MBU Roi Et Journal of Global Education Review

DEVELOPING A PROGRAM TO STRENGTHEN INNOVATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER THE ROI-ET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Suthasinee Sutthiprapa, Sutthipong Hoksuwan — Mon, 31 Aug 2026 00:00:00 +0700

The purposes of this research were 1) to examine the current state, desirable state, and need analysis for strengthen innovative leadership of school administrators under the Roi-Et Primary Educational Service Area Office 1 and 2) to develop a program for strengthen innovative leadership of school administrators under the Roi-Et Primary Educational Service Area Office 1. This mixed-methods research employed a research and development consisting of two phases. Phase 1 was a study of the current state, desirable state, and need analysis of strengthen innovative leadership of school administrators. The sample comprised 338 school administrators and teachers selected through stratified random sampling. The research instrument in this phase was a rating scale questionnaire. Phase 2 involved the development of a program to strengthen innovative leadership of school administrators. The program was evaluated by five experts selected through purposive sampling. An appropriateness and feasibility assessment form were used as a research instrument in this phase. The statistics used for data analysis were mean, standard deviation, and priority needs index.

The research results were found as follows. 1. The overall current state of the innovative leadership of school administrators was at a moderate level. The highest average aspect was network creation. The overall desirable state of the strengthen innovative leadership of school administrators was rated at the highest level. The highest average aspect was innovative vision. The need analysis of the strengthen innovative leadership of school administrators, ranked from highest to lowest, was innovative vision, leading change, network creation, risk-taking, and creative thinking. 2. The developed program to strengthen innovative leadership of school administrators consisted of five components, including 1) principles, 2) objectives, 3) content, 4) development process, and 5) measurement and evaluation. The assessment of appropriateness and possibility was at the highest level, showing its suitability and potential for practical implementation.

DEVELOPMENT ON ENHANCING MOTIVATION WORK PERFORMANCE OF THE TEACHER AT MAHASARAKHAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Vasawat Prasertwannakit, Tharintorn Namwan — Mon, 31 Aug 2026 00:00:00 +0700

The purposes of this research were 1. to study the current conditions, desired conditions, and needs for work motivation among teachers at Mahasarakham Primary Educational Service Area Office 1; and 2. to develop guidelines for enhancing teachers’ work motivation. This study employed a mixed methods research design and was conducted in two phases. Phase 1 aimed to examine the current conditions, desired conditions, and needs for enhancing teachers’ work motivation. The population consisted of 1,254 teachers at the Mahasarakham Primary Educational Service Area Office 1 in the 2024 academic year, with a sample size of 297 teachers. Phase 2 aimed to develop guidelines for enhancing teachers’ work motivation by studying and synthesizing the current and desired conditions from administrators and teachers through in-depth interviews with three best practice schools. Draft guidelines were then formulated and evaluated by five experts. The research instruments included questionnaires, interview forms, and evaluation forms. The statistical methods used for data analysis were mean, standard deviation, and the priority needs index.

The findings revealed that: 1. The current conditions of enhancing teachers’ work motivation were overall at a moderate level, while the desired conditions were at the highest level. The priority needs for enhancing teachers’ work motivation, ranked from highest to lowest, were: salary and welfare benefits, career advancement, work environment, and achievement, respectively. 2. The developed guidelines for enhancing teachers’ work motivation consisted of four aspects with 28 approaches: 1) Achievement (7 approaches), 2) Career Advancement (6 approaches), 3) Salary and Welfare Benefits (5 approaches), and 4) Work Environment (10 approaches). The evaluation results indicated that the overall appropriateness of the developed guidelines was at the highest level. With the Career Advancement aspect rated as the most appropriate. Similarly, the overall feasibility of the guidelines was also at the highest level. The Career Advancement aspect was again identified as the most feasible.

THE RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE AND JOB SATISFACTION OF TEACHERS UNDER THE JURISDICTION OF BANGKOK

Kanittha Khotphat, Amnuay Thongprong — Mon, 31 Aug 2026 00:00:00 +0700

This research aimed to investigate: 1) the level of organizational culture, 2) the level of teacher job satisfaction, and 3) explore the relationship between organizational culture and teacher job satisfaction among teachers in schools under the Jurisdiction of Bangkok. This survey researches. The sample consisted of 370 government in schools under the Jurisdiction of Bangkok, obtained through multi-stage random sampling. The research instrument was a questionnaire comprised of five dimensions of organizational culture and four dimensions of job satisfaction. Data were analyzed using mean, standard deviation, and Pearson’s product–moment correlation coefficient. The statistics used for data analysis were the mean, standard deviation, and Pearson Product-Moment Correlation Coefficient.

