Guidelines for the Development of Internal Educational Supervision Management in Schools Under Bang Bua Thong Municipality in Nonthaburi Province

Abstract

The research objectives were 1) to study the internal educational supervision management in schools under Bang Bua Thong Municipality, Nonthaburi Province 2) to compare the teachers’ and the administrators’ opinions on internal supervision management classified by gender, education level, position, work experience and academic standing and 3) to study guidelines for developing internal supervision management in schools. The samples consisted of 5 experts and 92 school administrators and teachers selected through stratified random sampling based on school size. The research instrument were questionnaires with content validity and a reliability coefficient of .99. The data analysis used percentage, mean, standard deviation, t-test, One-way ANOVA with LSD and content analysis.
The research results found that 
1) the internal supervision management in schools under Bang Bua Thong Municipality was at a high level. The highest-rated aspect was monitoring and evaluation, followed by planning, improvement, and implementation, respectively
2) comparing opinions of school administrators and teachers classified by gender, position, work experience and academic standing were not different in overall, while the differential education level was statistically significant at the level of .05 in overall and aspect, except monitoring and evaluation 
3) the  guidelines for the development included the use of assessment data and school context in determining supervision strategies, the analytical tools such as fishbone diagrams and after action review (AAR), along with the PDCA cycle, should be applied. the use of Professional Learning Communities (PLC), the development of subject-specific supervision manuals, individual coaching, and the establishment of efficient supervision databases should be promoted. Moreover, fostering an organizational learning culture is essential for sustainable teacher development.