STUDY OF THE CONDITIONS AND GUIDELINES FOR INTERNAL SUPERVISION OPERATIONS IN SCHOOLS IN THE NONG BUN MAK 2 NETWORK CENTER UNDER THE OFFICE OF THE NAKHON RATCHASIMA PRIMARY EDUCATIONAL SERVICE AREA 2

Abstract

This research aimed to (1) study the current practices of internal supervision in schools and  (2) explore guidelines for improving the internal supervision practices in these schools. The population in this study consisted of 79 participants, including school administrators and teachers. The research instruments used were a questionnaire and an interview form regarding educational supervision, based on the conceptual framework of Glickman, Gordon, and Ross-Gordon. The data were analyzed using mean, standard deviation, and content analysis. The research results found that:

1)  The study revealed that the overall internal supervision practices in schools within the Nong Boonmak 2 Educational Network, were at a high level in both overall and individual aspects. The ranking of average scores from highest to lowest was as follows: Direct Assistance to Teachers, Staff Development, Curriculum Development, Group Development, and Action Research.

2) The internal supervision guidelines for schools revealed that: Schools should give teachers opportunities to step into both leadership and follower roles in teamwork. They should actively support and serve teachers, observe classroom teaching, and use Professional Learning Communities (PLC) to assist with instructional supervision. High priority should be placed on Individual Development Plans (ID Plan), helping teachers understand curriculum development, and encouraging them to use research to solve problems while providing proper guidance on classroom research. Additionally, the Performance Agreement (PA) criteria should be applied to support supervision in classroom research