Development of a Supervision Model Based on the Concept of School as Learning Community to Enhance Quality in One District One Quality School of Pattani Primary Educational Service Area Office 1
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Abstract
This research aimed to 1) study the supervisory components and 2) develop a supervisory model based on the concept of school as a learning community. This research employed a mixed-methods research design, divided into 2 phases. Phase 1 involved studying supervisory components through document analysis, focus group discussions, and in-depth interviews with 12 purposively selected experts. Quantitative data were also collected from 120 school administrators and teachers to assess current and desirable conditions. Phase 2 focused on developing the supervisory model and validating its quality through a connoisseurship seminar with 5 experts. Research instruments included interview forms, Questionnaires, Supervisory model, and model evaluation forms. The research findings revealed that: 1) The SLC supervisory components consisted of 4 components and 22 indicators. These were: Principles and purpose (5 indicators), Learning leadership network (6 indicators), Classroom supervision process (6 indicators), and Assessment for development (5 indicators). Expert evaluation confirmed that the appropriateness of these components was at the highest level. The current condition was at a moderate level, while the desirable condition was at the highest level. Priority needs analysis showed that Classroom supervision processes had the highest necessity, followed by Learning leadership networks, Assessment for development, and Principles and purpose, respectively. 2) The SLC Supervisory Model comprised 6 parts: principles, objectives, content, processes, measurement and evaluation, and conditions for success. The core mechanism was the supervisory process using Lesson Study innovation. Expert evaluation confirmed that the appropriateness, feasibility, and utility of the model were at the highest level.
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