The objectives of this research were; 1) to study the state of role, duty and qualification of teacher-monks, 2) to study factors affecting the confidence of school administrators on the teacher-monks, and 3) to propose the factors affecting the confidence of school administrators on the teacher-monks in Prachinburi province. The quantitative data were collected by questionnaires from 291 samples in 71 schools and analyzed by percentage, mean, and standard deviation. The qualitative data were obtained by in-depth interviews with 5 school administrators and analyzed by content analysis.

The results of the study found that:

1. The state of role, duty and qualification of teacher-monks was at a high level overall and in each aspect.

2. The factors resulting to the confidence of school administrators on the teacher-monks were that the curriculum should be concise, suitable, professional and consistent in every school and level, there should be development plans for teacher-monks in producing instructional media and using media through workshop, seminar and training, there should be evaluation forms or techniques that interest students to participate Buddhist activities, there should be cooperation of school, home and temple in providing knowledge on self-behaving in school for teacher-monks, and there should be guidelines to motivate, develop and promote the teacher-monks in duty performance systematically.

3. The guideline of factors affecting the confidence of school administrators on the teacher-monks in Prachinburi province guideline was that the teacher-monks should have a chance to participate in curriculum design, the teacher-monks should be trained with knowledge and skills in duty performance, the teacher-monks should be trained in producing and using instructional media, there should be supervision and evaluation on work performance of the teacher-monks regularly, and school administrators and staffs should invite teacher-monks in management of moral teaching in their schools.

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