DEVELOPMENT OF INTEGRATED SUPERVISION MODEL TO ENHANCE THE CLASSROOM RESEARCH COMPETENCY FOR PRIMARY SCHOOL TEARCHERS

Abstract

The objectives of this research article were 1) to examine the common dataset for development of the supervision model; 2) to construct and validate quality of the supervision model; 3) to explore the implementation of the supervision model; and 4) to evaluate the supervision model. The research consisted of 4 stages i.e. 1) examining the common dataset; 2) constructing and validating quality of the supervision model; 3) experimenting the supervision model; and 4) evaluating the supervision model. Experiments were carried out with 63 teachers, were selected by a specific selection, and the research instruments were: 1) Test of knowledge on classroom research; 2) Evaluation form assessing classroom research competency; 3) Evaluation form assessing classroom research report; 4) Attitude assessment towards classroom research; 5) Satisfaction questionnaire towards supervision model; 6) Opinion interview form for supervision. The data were analyzed for mean, standard deviation, dependent t-test. The interview data were analyzed by content analysis, frequency, percentage and narrative description. The results showed that: 1) The common dataset in constructing the supervision model indicated that integrating the advisory supervision, mentoring supervision, and clinic-oriented supervision in order to formulate the new supervision model were feasible and appropriate. This also extends HM King Rama 9’s working protocols namely “Understand, Access, Develop” principles and King Philosophy to underpin the educational supervision tasks. 2) The construction and validation of supervision model promoting classroom research indicated that the supervision model was rated at the highest appropriateness. The key components were principles, objectives, content, supervision procedure, assessment and evaluation. The supervision procedure constituted 5 stages. D₁: Define problem and needs; D₂: Direction Planning; D₃: Development activities; E: Examine and evaluate; and P: Publish a successful work. 3) The experiment of the supervision model promoting classroom research indicated that, after the supervision, teachers acquired classroom research knowledge, showed classroom research competence, and held good attitudes towards classroom research higher than those of before the supervision at the significance level of .01. 4) The evaluation of the supervision model promoting classroom research indicated that teachers rated their satisfaction towards the supervision model at the highest level.