The Guidelines to Internal Supervision Process Development of School under The Angthong Primary Educational Service Area Office

Abstract

        The purpose of this research was to (1) study the current and desired conditions of the internal supervision processes in schools under the Ang Thong Primary Educational Service Area Office and (2) propose guidelines for the development of these processes. The sample group consisted of 166 school administrators, deputy academic administrators, or heads of academic departments in schools under the Ang Thong Primary Educational Service Area Office, and 5 experts who were interviewed. The research tools included a questionnaire with a reliability coefficient of 0.93 and a semi-structured interview guide. Data were analyzed using percentages, means, standard deviations, and content analysis.

          The research findings revealed that (1) the current state of the internal supervision process in schools under the Ang Thong Primary Educational Service Area Office was at a medium level, while the desired state was at the highest level. When examining each aspect, the average scores ranged from highest to lowest as follows: 1) Improvement and reporting of supervision results, 2) Supervision operation, 3) Evaluation, 4) Planning for supervision, 5) Studying the needs for internal supervision in schools, and 6) Fostering morale and encouragement. (2) The proposed guidelines for developing the internal supervision process in schools under the Ang Thong Primary Educational Service Area Office include six areas. In each area, the key issues for immediate development are as follows: 1) Improvement and reporting of supervision results: Schools should report internal supervision evaluation results to the relevant supervisory bodies. 2) Supervision operation: School administrators should regularly supervise and monitor by themselves. 3) Evaluation: Supervised personnel should report their progress resulting from the internal supervision process. 4) Planning for supervision: Schools should appoint a supervision working group with clearly defined roles and responsibilities. 5) Studying the needs for internal supervision in schools: Schools should prioritize issues in line with the needs for problem-solving. 6) Fostering morale and encouragement: Administrators and supervisors should recognize and reward teachers who successfully undergo supervision or those with high supervision scores.