The relationship between internal supervision techniques and standards. Student-centered teaching and learning process in educational institutions under the jurisdiction of Rayong Primary Educational Service Area Office 1

Abstract

ABSTRACT

This research aims to 1.) To study the level of internal supervision techniques of schools under the Office of Rayong Primary Educational Service Area 1. 2)To study the level of student-centered instructional management at schools under the Office of Rayong Primary Educational Service Area. Area 1 3) To study internal supervision techniques that affect student-centered instructional management in schools under the Office of Rayong Primary Educational Service Area 1. The sample group was Rayong Primary Educational Service Area Office. Region 1 consists of 114 schools under the Office of Rayong Primary Educational Service Area 1, 92 schools, with data providers consisting of educational institute administrators, government officials, teachers, a total of 368 people. The research instruments were; A 5-level estimation questionnaire applied according to level according to the concept of Likert. Statistics used in data analysis were basic statistics, frequency, percentage, mean, standard deviation. Pearson's correlation coefficient

The research found that;

1. Technical level of supervision within the Rayong Primary Education Area Office 1 as a whole is very high. When considering the highest aspects, co-supervision for professional development was at the highest level, followed by peer supervision at a high level. Lastly, clinical supervision techniques are at a high level.


2. The level of student-centered teaching and learning management process in Rayong Primary Education Area Office District 1 as a whole is at the highest level. The most consideration was the use of information technology media and learning resources that facilitated learning at the highest level, followed by positive classroom management at the highest level, and lastly, the management of learning through thought and practical processes and can be applied in life to a high level.


3. The relationship between internal supervision techniques and the highest level of student-centered teaching and learning processes, which correlated positively or in a statistically significant amenable manner at .01.