Guidelines for the Development of Internal Supervision in the School under Buengkan Primary Educational Service Area Office

Abstract

The research results found that (1) the current condition of internal supervision in educational institutions Overall under the Bueng Kan Primary Educational Service Area Office is at a high level (2) The desired conditions of supervision within the educational institution The desired status of internal supervision in educational institutions under the Office of the Primary Educational Service Area, Bueng Kan Province is at a high level. (3) The needs were higher than the overall values in terms of supervision operations. (4) Development guidelines for internal supervision in educational institutions (1) Regarding condition and problem assessment: school directors adjusted the landscape in the school. The school director was open to listening to teachers with intention. (2) Regarding supervision planning: schools should organize a workshop on developing and using a curriculum for learning management that is consistent with learning. The school should organize a training to develop the learning management skills of personnel in the organization. The school should organize a workshop on measurement and evaluation that is consistent with learning. The school should organize a workshop on measurement and evaluation that is consistent with learning. (3) Regarding supervision practices: schools should recognize or reward teachers who demonstrate clear performance in learning management. The school should create a system for training communication skills for teachers and personnel as a regular job. Educational institutions should participate in organizing various community activities and (4) Regarding evaluation of supervision outcomes: educational institutions should set indicators in the curriculum to reflect the learning outcomes (5) The results of the evaluation of the overall development guidelines were found to be appropriate and feasible at a high level.

          The research results revealed that (1) the overall current and desirable conditions of internal supervision in schools under the Bueng Kan Primary Educational Service Area Office were found to be at a high level. (2) The needs related to internal supervision were higher than the current conditions. (3) Development guidelines for internal supervision in schools were identified as follows: (1) Problem identification: school administrators had implemented landscape improvements within the schools, and also attentively listen to teachers with an open mind. (2) Supervision planning: schools should organize practical workshops on curriculum development and implementation that align with learning processes; conduct training to enhance the learning management skills of organizational personnel; and measurement and assessment methods that were congruent with learning processes. (3) Supervision implementation: schools should recognize and commend teachers who demonstrated exemplary learning management practices; establish a system for regular communication skills training for teachers and staff as part of their routine work; and participate in various community activities. (4) Supervision evaluation: schools should establish learning outcome indicators in the curriculum and consistently conduct pre-tests and post-tests to reflect student achievement. (4) The overall evaluation of the proposed development guidelines indicated that they were appropriate and feasible at a high level.