Model of the Development of Internal Supervision to Enhance Student Quality at Ban Khok Din Daeng School under the Sakon Nakhon Primary Educational Service Area Office 2 Wijittra Samdaengchai

Abstract

This research aimed to 1) study the components and needs assessment of internal supervision for enhancing student quality, 2) construct and develop an internal supervision model for enhancing student quality, and 3) examine the effectiveness of the developed internal supervision model for enhancing student quality at Ban Khok Din Daeng School under the Sakon Nakhon Primary Educational Service Area Office 2. The target group consisted of 13 teachers at Ban Khok Din Daeng School, selected through purposive sampling. The research employed a Research and Development (R&D) methodology, which was conducted in three phases: Phase 1 involved studying the components and needs assessment; Phase 2 involved constructing and developing the model; and Phase 3 involved evaluating the effectiveness of the model. The research instruments included an unstructured interview form, a rating-scale questionnaire, and a teacher self-assessment form. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).The results revealed that: 1) the components of internal supervision for enhancing student quality consisted of 6 main components, 17 sub-components, and 70 indicators. The priority needs for development, ranked from highest to lowest, were supervision processes and supervision techniques, media, supervision tools and technology, evaluation and supervision reporting, knowledge and skills of supervisory personnel, objectives of supervision, and the scope of internal supervision, respectively. 2) The developed internal supervision model for enhancing student quality consisted of six components: principles, objectives, content, development process, media and learning resources, and measurement and evaluation. The evaluation results by experts indicated that the model was appropriate at the highest level. 3) The effectiveness of the model showed that teachers’ instructional competencies after participating in the workshop were higher than before the workshop, with a progress rate of 79.33%. The participants’ satisfaction with the workshop was at the highest level. Furthermore, after the development process through hands-on practice and Professional Learning Community (PLC), teachers’ instructional competencies for enhancing student quality were at the highest level, with a progress rate of 72.54%.