Educational Supervision Model of Supervisor, Samutprakan Primary Educational Service Area Office 1 to Thailand 4.0
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Abstract
This research aimed to develop an educational supervision model for the supervisor, Samutprakan Primary Educational Service Area Office 1 in Thailand 4.0, using mixed-method research (quantitative and qualitative) by doing 3 steps: 1) to study the current conditions of the educational supervision model of supervisors in Thailand. 4.0 Using a questionnaire to collect data from a sample of 388 school administrators and teachers and guidelines for the educational supervision model of a supervisor in Thailand 4.0 by interviewing 9 experts using a structured interview form, 2) to develop and evaluate an educational supervision model for supervisors in Samutprakan Primary Educational Service Area Office 1 in Thailand. 4.0 by 5 experts using evaluation forms; 3) the trial and evaluation of the possibility and utility of a model by 24 from Watkhusrang School; and 388 from school administrators and teachers. The statistics of the data analysis were mean, standard deviation, and content analysis.
The results of the research were as follows: 1) the current conditions of the educational supervision model were found to be high levels and guidelines for educational supervision in five aspects. 2) The educational supervision model of the supervisor, Samutprakan Primary Educational Service Area Office 1 in Thailand 4.0 consisted of two components: 1. Education in Thailand 4.0 consists of 1.1 curriculum development and 1.2 learning management innovation. 1.3 teacher development, 1.4 measurement and evaluation, and 1.5 education quality assurance 2. The Education Communication Process in Thailand 4.0 consists of 6 steps: setting goals for communication, planning and design methodologies, media management, technology and innovation, communication operations, reflection, and evaluation of the accuracy and suitability of a model at the highest level overall. 3) The trial and evaluation of the possibility and utility of the educational supervision model found that, overall, it was at the highest level.
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