The situation and needs of internal supervision for the 21st century in small schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3

Abstract

This academic article aims to: 1) study the current state and needs of internal supervision in small schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3; and 2) develop an internal supervision model integrating the Buddhist principle of "Sanghahavatthu 4" to enhance teachers' 21st-century learning skills amidst the rapid changes in the modern world. The context of small schools in the study area faces significant limitations in educational resources, insufficient staffing levels, and teachers not specializing in specific subjects. These factors directly impact national academic achievement (RT, NT, O-NET), which falls below target. Therefore, school-based supervision is a crucial strategy for assisting and developing teachers from the grassroots level. The researchers synthesized a supervision model emphasizing a collaborative supervision process, using the Sanghahavatthu 4 principles (Dana, Piyavaca, Atthacariya, and Samanattata) as the core for fostering cooperation and positive communication. Preliminary findings indicate that the supervision model integrating Buddhist principles helps bridge the relationship gap between supervisors and those being supervised. Promoting a professional learning environment (PLC) and encouraging teachers to effectively shift their roles to become learning facilitators, even under budget and personnel constraints, the findings of this research can be used as a guideline for administrators of small schools in designing innovative school management practices for sustainable educational quality development.