The objective of this study is to study the result of High-Impact Practices of the head science teachers belonging to Secondary Educational Service Area Office 16

Abstract

       The objective of this study is to study the result of High-Impact Practices of the head science teachers belonging to Secondary Educational Service Area Office 16 .The next is to study students satisfactions with using learning activity following High-Impact Practices of the head science teachers and to study the satisfaction of supervision for developing the capacity of learning management of the head science teachers after finishing the process of 3 cycles since 9th October 2019 until 19th December 2019 under the procedure of Professional Learning Community (PCL) by supervision of educational supervisor belonging to Secondary Educational Service Area Office 16. The number of the target group is 72 which consist of 16 principals, 35 teachers, 12 the head science teachers from 12 school networks and 8 educational supervisors those who belong to Secondary Educational Service Area Office 16 including a university teacher. The results found that 
        1. The leading science teachers' performance in overall learning management in the 3rd practice round was higher than the 1st and 2nd practice rounds on all issues. Considering the issues that the leading teachers developed in the 3rd round, the highest practice score average was routine writing, with an average of 3.33 at a good level. The second rank was designing lessons that affect learning (consistent with the indicators) with an average of 3.24 at a good level. The third place was group work with an average of 3.17 at a good level. Finally, the last rank is the assessment during the course for adapting teaching to the learning conditions has an average of 2.58 at a good level. 
        2. The students had overall satisfaction with a total average of 4.16 at a high level. After considering each issue, it was found that the highest satisfaction was there are solo activities, pair activities, and group activities for students, with an average of 4.51 at a high level. The second place was an opportunity for learners to express their opinions and ask questions, with an average of 4.33 at a high level. The third place was the teacher defining the roles and duties of each learner's group members and allowing the students to perform the assigned tasks with an average of 4.29 at a high level. Lastly, the least satisfaction was a variety of assessment methods and consistency of the content taught by the teachers, with an average value of 3.97 at a high level. 
        3. The teachers who participated in the activities were satisfied overall. Have a total mean of 4.43 in the high level. When considering on a case-by-case basis, it was found that the highest satisfaction was supervision makes the teachers enthusiastic about their work, with an average of 4.67 at the highest level. The second was that supervision help the teachers think of new ideas to improve learning management, with an average of 4.66 at the highest level. The third rank was that the supervision allows teachers to study and learn more, with an average of 4.60 at the highest level. Finally, the least satisfaction was the improvement of students after the supervision, with an average of 4.02 at the high level.