Developing Guidelines of Coaching Supervision for Mathematics Teachers of the Schools under the Secondary Educational Service Area Office 21

Abstract

The research aimed 1) to study the elements and indicators of coaching supervision for mathematics teachers 2) to study the current condition and the desirability of coaching supervision of mathematics teachers 3) to develop guidelines of coaching supervision for mathematics teachers. The research were designed as research and derelopment which divided into three phases accirdubg to the purposes of research. The samples were 271 school administrators and mathematics teachers, using stratified random sampling. Instruments used were questionnaire, assessment elements and indicators, interview form and assessment guidelines. Data were analyzed using mean, standard devitation and modified priority needs index.

Research findings as follows: 1. There were 4 elements and 11 indicators of coaching supervision for mathematics teachers, include that preparation coaching had 4 indicators, action coaching had 3 indicators, practice on coaching had 2 indicators and monitoring and evaluation coaching has 2 indicators. 2. The current condition of coaching supervision for mathematics teachers both overall asoects abd eacg asoect were at a moderate level. The desirable coaching supervision for mathematics teachers overall aspects was at the highest level. Considering each aspect, 3 aspects were at the highest level and 1 aspects was at high level. 3) Guidelines for coaching supervision for mathematics teachers, include that: preparation coaching has 5 guidelines, action coaching has 3 guidelines, practice on coaching has 3 guidelines and monitoring and evaluation coaching has 5 guidelines. Assessment guidelines showed that the suitability of guidelines overall at a high level and the possibility of guidelines overall at a high level