The findings revealed that: 1) The overall level of organizational culture in schools under the Jurisdiction of Bangkok was rated at the highest level 2) The overall level of job satisfaction among teachers in schools under the Jurisdiction of Bangkok was also rated at the highest level, both overall and in every dimension and 3) The relationship between organizational culture and teacher job satisfaction was found to be a moderate positive correlation, with a correlation coefficient of 0.676, which was statistically significant at the 0.01 level. The results suggest that school administrators should apply these findings as guidelines for fostering a supportive organizational culture to enhance teachers’ job satisfaction and maximize organizational effectiveness.

THE DEVELOPMENT AND EFFECTIVENESS STUDY OF A GAMIFIED CASE-BASED LEARNING MODEL (GCBL) USING BOARD GAMES AND QUIZIZZ TO ENHANCE LEGAL REASONING SKILLS OF GRADE 9 STUDENTS

Veeravit Boonsong, Arisa Rungkul — Mon, 31 Aug 2026 00:00:00 +0700

This study aimed to 1. develop a gamified case-based learning model using board games and Quizizz to enhance the legal reasoning skills of Grade 9 students, 2. examine the effectiveness of the developed gamified case-based learning model, and 3. compare students’ learning achievement and legal reasoning skills before and after implementing the developed model. The sample consisted of 29 Grade 9/2 students from Phonrom Anusorn Mittraphap 50 School in Lopburi Province, selected using cluster sampling, selected through simple random sampling. The research instruments included: 15 lesson plans, a 30-item learning achievement test, and a 15-item legal reasoning skills assessment with an overall reliability coefficient of 0.89. Data were analyzed using mean, standard deviation, efficiency values (E1/E2), and t-test statistics.

The research findings revealed that the developed Gamified Case-Based Learning (GCBL) model, which integrates board games and Quizizz, was rated at the highest level of appropriateness and demonstrated an efficiency of 85.47/83.92, exceeding the established 80/80 criterion. Moreover, students’ post-learning achievement and legal reasoning skills were significantly higher than their pre-learning scores (p < .001), indicating that the GCBL model effectively enhances experiential learning, legal reasoning, and active student engagement.

GUIDELINES FOR DEVELOPING THE SKILLS OF SCHOOL ADMINISTRATORS IN THE DIGITAL ERA UNDER LOCAL ADMINISTRATIVE ORGANIZATIONS IN ROI ET PROVINCE

Paphatchaya Apimatirat, Chayakan Ruangsuwan, Pongphop Phoojomjit — Mon, 31 Aug 2026 00:00:00 +0700

This research aimed to: (1) examine the current conditions, desirable conditions, and priority needs of digital-era skills of school administrators, and (2) propose guidelines for developing digital-era skills of school administrators under local administrative organizations in Roi Et Province. The study was conducted in two phases. Phase 1 investigated the current conditions, desirable conditions, and priority needs. Five experts were engaged to assess the appropriateness of the components and indicators. The sample consisted of 374 school administrators, selected through appropriate sampling procedures. Data were collected using a five-point Likert-scale questionnaire and analyzed using descriptive statistics, including the mean and standard deviation. Phase 2 focused on developing the guidelines. Six experts participated as key informants through semi-structured interviews, and the data were analyzed using content analysis. In addition, nine experts evaluated the proposed guidelines in terms of appropriateness and feasibility using an evaluation form. Data were analyzed using the mean and standard deviation.

The findings revealed that the overall and individual aspects of the current conditions were at a moderate level, whereas the desirable conditions were at the highest level. The priority needs, ranked from highest to lowest, were technological leadership skills, digital skills for organizational management, information and communication technology skills, innovative leadership skills, and visionary skills. The proposed guidelines comprised 22 development practices and were organized into a development manual consisting of five components: principles and rationale, objectives, content, development processes, and measurement and evaluation. The development process was based on the 70:20:10 learning model. Overall evaluation results indicated that the guidelines demonstrated the highest level of appropriateness and feasibility.

