THE STATES AND PROBLEMS OF THE INTERNAL SUPERVISION OF THE MATHEMATICS DEPARTMENT OF SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 29

Abstract

The research aimed to: study and  compare the states and problems of the Internal supervision of the mathematics  department of schools under the Secondary  Educational Service Area Office 29. Classified by position, work experience,  and school size. Propose the suggestions to solve the problems of the Internal supervision of the mathematics  department of schools under the Secondary Educational Service Area Office 29. The samples of the study were 242 school directors  and mathematics teachers. The intrument was a Likert scale questionnaire with reliability of  .76. The statistics used in data analysis were percentage, mean, standard deviation. t-test and                 F-test.

            The research finding were as follows:

1. The states of the Internal supervision of the mathematics department. In general, the practice at a high level in all aspects. And the states of the Internal supervision of the mathematics  department. In general, there is a medium level of problems in all aspects.


2. Comparison of states results of the Internal supervision of the mathematics department of schools under the Secondary  Educational Service Area Office 29. Classified by position, and school size, the overall  aspect were significantly different at the .05 level. Classified by work experience, was is not different. 


3. Comparison of problems results of the Internal supervision of the mathematics department of schools under the Secondary Educational Service Area Office 29. Classified by position, work experience,  and school size overall  aspect were significantly different at the .05 level.


4. Results problems, and recommendations were as follows:

                    4.1 The Planning Supervision. The school administrator should organize a seminar to provide knowledge about internal supervision. Every steps of internal supervision and the internal supervision operation plan should be implemented.

                    4.2 The Operating Supervision. The school administrator should explain to all teachers to understand their roles and responsibilities. Schedule for the internal supervision should be flexible for teacher’daily, build teacher’morals  and participation of the process.                  

                    4.3 The Supervision Assessment. The measurement and evaluation should be clear and specific. The evaluation criteria should be set, monitored and assessed continuously.