The Development of Internal School Supervision Leadership with Pidre Supervision Process and Active Learning Observation Techiques in Classrooms to Implement Supervisors’ Thinking Reflection Coaching Competencies

Abstract

           The objective of this research is to: 1) Develop supervision leadership within the school with a supervision process. PIDRE Together with proactive teaching observation techniques in the classroom to strengthen the supervisor's reflective guidance capacity. 2) Study on the satisfaction of supervision teachers with the in-school supervision process PIDRE Combined with observation techniques, active teaching in the classroom is a classroom research using experimental research in the early layers (Pre-Experimental Design)Focus on post-study measurement The target group is graduate students studying inservice courses within the institution. 14 The tools used in the research include: Plan for inservice activities within the school as a whole. 4 Plans, plans 3 Hours Total 12 The supervising leader's on-campus leadership assessment and the supervision teacher's satisfaction assessment. Statistics used as averages ( ) Standard Deviation (S.D.) and quality translation according to defined criteria.
          The research findings revealed that:
           1. The results from the development of the supervisors’ internal school supervision leadership implied in overall at the much level When looking into each aspect, it found that the aspect with the most development was internal school supervision process management in the much level the latter was the aspect of active learning active learning management in classrooms at the much level and the aspect of supervisee’ coaching competency reflecting thinking was in the much level
          2. The supervisee teachers’ satisfaction indicated that the supervisee teachers with PIDRE together with active learning observation in classrooms in were satisfisfied in overall at the much level .The reflecting thinking coaching in lead-in lessons was in the first satisfaction rank at the most level. The latter included that the aspect of reflecting thinking coaching in the basic knowledge level was in the much level and reflecting thinking coaching in practices appeared in the much level.