THE DEVELOPMENT OF MIXED SUPERVISION MODEL FOR ENHANCING THE LEARNING MANAGEMENT COMPETENCY OF TEACHERS TEACHING THE LEARNING DISABILITY STUDENTS IN PRIMARY INCLUSIVE CLASSROOM, NONGKHAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

Abstract

The research’s objectives were; 1) to study current situation and needs in teacher supervision, 2) to develop supervision model, 3) to try out the mixed supervision model, 4) to study the usage outcome of supervision model. This was the research and development method. There were 4 steps including; step1, the current situation and needs in teacher supervision, step 2, the supervision model was developed, step 3, the supervision model was tried out, step 4, the usage outcome of supervision model was studied. The samples were 40 teachers. They were selected by purposive sampling. The research instruments were; 1) the supervision model, 2) the test of teachers, 3) the Evaluation Form Program (IEP), Plan (IIP), 4) the Evaluation Form in Learning Management of Teachers, 5) the Reading, Writing, Calculating Test of students, 6) the Teachers’ Satisfaction Questionnaire. The statistic used the Percentage, Mean, Standard Deviation, and t-test.

The results of the research showed that; 1) teachers had a desire to receive supervision in several forms of supervision or a combination of both face-to-face and online supervision with a clear supervision model as a process, 2) the developed supervision models consisted of including; (1) the principle, (2) the objective, (3) the content, (4) the supervision process, (5) the measurement and evaluation, 3) the supervision model was tried out, of model were found in “High” level, 4) the usage outcome of supervision model, found that (1) the teachers’ knowledge, the post-test score of knowledge in supervision was higher, (2) the quality of Program (IEP), Plan (IIP) was in “High” level, (3) the teachers’ learning management competency was in “High” level, (4) the students’ reading, writing, calculating after their teachers being received supervision was higher than before supervision, (5) the teachers’ satisfaction was in “the Highest” level.