GUIDELINES FOR THE DEVELOPMENT OF PRIVATE SCHOOL ADMINISTRATION IN THE DIGITAL ERA UNDER THE MAHA SARAKHAM PROVINCIAL EDUCATION OFFICE

Paphada Yuntapun, Pongphop Phoojomjit, Chayakan Ruangsuwan — Mon, 31 Aug 2026 00:00:00 +0700

The objectives of this research were to study the components and indicators, the current and desirable states, the priority of needs, and to develop guidelines for private school administration in the digital era under the Maha Sarakham Provincial Education Office. The research was conducted in three phases. Phase 1 study the components and indicators of digital-era school administration through expert evaluation by five specialists. Phase 2 study the current and desirable states and identified the priority of needs. The sample consisted of 253 school administrators and teachers. The research instrument was a five-point. Data were analyzed using mean, standard deviation. Phase 3 study the developed guidelines for private school administration in the digital era. The key informants included six experts for developing the guidelines and nine experts for evaluating their appropriateness and feasibility.

The findings revealed that: 1. Private school administration in the digital era comprised four aspects: development of learning management processes, personnel development, direction and vision setting, and access to technology. 2. The overall current state was at a high level, and the desirable state at the highest level. The priority of needs ranked as direction and vision setting, access to technology, learning management development, and personnel development. 3. The proposed guidelines, based on the 70:20:10 learning model, were rated highly appropriate and feasible.

GUIDELINES FOR DEVELOPING 21ST-CENTURY SKILLS OF SCHOOL ADMINISTRATOR UNDER THE OFFICE OF KHON KAEN SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Panudet Chanmanee, Kritkanok Duangchatom, Darunnapa Nachairit — Mon, 31 Aug 2026 00:00:00 +0700

The objectives of this research were to identify the components and indicators of school administrators’ 21st-century skills, examine their current and desirable states as well as developmental needs, and develop guidelines for enhancing these skills among administrators under the Khon Kaen Secondary Educational Service Area Office. The study was conducted in three phases. Phase 1 investigated the components and indicators of the skills using a semi-structured interview with five experts, and data were analyzed through content analysis. Phase 2 examined the current and desirable states and developmental needs using a five-point Likert-scale questionnaire administered to 381 school administrators and teachers. The instrument had a reliability coefficient of 0.91 and item discrimination indices ranging from 0.31 to 0.84. Data were analyzed using mean and standard deviation. Phase 3 developed and validated the proposed development guidelines, involving six key informants and nine experts who evaluated the appropriateness and feasibility of the guidelines using interview and assessment forms.

The research results revealed the following findings: 1. School administrators’ 21st-century skills consisted of four dimensions: (1) communication, (2) analytical and creative thinking, (3) visionary, and (4) moral and ethical skills. 2. The overall current state was at a high level, while the desirable state was at the highest level. Developmental needs ranked from highest to lowest as analytical and creative thinking, visionary, communication, and moral and ethical skills. 3. The proposed guidelines comprised five elements: principles, objectives, six learning units, a 70:20:10-based development process, and measurement and evaluation, with overall appropriateness and feasibility rated at the highest level.

PROGRAM DEVELOPMENT TO ENHANCE DIGITAL LEADERSHIP OF THE SCHOOL ADMINISTRATORS UNDER CHAIYAPHUM PRIMARY EDUCATION SERVICE AREA OFFICE 2

Prisana Arjwong, Sutthipong Hoksuwan — Mon, 31 Aug 2026 00:00:00 +0700

This research article aims to:1) to study the current condition, the desirable condition, and the needs for enhancing digital leadership of the school administrators under Chaiyaphum Primary Educational Service Area Office 2, and 2) to develop a program to enhance digital leadership of the school administrators under Chaiyaphum Primary Educational Service Area Office 2. The sample consisted of 338 participants, teachers and school administrators, as well as 5 experts. Research instruments included a rating-scale questionnaire, a semi-structured interview, and an evaluation form for program suitability and feasibility. Data were analyzed using mean, standard deviation, and the index of priority needs.

The research findings revealed that: 1. The current condition of digital leadership of the school administrators under Chaiyaphum Primary Educational Service Area Office 2 in was at a moderate level. The desirable condition of digital leadership was found at the highest level. The analysis of priority needs revealed the following order: 1) setting a digital vision, 2) digital literacy, 3) digital communication, and 4) creating a digital culture. 2. Program Development to Enhance Digital Leadership of the School Administrators under Chaiyaphum Primary Educational Service Area Office 2 consisted of five components: 1) principles, 2) objectives, 3) content, 4) development methods, and 5) evaluation. The evaluation of the program indicated that both its appropriateness and feasibility were rated at the highest level.

