The Development of an Innovative Internal Supervision Model for Enhancing Educational Quality at Ban Nasing School under the Bueng Kan Primary Educational Service Area Office

Abstract

The main purpose of this research was to develop an innovative internal supervision model for enhancing educational quality at Ban Nasing School under the Bueng Kan Primary Educational Service Area Office. The specific objectives were: (1) to study the basic information and guidelines for internal supervision, (2) to develop an innovative internal supervision model, (3) to examine the results of implementing the innovation, and (4) to evaluate the developed innovation.This study employed a Research and Development (R&D) approach consisting of four phases: (1) analysis of basic information and supervision guidelines, (2) development of the innovation, (3) implementation of the innovation, and (4) evaluation of the innovation. The research was conducted from the second semester of the 2023 academic year to the second semester of the 2025 academic year.

1. The findings revealed that the school emphasized improving student quality through Active Learning and received strong support from the community. However, some students lacked continuous parental support, resulting in low academic achievement and underdeveloped competencies. The SWOT analysis indicated strengths in community collaboration, qualified teachers, technological skills, and sufficient resources. Weaknesses included inconsistent student support, low academic achievement, and limited active learning skills among some teachers. Opportunities were identified in external support, supportive policies, and digital technology, while threats included economic constraints, lack of parental supervision, and rapid technological changes. Based on the synthesis, an innovative internal supervision model, namely the GRACE Model, was developed, consisting of five stages: Gather Information, Roadmap, Act, Check & Reflect, and Expand.
2. The results of the development indicated that the innovation was rated at the highest level in terms of accuracy, appropriateness, feasibility, and usefulness, demonstrating its high quality and practical applicability.
3. The implementation results showed that overall educational quality was at the highest level. Students demonstrated improved critical thinking, collaboration skills, and desirable characteristics. Teachers were able to apply a variety of effective teaching methods, and school management showed clear planning and effective use of evaluation results for continuous improvement.
4. The evaluation results indicated that all aspects of the innovation principles, objectives, processes, and evaluation were rated at the highest level. Student satisfaction at both lower (Kindergarten 2 to Grade 3) and upper primary levels (Grades 4–6) was also at the highest level, particularly in terms of engaging learning activities, improved understanding, and positive learning environments. Teachers and administrators expressed the highest level of satisfaction, confirming that the innovation was practical and effective. Parents also reported the highest level of satisfaction, recognizing improvements in students’ academic performance and behavior, as well as effective communication and collaboration between the school and families.