Effects of a Collaborative Supervision Model with Feedback on Enhancing Teachers’ TPACK-Based Instructional Competency to Promote English-Speaking Skills in Elementary Students

Abstract

This research aimed to: (1) enhance instructors competency in managing learning based on the TPACK framework to support primary learners English-speaking ability; (2) examine instructors’ perceptions of a supervisory model integrating feedback and collaborative lesson study, aimed at strengthening their competency in learning management under the TPACK framework to enhance learners’ English-speaking skills; and (3) assess the English-speaking proficiency of primary learners. The research sample consisted of seven primary school instructors from Samakkhi Ruamjit School and 36 primary learners. enrolled in the 2024 academic year. The research instruments included: (1) a supervisory model handbook that integrates collaborative lesson study with feedback to enhance teachers’ competency in learning management through technology integration and to support students’ English-speaking proficiency, and (2) a professional development plan. Data were analyzed using statistical measures such as mean (M) and standard deviation (S.D.). The research findings revealed that: (1) instructors competency in learning management based on the TPACK framework was at a very high level (M = 4.61, S.D. = 0.4); (2) instructors perceptions of the supervisory model integrating feedback and collaborative lesson study were at the highest level (M = 4.53, S.D. = 0.62); and (3) primary learners English-speaking proficiency was at a very high level (M = 4.55, S.D. = 0.21).