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

Abstract

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.