Developing a Guideline of Internal Supervision by Applying Professional Learning Community in Schools under the Roi Et Primary Educational Service Office 2

Abstract

The objectives of this research were to 1) study the current condition, the desirable
condition, and the priority needs for developing internal supervision by applying
a Professional Learning Community (PLC), and 2) develop a guideline for internal supervision.
The research employed a mixed methods design and was conducted in two phases. In Phase 1 investigating the current and desirable conditions and the priority needs for internal supervision development. The sample consisted of 350 school administrators and teachers, selected by stratified random sampling technique based on school size, with the sample size determined through to Krejcie and Morgan's table. In Phase 2 the guideline was developed using qualitative data from six school administrators and teachers with best practices, and five experts who evaluated the developed guideline. The instruments used for data
collection included a questionnaire, a structured interview form, and an evaluation form
assessing the appropriateness and feasibility of the internal supervision guideline. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNImodified).

The research results were: 1) The current condition of internal supervision based on
the Professional Learning Community (PLC) was found to be at a high level overall, while the desirable condition was at the highest level. The priority needs, ranked from highest to
lowest, were: supervision monitoring and evaluation, supervision reflection, supervision implementation, and supervision planning, respectively. 2) The developed guideline for internal supervision consisted of four components including; 1) Supervision Planning –
administrators and teachers collaboratively held meetings to set goals for supervision.
2) Supervision Implementation – this involved pre-supervision meetings, the implementation
of supervision activities, and summarizing the outcomes. 3) Monitoring and Evaluation –
supervisors and teachers jointly analyzed and assessed the outcomes of supervision. and 4) Reflection – feedback from the supervisees was collected and the results of supervision were disseminated. The evaluation results of the guideline indicated that both its appropriateness and feasibility were rated at the highest level