THE RELATIONSHIP BETWEEN INTERNAL SUPERVISION AND EFFICIENCY OF TEACHERS IN SCHOOL UNDER CHIANG RAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3
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Abstract
The objectives of this research were: (1) to examine the practices of internal supervision implemented within schools; (2) to investigate the work performance of teachers in educational institutions; and (3) to explore the relationship between internal supervision and teachers’ work performance. The sample comprised 333 school administrators and teachers under the Office of Chiang Rai Primary Educational Service Area 3. The research instrument utilized in this study was a questionnaire based on a five-point Likert scale. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as inferential statistics through Pearson’s correlation coefficient.
The findings of the study indicated the following:
The overall level of internal supervision conducted within schools was found to be high. When examined across specific dimensions, the highest average score was observed in the aspect of supervision planning, followed by the implementation of supervision. Conversely, the lowest mean score was identified in the aspect of needs assessment and analysis of current conditions and problems.
Similarly, the overall level of teachers’ work performance was also rated as high. The highest average was noted in the area of instructional planning and design, followed by the establishment of student learning objectives, the use of media and technology, and the analysis of individual learners. The lowest mean score was recorded in the aspect of assessment and evaluation.
Moreover, a statistically significant positive correlation was found between internal supervision and teachers’ work performance in all measured dimensions. This correlation was significant at the 0.01 level, indicating a strong overall relationship between the two variables.
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