THE GUIDELINES FOR ENHANCING INTERNAL SUPERVISION IN SCHOOLS UNDER THE NAKHON RATCHASIMA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research article aimed: 1) to examine the level of internal supervision in schools under the Nakhon Ratchasima Primary Educational Service Area Office 1, 2) to compare internal supervision in schools under the Nakhon Ratchasima Primary Educational Service Area Office 1, 3) to explore guidelines for enhancing internal supervision in schools under the Nakhon Ratchasima Primary Educational Service Area Office 1. The research was conducted in two phases. Phase 1 involved studying the level of internal supervision. The sample consisted of teachers 132 respondents. Data were collected using a five-point Likert scale questionnaire, with an Index of Item-Objective Congruence ranging from 0.80 to 1.00 and an overall reliability coefficient of 0.937. Data analysis included percentage, mean, standard deviation, and hypothesis testing using the F-test. When significant differences were found, Scheffe’s method was applied for pairwise comparisons. Phase 2 focused on studying guidelines for enhancing internal supervision in schools under the Nakhon Ratchasima Primary Educational Service Area Office 1. with three key informants: one educational supervisor, one school administrator, and one head of academic affairs. The research results were found as follows.

1) The overall level of internal supervision in schools under the Nakhon Ratchasima Primary Educational Service Area Office 1 was high. Other aspects rated at a high level.

2) A comparison of internal supervision levels in schools under the Nakhon Ratchasima Primary Educational Service Area Office 1 based on school size revealed statistically significant differences at the 0.05 level, both overall and in individual aspects. However, when comparing based on work experience, no statistically significant differences were found, either overall or in individual aspects.

3) The Guidelines for enhancing internal supervision in schools suggested that school administrators should support professional development training to enhance teachers’ understanding of classroom research through expert-led sessions. Additionally, an academic mentoring system should be established to provide research guidance. A participatory supervision approach should be implemented to improve classroom teaching and learning through collaboration and problem-solving among teachers both within and outside the school.