Threefold Learning principles in other groups of learning subjects so that the suggestions for improving this was to integrate the Threefold Learning in other groups of the learning subjects accordingly.

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