Factors and Guidelines to Propel The Operation of In-School Supervision for Small Secondary Schools under The Office of The Basic Education Commission
The purposes of this research were 1) to study factors of the operation of
in-school supervision for small secondary schools; 2) to propose guidelines for propelling factors of the operation of in-school supervision for small secondary schools under the Office of the Basic Education Commission. The sample consisted of 285 small secondary schools under the Office of the Basic Education Commission; the 855 respondents, including school director, deputy director of the academic department, and head of in-school supervision; 13 interviewees. The research tools were questionnaires and interviews. The data were analyzed by mean, percentage, standard deviation, and content analysis.
The results revealed that overall factors of the operation of in-school supervision for small secondary schools were at a high level. The factors that had the highest level were human resources, motivation, and administration. The guidelines for propelling the human resources factor were planning supervision plans; using peer supervision technique; selecting teachers who had interpersonal skills; assigning teachers to engage with the PLC. The guidelines for propelling motivation factor were supporting teachers to build a friendly relationship; holding regular meetings; providing rewards to honor; imposing clear policies. Finally, the guidelines for propelling the administration factor were managing the structure to be decentralized; supporting teachers to realize the significance of in-school supervision and participate in it; appointing a supervisory committee responsible for monitoring in-school supervision.
Bunsawat, W., & Tatsanakonkun, M. (2019). Guidelines for educational supervision. Bangkok: Faculty of Education. (Mimeographed). [in Thai]
Chairueang, N. (2015). The Development of Internal Supervision Model for Excellent Instruction of Schools in Nakhon Si Thammarat. Phuket Rajabhat University Academic Journal, 11(2), 51-52. [in Thai]
Hadtee, S., & Julsuwan, S. (2020). Internal Supervision System for Learning Management via Professional Learning Community for Educational Opportunity Expansion Schools. Journal of Social Science and Buddhistic Anthropology, Mahasarakham University, 5(7), 227-228. [in Thai]
Kajai, S. (2019). The guidelines for factors administration affecting school internal supervision of Nabotpittayakom school, Wangchao district, Tak province. (Master’s thesis, Chiang Mai Rajabhat University). [in Thai]
Kaemket, W. (2012). Research methodology in behavioral sciences (3rd ed.). Bangkok: Chulalongkorn University Press. [in Thai]
Kao-ian, C. (2014). Techniques for academic administration in educational institutions, strategies, and guidelines for professional administrators (2nd ed.). Songkhla: Chanmueng printing. [in Thai]
Khongsano, S. (2015). The problems of small schools. Retrieved January 18, 2020, from http://www.parliament.go.th [in Thai]
Kingkaew, C. (2018). School administrator characteristics affecting teachers’ morale in working under Chachoengsao primary educational service area office 1. (Master’s thesis, Rajabhat Rajanagarindra University). [in Thai]
Kuiram, R. (2011). Problems and Guidelines of Internal Supervision in Small Schools under Buriram Educational Service Area Office 2. Khonkaen University Journal, 12, 1436. [in Thai]
Meechai, A. (1993). The promotion of internal school supervision of supervisors in the office of the district primary education, educational region eleven. (Master’s thesis, Chulalongkorn University). [in Thai]
Mukem, Z. (2014). Guidelines internal supervision of private school in the special development zone of southern border provinces, Songkhla province area. (Master’s thesis, Songkhla Rajabhat University). [in Thai]
Panatreswas, N. (2016). Strategies on in-school supervision for small sized secondary schools. (Master’s thesis, Chulalongkorn University). [in Thai]
Phanit, W. (2012). The way to build learning for disciples in the 21st century. Bangkok: Sodsri-Saritwong Foundation. [In Thai]
Phao-at, L. (2016). Team working of teachers in Mueang Trat expanding opportunity schools under Trat primary educational service area office. (Master’s thesis, Burapha University). [in Thai]
Rotthanit, S. (2013). Principle and theory of educational administration (3rd ed.). Bangkok: Khaofang Press. [in Thai]
Sa-nguannam, C. (2016). Theory and practice in educational institution (3rd ed.). Bangkok: Thai Rom Klao. [in Thai]
Siriruk, A. (2016). An analysis of factors affecting the effective of in-school supervision management from the opinion of the in-school supervision committees in secondary schools resulting on the external evaluation at a very good level. (Master’s thesis, Chulalongkorn University). [in Thai]
Su-angkhawatin, S. C., & Aphanurak, P. (2019). The disappearance of schools. Retrieved January 18, 2020, from https://www.matichon.co.th/news-monitor/news_1611567 [in Thai]
Sudthum, P. (2016). The Ways to Develop of the School Supervision, Secondary of Educational Service Area Office Region 21. Journal of Education Mahasarakham University, 10(special issue), 1180-1181. [in Thai]
Sudrung, J. (2016). Management in-school supervision. Bangkok: Danex Intercorporation. [in Thai]
Tangkhunanan, P. (2019). Academic administration in school for sustainable development. Bangkok: Mean Service Supply Part. [in Thai]
Towthong, N. (1999). A study of the internal supervision operation in primary schools under the jurisdiction of the office of Samutprakarn provincial primary education. (Master’s thesis, Chulalongkorn University). [in Thai]
Vehachat, R. (2014). Educational Supervision (5th ed.). Songkhla: Tame printing. [in Thai]
Winyalai, K. (2006). A study of internal supervision operation in schools in the lab school project. (Master’s thesis, Chulalongkorn University). [in Thai]
Copyright (c) 2022 Educational Management and Innovation Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Idea and suggestion proposed in articles of EMI Journal belong to and stem from authors. Editor, editorial board, and EMI Journal committee are not and will not intervene authors’ standpoint. By this, the university, editor, and editorial board will not responsible for any consequence occurred by the present of author’s idea and suggestion publicized in the EMI journal.