The objectives of this study were 1)to study the current conditions and problems of Buddhist leadership characteristics for Primary School Directors under Office of Basic Education Commission, 2) to develop a model for leadership traits development of Buddhist leadership characteristics for Primary School Directors under Office of Basic Education Commission, 3) to suggest a model for leadership traits development of Buddhist leadership characteristics for Primary School Directors under Office of Basic Education Commission. The methodology of the study was mixed method research. The research was comprised of 2 steps which were the 366 samples used in the study the current conditions and problems of Buddhist leadership characteristics for Primary School Directors under Office of Basic Education Commission are the school directors, teachers, and the chairman of office of the Basic Education Commission by using a questionnaire based on participants’ views. Moreover, the nine in-depth interviews and focus groups were included. These are for improve, evaluate, and demonstrate the most appropriate a Buddhist Leadership Development Model for Primary School Directors under Office of Basic Education Commission. Data analysis is done through Frequency, Percentage, Arithmetic Mean, Standard Deviation, and Content Analysis.

The results were that:

1.  the current conditions and problems of Buddhist leadership characteristics for Primary School Directors under Office of Basic Education Commission followed by the tenth Dasavidha-rājadhamma for a Buddhist leadership which were : 1) Dāna (charity),
2) Sīla (morality), 3) Pariccāga (altruism) 4) Ājjava (honesty), 5)  Maddava (gentleness),
6) Tapa (self controlling), 7) Akkodha (non-anger), 8) Avihimsa (non-violence), 9) Khanti (forbearance), and 10)  Avirodhana (uprightness) found that the school administrators in area 18 followed the Buddhist leadership for School Directors rules which were classified into 3 groups, firstly, the 6 high Buddhist leadership for School Directors features which were : 1) Maddava (gentleness), Khanti (forbearance), Avihimsa (non-violence), Tapa (self controlling), Pariccāga (altruism), and Akkodha (non-anger). Secondly, a medium Buddhist leadership for School Directors feature which was the Sīla (morality). The final group was the 3 low Buddhist leadership for School Directors features which were:1) Avirodhana (uprightness), 2) Ājjava (honesty), and 3) Dāna (charity).

2.  The nine in-depth interviews and focus groups in order to evaluate, the most appropriate a Buddhist Leadership Development Model for Primary School Directors under Office of Basic Education Commission found that the 3 low Buddhist leadership for School Directors features which were:Avirodhana (uprightness), Ājjava (honesty), and Dāna (charity). Therefore, the model of Buddhist Leadership development methods of Primary School Directors under Office of Basic Education Commission was comprised of 3 steps which were: Avirodhana (uprightness) is practicing yourself in development mind activities and learning from practice, Ājjava (honesty) is being honest and sincere towards others by practicing yourself in development mind activities and learning from practice, and the Dāna (charity) is practicing yourself in development mind activities and learning from practice such as giving away one's belongings or other things to support or assist others, including giving knowledge and serving public interests, and

3.  this research obtained the verify and evaluate the appropriateness and feasibility of the Buddhist Leadership Development completed model for Primary School Directors  under Office of Basic Education Commission

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