Model of Internal Supervision Affecting Functional Competencies of Teachers in Schools under the Secondary Educational Service Area Office Singburi Angthong

Abstract

The objectives of this research were 1) to investigate the model of internal supervision of schools, 2) to study the functional competencies of teachers in schools, and 3) to study the model of internal supervision affecting teachers’ functional competencies. The sample consisted of 285 civil servant teachers in schools under the Secondary Educational Service Area Office Singburi Angthong. The sample was selected based on a stratified sampling. Five-rating scale questionnaire was used as a research instrument for data collection with a reliability of 0.96. The quantitative data were analyzed by statistics including mean, percentage, standard deviation, Pearson's correlation coefficient and stepwise multiple regression analysis. The major findings revealed that 1) overall opinion on the model of internal supervision of schools under the Secondary Educational Service Area Office Singburi Angthong was at a high level. 2) overall opinion on functional competencies of teachers in schools under the Secondary Educational Service Area Office Singburi Angthong was at a high level. 3)  the model of internal supervision was highly correlated with teachers’ functional competencies (r = 0.768). Three factors affecting teachers’ functional competencies include participatory supervision, clinical supervision and coaching supervision that could jointly predict 64.30 % of the variation in teachers’ functional competencies. Which could be formulated into regression equation as follows: Y_tot =1.358 + 0.357 (X₃) + 0.216 (X₁) + 0.134 (X₄)