Blended Supervision Approach for Teachers Proactive Learning Management under Schools of Secondary Educational Service Area Office Nongkhai

Abstract

This research aims to: 1) study the current conditions, desirable conditions, and necessary needs for blended internal supervision approaches for teachers' active learning management, and 2) explore blended internal supervision approaches for teachers' active learning management. The study employs a mixed-methods approach divided into two phases. Phase 1 involves quantitative research with a population of 1,196 school administrators and teachers, from which a sample of 290 participants from the Secondary Educational Service Area Office Nong Khai was obtained through stratified random sampling. Data was collected using questionnaires and analyzed using basic statistics, including mean, standard deviation, and priority needs assessment using the Modified Priority Needs Index (PNI_Modified). Phase 2 consists of qualitative research, involving interviews with five key informants: one policy-level administrator, three school administrators, and one teacher. The qualitative data was analyzed using content analysis. The research findings show that the current state and desirable conditions of blended internal supervision are at the highest level overall. The current state of internal supervision planning has the highest average score, with both face-to-face and online supervision methods being used. Regarding needs, the improvement and development aspect has the lowest average score, indicating a need to enhance the efficiency of the supervision process. Additionally, there is a demand for strengthening teachers' knowledge and skills before supervision, as well as an increased need for using technology and innovation in learning management. The guidelines for blended internal supervision for teachers' active learning management consist of 7 main components: 1) Creating a participatory atmosphere 2) Designing learning activities 3) Using blended supervision methods 4) Utilizing media, innovation, and technology 5) Measurement and evaluation 6) Enhancing knowledge before supervision 7) Evaluating supervision results. The assessment of the appropriateness and feasibility of these guidelines by experts found that all components were rated at the highest level for both appropriateness and feasibility.