THE DEVELOPMENT OF TEACHERS IN THE USE OF EDUCATIONAL APPLICATIONS FOR LEARNING MANAGEMENT AT NONSAENG WITTAYASERM SCHOOL, UNDER THE KALASIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Songpon Tharangsree, Khomsan Khajornpanyapaisan, Suphot Duangnet — Mon, 31 Aug 2026 00:00:00 +0700

The purposes of this research were to 1) Investigate problems in learning management among teachers at Nongsang Wittayaserm School under the Kalasin Primary Educational Service Area Office 3. The target group consisted of 10 teachers by purposive sampling. The research instrument was an unstructured interview, and the data were analyzed using descriptive methods. 2) Study guidelines for developing teachers’ skills in using educational applications for learning management. The target group consisted of 10 teachers by purposive sampling. The instrument was an unstructured interview, and the data were analyzed descriptively. And 3) Examine the results of teacher development in the use of educational applications for learning management. The target group consisted of 10 teachers who participated voluntarily. The instruments included a test, a behavior observation form, an educational application usage skill assessment form, and an attitude scale. The statistics used for data analysis were percentage, mean, and standard deviation.

The results were as follows: 1) Teachers encountered key problems regarding the use of educational applications for learning management. 2) The guidelines for teacher development should include hands-on training workshops that allow teachers to practice and apply skills with guidance from experts, along with internal supervision to monitor progress and provide recommendations on the use of educational applications for learning management. And 3) Examine the results of teacher development in the use of educational applications for learning management, the results of teacher development showed that post-development knowledge and understanding scores were higher than before the development. Teachers also demonstrated participation behaviors, skills, and positive attitudes toward using educational applications for learning management at a high level overall.

THE DEVELOPMENT GUIDELINES OF STRATEGIC MANAGEMENT FOR SCHOOL IN SURIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Anuchida Sukyai, Suwat Julsuwan — Mon, 31 Aug 2026 00:00:00 +0700

The purposes of this research were 1) to investigate the current conditions, desirable conditions, and priority needs of strategic management in schools under the Surin Primary Educational Service Area Office 1, and 2) to develop strategic management guidelines for schools. The research was conducted in two phases. Phase 1 employed a survey research design. The sample consisted of 181 school administrators, selected through stratified random sampling based on school size. The research instrument was a questionnaire examining the current and desirable conditions of strategic management in schools. Data were analyzed using the mean, standard deviation, and the modified Priority Needs Index (PNI_modified). Phase 2 focused on developing strategic management guidelines through a review of best practice schools and relevant documents, followed by an evaluation of the proposed guidelines by five experts to determine their appropriateness and feasibility.

The findings revealed that 1) the overall current condition of strategic management in schools was at a moderate level, whereas the desirable condition was at the highest level. The priority needs, ranked from highest to lowest, were strategic analysis, strategic control and evaluation, strategic implementation, strategy formulation, and strategic planning, respectively. The developed strategic management guidelines comprised four key components: principles, objectives, implementation guidelines, and success conditions. 2) These guidelines consisted of five major elements: strategic analysis, strategic planning, strategy formulation, strategic implementation, and strategic control and evaluation. In total, 23 operational guidelines were identified, including five guidelines for strategic analysis, three for strategic planning, three for strategy formulation, six for strategic implementation, and six for strategic control and evaluation. The overall evaluation indicated that the developed strategic management guidelines were highly appropriate and highly feasible.

FACTORS AFFECTING THE WORK EFFECTIVENESS OF TEACHERS IN THE DIGITAL ERA IN SCHOOLS UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE SURAT THANI CHUMPHON

Watthataphon Suwannason, Nuttakan Pakprot, Apichat Lenanant — Mon, 31 Aug 2026 00:00:00 +0700

This research aimed to examine: 1) the level of teacher performance effectiveness in the digital era, 2) the level of factors affecting teacher performance effectiveness in the digital era, and 3) the factors affecting teacher performance effectiveness in the digital era at schools under the Secondary Educational Service Area Office Surat Thani Chumphon. The sample group consisted of 341 government teachers working in secondary schools. The research instrument was a five-point rating scale questionnaire. The statistics used for data analysis included frequency, mean, standard deviation, and Stepwise Multiple Regression Analysis.

