SUPERVISION DEVELOPMENT MODEL FOR ENHANCING ENGLISH TEACHER COMPETENCIES OF COMMUNICATIVE LANGUAGE TEACHING ACCORDING TO CEFR UNDER ROI ET PROVINCIAL EDUCATION OFFICE

Abstract

This research aimed to study the current conditions, issues, and needs; to create and develop; to assess the effects of the use; and to evaluate a supervisory model designed to enhance teachers' competencies in managing English language learning for communication, in accordance with the CEFR standards. The research followed a four-stage research and development framework; academic year 2023. The target group included 12 volunteer English teachers of Grade 9 and 304 Grade 9 students taught by these teachers. The research instruments were questionnaires and assessment forms, and data analysis was conducted using percentage, mean, standard deviation, and hypothesis testing with a t-test (Dependent Samples).

The research findings revealed that: 1. The current conditions, issues, and needs in teacher learning management development indicated that, overall, the quality level of teachers' development in teaching English for communication according to CEFR standards was moderate. Teachers faced considerable challenges in managing learning, with the primary need being the development of learning management skills. 2. The supervisory model comprised six components: (1) model principles, (2) model objectives, (3) content development, (4) implementation process, consisting of five steps, (5) assessment and evaluation, and (6) success conditions. Expert evaluations rated the model's suitability as highly appropriate. 3. The outcomes of the supervisory model included the following: 3.1) Teachers' knowledge and understanding of teaching English communication skills showed a statistically significant improvement at the .05 level from pre- to post-training. 3.2) The ability to design learning units averaged 4.52, which was rated at the highest level. 3.3) The ability to write lesson plans averaged 4.57, also rated at the highest level. 3.4) Practical teaching skills averaged 4.71 at the highest level. 3.5) Teacher satisfaction with the training was high. 3.6) The integrated digital-based internal supervision and professional learning community approach across 12 schools had an overall average success rate of 82.78%, rated as excellent. 3.7) Grade 9 students’ listening and speaking skills for communication showed a statistically significant improvement at the .05 level post-instruction. 3.8) Grade 9 students' satisfaction was at the highest level. 4) The overall evaluation of the supervisory model to enhance teachers' competencies in managing English language learning for communication according to CEFR standards rated all four aspects at the highest level.