Creative Educational Supervision to Enhance School Quality in Schools under the Bangkok Metropolitan Administration

Abstract

The objectives of this research were to: 1) study the level of creative educational supervision and the quality of schools under the Bangkok Metropolitan Administration; 2) ‍examine the relationship between creative educational supervision and school quality, as well as the components of creative educational supervision affecting school quality; and 3) ‍propose guidelines for creative educational supervision to enhance the quality of schools under the Bangkok Metropolitan Administration. This study employed a quantitative survey research design. The sample consisted of 209 schools under the Bangkok Metropolitan Administration, determined using Yamane’s formula at a .05 margin of error and selected through proportional stratified random sampling. Two informants were selected from each school: one school administrator or head of academic affairs and one teacher, totaling 418 ‍respondents. The research instrument was a five-point rating scale questionnaire. The index of item-objective congruence ranged from 0.67 to 1.00, and the overall reliability coefficient was 0.93. The statistics used for data analysis were frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and multiple regression analysis.

The research findings revealed that: 1) the overall level of creative educational supervision in schools under the Bangkok Metropolitan Administration was high, with a mean of 4.18 and a standard deviation of 0.46, and the overall quality of schools under the Bangkok Metropolitan Administration was also high, with a mean of 4.20 and a standard deviation of 0.44; 2) creative educational supervision was positively correlated with school quality at a statistically significant level of .01, with a correlation coefficient of .78, and the components of creative educational supervision jointly predicted the quality of schools under the Bangkok Metropolitan Administration by 67.00 percent. The three strongest predictors were creative consultation and constructive feedback, followed by monitoring, evaluation, and reflection, and participatory supervision planning, respectively. The overall regression model was significant at the .01 level, while the technology and innovation component was significant at the .05 level; and 3) the guidelines for creative educational supervision should emphasize participatory supervision, creative consultation, collaboration, the use of technology, and continuous monitoring and reflection through the PARCT Model to sustainably enhance school quality.