Guidelines for Managing Instructional Supervision at Wat Phutthanimitt Witthaya School, Chiang Mai Province

Abstract

This research article aimed to: 1) examine the current state of internal instructional supervision management at Wat Phutthanimitt Witthaya school, Chiang Mai province 2) Synthesize appropriate guidelines for internal instructional supervision management aligned with the context of a Buddhist scripture school offering general education. A qualitative research approach was employed. Key informants consisted of 12 administrators and teachers from the school and eight experts in educational administration and instructional supervision, selected through purposive sampling. Research instruments included unstructured interviews, observation, focus group discussions, and SWOT analysis. Data was analyzed using content analysis, and trustworthiness was ensured through triangulation techniques.

The research found that:

1. Internal instructional supervision management at the school lacked systematic structure and continuity. Supervision planning was unclear, and practices were predominantly inspection-oriented rather than developmental. Moreover, the absence of systematic monitoring and evaluation limited the effectiveness of supervision in enhancing teachers’ instructional competencies and improving student learning quality.
2. Appropriate guidelines for internal instructional supervision management should be implemented within the PDCA quality cycle framework, emphasizing systematic supervision planning, the application of diverse developmental supervision approaches such as coaching and collaborative learning, meaningful monitoring and evaluation, and the continuous use of supervision outcomes to improve teaching and learning management. In addition, participatory principles and a collegial, supportive atmosphere should be integrated in accordance with the specific context of Buddhist Scripture Schools offering general education.