The Guidelines Developing Leadership in Internal Supervision for School Administrators under Phayao Primary Educational Service Area Office 2

Abstract

The objectives of this study were: 1) to examine the leadership level in internal supervision of school administrators under Phayao Primary Educational Service Area Office 2; and 2) to explore the guidelines developing leadership in internal supervision of schools administrators under Phayao Primary Educational Service Area Office 2. The data source involved 103 school administrators under Phayao Primary Educational Service Area Office 2. The research instruments were questionnaire and structured interview. The data was analyzed by percentage, mean, and standard deviation. The results showed that: 1. The level of internal supervision leadership of school administrators under Phayao Primary Educational Service Area Office 2, in overall, was found at the high level. The aspect holding the highest mean score was leadership in curriculum development, followed by leadership in teaching and learning, while the aspect with the lowest mean score was leadership in instructional evaluator. 2. The guidelines developing leadership in internal supervision for school administrators under Phayao Primary Educational Service Area Office 2 were proposed. 2.1 Leadership in curriculum development. From the interview results regarding the role in curriculum development, the development guidelines in this regard were as follows.2.1.1 Training should be provided for curriculum development planning and curriculum management with an emphasis on curriculum management in compliance with national core curriculum for basic education B.E. 2551 and the school’s curriculum that is concurrent with the school’s context. 2.1.2 Planning principles from many scholars should be applied and exploited for internal supervision of curriculum development. 2.1.3 The school should pay a visit to the prototype school having good management system in curriculum management. 2.2 Leadership in teaching and learning. From the interview results regarding the role in teaching and learning, the development guidelines in this regard were as follows. 2.2.1 School administrators should be encouraged to develop a systematic and structured instructional management system. 2.2.2 School administrators should receive specialized training in team building and group work procedure. 2.2.3 The affiliated organization should organize the workshop in building awareness and orienting the school administrators on academic leadership. 2.3 Leadership in instructional evaluator. From the interview results regarding the role in instructional evaluator, thedevelopment guidelines in this regard were as follows. 2.3.1 The affiliated organization should organize the workshop in determining the direction and building an understanding for school administrators to use group procedure in drawing participation in internal supervision with an emphasis on the participation in instructional evaluation so that the school administrators could have accurate information on judging about teacher’s efficiency in teaching. 2.3.2 The new generation of administrators should learn from the seniors who have experience in internal supervision so that they could have information on judging about teacher’s efficiency in teaching.