Guidelines for Educational Supervision Using the Learning Ecosystem as a Base of the Phichit Primary Educational Service Area Office 1

Abstract

          The research aims to study the problems and guidelines for educational supervision using the learning ecosystem as a base of the Phichit Primary Educational Service Area Office 1. The research was conducted in three schools with different ecological capital, including geographical capital, historical capital, and cultural capital. The study employed a qualitative research approach, with the primary data provided by nine key informants, including school administrators, academic teachers, and community leaders, who were selected through purposive sampling. The research instruments included semi-structured interviews and field notes, and the data were analyzed using content analysis with an inductive summary. The findings revealed the following:
          1. Learning ecosystem problems: The primary obstacles in educational management were the lack of essential resources, such as classrooms, learning materials, and modern technology. Additionally, there were limitations in internet access and communication technology, as well as an insufficient number of teachers and educational personnel. The community did not fully participate in supporting education, and most students lacked educational support from their families due to economic problems, which hindered the effective management of the learning ecosystem.
          2. Guidelines for educational supervision based on the learning ecosystem: The research recommends applying the PDCA quality management cycle, which includes key success factors such as 1) support and cooperation from all parties, 2) establishing clear administrative systems and structures, 3) concrete implementation by administrators at all levels, and 4) continuous evaluation and improvement. This approach yielded outcomes in five areas: 1) learners, 2) teachers, 3) technology, 4) community, and 5) the environment.