Development of an Internal Supervision Model through a School as Learning Community Process to Promote Teachers' Active Learning Instruction : A Case Study of Wat Nong Ta-krong School, Buriram Primary Educational Service Area Office 2

Abstract

             This research aimed to: 1) study the fundamental information necessary for model development, 2) develop and validate the model, 3) implement the model, and 4) evaluate the effectiveness of the developed model. This is research and development (R&D).The research methodology consisted of four phases: (1) studying fundamental information through content analysis, focus group discussions, and interviews with stakeholders; (2) developing and validating the model through connoisseurship seminars with 11 experts and pilot testing with 6 teachers; (3) implementing the model over two cycles with 14 teachers in the 2024 academic year; and (4) evaluating the model's effectiveness in terms of appropriateness, feasibility, and usefulness. The statistical methods employed include the Index of Item Objective Congruence (IOC), Cronbach's Alpha Coefficient, percentage, mean () and standard deviation (S.D.).
             The research findings revealed that:
             1) Internal supervision through a school as learning community process must be implemented based on shared vision, building professional learning communities, mentoring and coaching systems, lesson study, and open class approaches, as teachers still lacked adequate knowledge and understanding of active learning management and sufficient support. 2) The developed model comprised seven components: (1) principles, (2) objectives, (3) content and scope, (4) processes, (5) evaluation and reflection, (6) success conditions, and (7) technology integration. The model's process consisted of five steps: (1) shared visioning, Z2) collaborative building of professional learning communities, (3) mentoring and coaching systems, (4) lesson study, and (5) open class. Expert validation showed that both the model and manual were highly appropriate ( = 4.89, S.D. = 0.21). 3) The implementation manual was highly appropriate ( = 4.91, S.D. = 0.18). The implementation results revealed that teachers demonstrated excellent ability in designing and implementing active learning ( = 4.60, S.D. = 0.53) and excellent ability in implementing active learning and managing classroom atmosphere ( = 4.78, S.D. = 0.35). 4) Teacher evaluations indicated that the model demonstrated the highest level of usefulness, feasibility, and appropriateness ( = 4.78, S.D. = 0.37). This model therefore serves as a significant guideline for systematically and sustainably developing active learning management in schools.