A Study of The Instructional Supervision Model for Supported Active Learning with Professional Learning Community Concept in Educational Opportunity Expansion Schools under the Office of Sakaeo Primary Educational Service Area 1

Abstract

This research aims to (1) study the condition of internal supervision in schools of educational opportunity expansion schools, (2) study the form of internal supervision in schools that promote active learning management in conjunction with the concept of professional learning communities of schools of educational opportunity expansion schools, and (3) assess the appropriateness and feasibility of the form of internal supervision in schools that promote active learning management in conjunction with the concept of professional learning communities of schools of educational opportunity expansion schools under the Office of the Primary Educational Service Area 1, Sa Kaeo. This research is mixed-method research. Phase 1: Study the condition of internal supervision in schools. The sample group used in the research is 182 school administrators and teachers. The instrument used is a questionnaire. The statistics used are frequency, percentage, mean, and standard deviation. Phase 2: Creating a form of internal supervision in schools that promotes active learning management in conjunction with the concept of professional learning communities. The sample group used in the research is 5 school directors. The instrument used is information from all stakeholders and related parties. From Phase 1, Phase 3: Assessment of the appropriateness and feasibility of the form of internal supervision in schools. The target groups of the research were 9 experts in internal supervision, school administrators, and teachers. The instruments used were focus group discussion questions. Data analysis was content analysis. The results of the study found that (1) the overall internal supervision of the schools that expanded educational opportunities was at a high level. (2) The internal supervision model that promoted active learning in conjunction with the concept of professional learning communities of the schools that expanded educational opportunities consisted of 5 components: 1) planning, 2) facilitation, 3) support, 4) exchange, and 5) building morale. (3) The results of the evaluation of the appropriateness and feasibility of the overall internal supervision model were appropriate and could be used in actual internal supervision of schools that expanded educational opportunities. It was appropriate and useful.