SUPERVISION ROLES OF SCHOOL ADMINISATRATORS TO PROMOTE READING, WRITING, AND CRITICAL THINKING FOR SMALL PRIMARY SCHOOLS

Abstract

    Supervision is a critical task in educational administration and a primary responsibility of educational administrators. It aims at the quality of students and improve teaching quality of teachers. The purpose of the study was to investigate the supervision roles of school administrators to promote reading, writing, and critical thinking for small primary schools. This quantitative research, the selected samples using purposive sampling involved 33 small primary schools associating with the development network of the Faculty of Education, Pibulsongkram Rajabhat University at least five years of voluntary participation in this research, and  the sample group also included 66 school administrators and teachers. The research instrument used was a questionnaire with reliability coefficient of 0.98, created through Google Forms for online data collection. Data were analyzed using descriptive statistics, including mean and standard deviation. The findings indicated that the overall supervision roles of school administrators in promoting reading, writing, and critical thinking in small primary schools were at a high level, and the highest rated dimension was the dimension of coordinator roles, apparently. The other dimensions, ranked from high to low, included the role of the group leader, the role of the evaluator, and the role of the consultant, and the role of the evaluator, respectively. The results lead to conclude that school administrators significantly impact the success of education and school personnel development in order that contribute to creating an environment where students can develop themselves effectively in an ever-changing context.