The research findings revealed that: 1) the overall level of teacher performance effectiveness in the digital era was at the highest level. When considering individual aspects ranked from highest to lowest, the results were as follows: ethics and morality, job satisfaction, digital technology utilization, instructional management, self-development, and student quality. 2) The overall level of factors affecting teacher performance effectiveness in the digital era was at a high level. When ranked from highest to lowest, the aspects were: nature of work, responsibility, achievement, recognition, interpersonal relationships, career advancement, and salary and compensation. 3) There were four factors affecting teacher performance effectiveness in the digital era at schools under the Secondary Educational Service Area Office Surat Thani Chumphon: responsibility, career advancement, recognition, and nature of work. These factors could predict teacher performance effectiveness by 59.80 percent at a statistical significance level of .01.

GUIDELINES FOR DEVELOPING EDUCATIONAL PERSONNEL TO ENHANCE ARTIFICIAL INTELLIGENCE LITERACY IN PRINCESS CHULABHORN SCIENCE HIGH SCHOOLS

Khanapot Chaiwanna, Namfon Boonniyom — Mon, 31 Aug 2026 00:00:00 +0700

The objectives of this research were 1) to investigate the current state, desirable state, and priority needs, and 2) to study guidelines for educational personnel development to enhance Artificial Intelligence Literacy (AI Literacy) within the Princess Chulabhorn Science High Schools group. The study employed a mixed-methods research design. The sample consisted of 280 school administrators and teachers. Research instruments included rating-scale questionnaires and semi-structured interviews conducted with seven experts. Data were analyzed using frequency, percentage, mean, standard deviation, the Modified Priority Needs Index (PNI_Modified), and qualitative content analysis.

The research findings revealed that: 1) The overall current state of personnel development was at a moderate level. Specifically, the highest mean score was found in Competency and Skill Development, followed by learning and training, counseling and support, motivation and incentives, and evaluation and feedback, respectively. The overall desirable state was rated at the highest level. Within this category, the highest mean score was also for Competency and Skill Development, followed by learning and training, counseling and support, evaluation and feedback, and motivation and incentives, respectively. The highest priority needs were identified in Evaluation and Feedback, followed by counseling and support, motivation and incentives, learning and training, and competency and skill development, respectively. 2) The guidelines for personnel development comprise five dimensions: (1) Competency and Skill Development, focusing on training in the use of AI tools and ethical understanding; (2) Learning and Training, involving continuous curricula and the promotion of microlearning; (3) Counseling and Support, establishing peer support systems, professional learning communities (PLC), and best practice manuals; (4) Evaluation and Feedback, implementing performance assessment systems and regular reflection on AI usage; and (5) Motivation and Incentives, including recognition, innovation grants, and creating an environment conducive to technological learning.

GUIDELINES FOR DEVELOPING DIGITAL SKILLS OF SCHOOL ADMINISTRATORS UNDER KALASIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Piriya Sripanya, Chayakan Ruangsuwan, Pongphop Phoojomjit — Mon, 31 Aug 2026 00:00:00 +0700

This study aimed to (1) examine the components and indicators, (2) investigate the current conditions, desirable conditions, and priority needs, and (3) explore development guidelines for digital skills of school administrators under the Kalasin Primary Educational Service Area Office. 2. The research was conducted in three phases. In Phase 1, the components and indicators were examined using a semi-structured interview with five experts. Data were analyzed using content analysis. In Phase 2, the current conditions, desirable conditions, and priority needs were investigated with a sample of 397 participants. The research instrument was a five-point rating scale questionnaire with a reliability of 0.98 and discrimination indices ranging from 0.80 to 1.00. Data were analyzed using mean and standard deviation. In Phase 3, semi-structured interviews with six key informants were used to look into development guidelines, and nine experts used an evaluation form to rate them.

The findings revealed that (1) the digital skills of school administrators consisted of six components: (1) application of digital technology, (2) understanding of digital technology, (3) communication and collaboration through digital technology, (4) information searching and analysis using digital technology, (5) digital content creation, and (6) lifelong learning through digital technology; (2) the current conditions were at a moderate level, while the desirable conditions were at the highest level. The highest priority need index was found in the application of digital technology; and (3) the development guidelines comprised six modules, with the development process based on the 70 : 20 : 10 model. The overall evaluation of the development guidelines was at the highest level.

