A Supervision Model through the Process of a Professional Learning Community to Promote Classroom Action Research Competency at Ban Poy Dern (Intarasueksa) School, under the Surin Primary Educational Service Area Office 1

Abstract

             The purposes of this research were: 1) to study the necessary fundamental information, 2) to develop a supervisory model, 3) to examine the results of implementing the model, and 4) to evaluate the supervisory model. The research employed a Research and Development (R&D) methodology consisting of four phases: Phase 1: Studying Fundamental Information. This phase involved: 1) Reviewing concepts, theories, and relevant literature, 2) Surveying the problems and needs of 10 teachers, 3) Conducting a focus group discussion with 14 academic teachers, and 4) Holding a focus group discussion with 7 school administrators. The tools used included data summary forms, meeting records, and discussion guidelines. Phase 2: Developing the Supervisory Model. The model was designed and drafted, then validated for its relevance and consistency by 7 experts through expert-based seminars and evaluation checklists. Data were analyzed using mean and standard deviation. Phase 3: Implementation of the Model. The developed supervisory model was implemented with 10 teachers from Ban Poy Dern School (Intharasueksa), under the Office of Surin Primary Educational Service Area 1. Participants were selected through purposive sampling. Their overall classroom research competencies were assessed. Phase 4: Evaluation of the Model. The model was evaluated in terms of input factors, processes, and outputs by 10 participating teachers. Research instruments included evaluation forms. Data analysis was conducted using mean and standard deviation.
             The research result found that:
             1. Fundamental Information Study revealed that: 1) Teachers desired support in conducting classroom research and wished to use their research outcomes as part of performance appraisals. 2) The supervisory approach to promote classroom research should involve developing teachers to analyze and conduct research aimed at improving learning quality through a Professional Learning Community (PLC) system.
             2. The developed supervisory model based on the PLC process comprised six components: Principles, Objectives, Content, Supervisory process, Measurement and evaluation, and Success conditions.
             3. Results from the model implementation showed that teachers demonstrated good competence in conducting classroom research, with performance significantly above the 75% benchmark.
             4. Model evaluation results indicated that the overall opinion of the teachers toward the supervisory model was at the highest level.