The Development of a School Supervision Model using Coaching and Mentoring in Basic Education Schools Under the PHICHIT Primary Educational Service Area Office

Abstract

This research aims to develop the school supervision model using coaching and mentoring in basic educational schools under the Phichit primary educational service area office . The research procedure followed 4 phrases as follows: 1) to study of problems and needs of the school supervision model using coaching and mentoring in basic educational schools, collecting the data from school directors, andteacher by using questionnaire and focus group together with analyzing frequency distribution, percentage, arithmetic mean, standard deviation and content analysis; 2) to develop and validate the school supervision model using coaching and mentoring in basic educational schools by studying from the successful schools as well as evaluating the components and appropriateness of the model through workshop and connoisseurship with experts; 3) to evaluate the school supervision model using coaching and mentoring in basic educational schools by experts, and the data were analyzed into arithmetic mean and standard deviation and 4) to develop a manual, proposed policy, and practical policy of using the school supervision model using coaching and mentoring in basic educational schools by doing a workshop and an expert’ validation, analyzing data through arithmetic mean and standard deviation. The research findings were as follows: 1. The results of the conditions, the problem, and the needs of the school supervision model using coaching and mentoring in basic educational schools under the Phichit primary educational service area office, as the whole of the conditions were at the low level, the problems were at the high level, and the needs were at the high level. 2. The results of the development of the school supervision model using coaching and mentoring in basic educational schools under the Phichit primary educational service area office showed that six components were required for the development: 1) Planning , 2) Informing , 3) Doing, 4) Reinforcing, 5) Evaluating, and 6) Continuous . 3. The results of evaluating the school supervision model using coaching and mentoring in basic educational schools under the Phichit primary educational service area office were found at the high level. 4. The manual and the school supervision model using coaching and mentoring in basic educational schools under the Phichit primary educational service area office, the manual consisted of 9 elements: 1) Background and importance of patterns, 2) Vision, 3) Principles, 4) The purpose of the model, 5) Content of the format, 7) Evaluation of patterns, 8) Conditions for success of the model, and 9) Guidelines for use. The results of evaluating the appropriateness, feasibility, and usefulness of the model were found at the high level. The suggestions consisted of 2 elements: 1) policy suggestion and 2) practical suggestion. The results of evaluating the appropriateness, feasibility, and usefulness of the suggestions were found at the high level.