NEED ASSESSMENT TO ENHANCING TEACHERS’ COMPETENCIES IN ACTIVE LEARNING MANAGEMENT THROUGH DIGITAL TECHNOLOGY BASED APPROACHES IN SCHOOLS UNDER THE ROI ET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Promtboon Ruksura — Mon, 31 Aug 2026 00:00:00 +0700

The purposes of this research were: (1) to examine the components and indicators of teachers’ competencies in active learning management using digital technology as a foundation in schools, and (2) to investigate the priority needs for enhancing teachers’ competencies in active learning management using digital technology as a foundation in schools. This study employed a survey research methodology. The population consisted of 211 schools under the Roi Et Primary Educational Service Area Office 3. The sample included 31 school administrators, 15 educational supervisors, and 276 teachers, totaling 322 respondents. The research instrument used for data collection was a questionnaire whose content validity was confirmed by five experts using the Index of Item–Objective Congruence (IOC). The statistics used for data analysis included mean, standard deviation, and the Priority Needs Index (PNI) for ranking the priority needs.

The results revealed that: 1) The components and indicators of teachers’ competencies in active learning management using digital technology as a foundation in schools consisted of five components and eighteen indicators, including: (1) knowledge, understanding, and professional teacher characteristics; (2) understanding learners and classroom management; (3) design and management of active learning activities; (4) understanding the use of digital technology and instructional media development; and (5) learners’ learning competency. 2) The overall current condition was at a high level, while the overall desirable condition was at the highest level. The priority needs, ranked from highest to lowest, were as follows: knowledge and skills in using digital technology for developing learning management (0.75), enhancement of analytical thinking competency and students’ learning skills (0.45), design and management of active learning activities (0.36), teachers’ professional knowledge, abilities, skills, and characteristics (0.34), and understanding learners and classroom management (0.34), respectively.

THE DEVELOPMENT AN INTERNAL SUPERVISION MODEL TO ENHANCE THE LEARNING MANAGEMENT COMPETENCIES OF TEACHERS AT WAT SATHONG MUNICIPAL SCHOOL

Pichitsak Rakngoen — Mon, 31 Aug 2026 00:00:00 +0700

This research aimed to: 1) study essential baseline data for developing an internal supervision model; 2) construct and examine the quality of the internal supervision model; 3) examine the outcomes of implementing the internal supervision model to enhance teachers' learning management competencies; and 4) evaluate the satisfaction of supervised teachers toward the internal supervision model for enhancing teachers' learning management competencies at Wat Sathong Municipal School. The research process consisted as follows: Step 1: Studying the fundamental data necessary for the internal supervision model through document synthesis and interviews with 3 experts. Step 2: Creating and verifying the quality of the internal supervision model by 7 experts and 12 teachers. Step 3: Studying the outcomes of implementing the internal supervision model. The data sources were 62 teachers. The instruments used included a multiple-choice test on learning management knowledge and understanding, and rating-scale assessments for learning management abilities regarding lesson plan writing, teaching skills that promote learning, and attitudes towards learning management. Data were analyzed using mean and standard deviation. Step 4: Evaluating the satisfaction towards the internal supervision model to enhance the learning management competencies of teachers. The data sources were 62 teachers. A rating-scale assessment was used, and data were analyzed using mean and standard deviation.

The research findings were as follows 1. The study of fundamental data revealed that internal supervision is a process and activity aimed at assisting, guiding, promoting, and improving teachers' instruction with the objective of developing instructional quality through learning management. 2. The creation and quality verification of the internal supervision model to enhance the learning management competencies of teachers consists of 3 procedural steps: Step 1: Directional planning (D), Step 2: Supervisory Management (S), and Step 3: Learning development (L). The evaluation results of the internal supervision model for enhancing learning management competencies and its implementation manual indicated that both items were highly appropriate at the highest level. As for the trial results of implementing the internal supervision model to enhance the learning management competencies. 3. The study of the implementation of the internal supervision model to enhance the learning management competencies of teachers revealed that the teachers' knowledge and understanding of learning management after the intervention were significantly higher than before the intervention at the .05 statistical level. Furthermore, their abilities to write lesson plans and manage instruction that promotes learning management were at the highest level, and their positive attitudes towards learning management were at the highest level. 4. The evaluation of satisfaction towards the internal supervision model to enhance the learning management competencies of teachers at Wat Sathong Municipal School revealed that the satisfaction was at a high level.