The Guidelines for Internal Supervision Administration of Learning Management for Schools under Phayao Primary Educational Service Area Office 2

Abstract

The objective of this study was to develop the guidelines for internal supervision of schools under Phayao Primary Educational Service Area Office 2. The samples were school administrators and academic affairs teachers or those in charge of internal supervision in
92 schools that included 92 school administrators and 92 academic affairs teachers totaling
184 participants from those schools under Phayao Primary Educational Service Area Office
2. The research instruments were questionnaire and interview, the statistics for data analysis were PNI, mean, standard deviation, and content analysis was employed to formulate the data into tables and narration. The results showed that:

1. The current and desired circumstance of internal supervision on learning managment of schools under Phayao Primary Educational Service Area Office 2, in overall, showed the PNI scores at 0.23. The individual aspects analysis of internal supervision revealed that the aspect showing the highest PNI was knowledge orientation prior to supervision, followed by report and summary of supervision results, implementing supervision plan, planning supervision, and building moral support for supervision receipients.

                2. The guidelines for internal supervision of schools under Phayao Primary Educational Service Area Office 2 involved 5 steps. (1) Supversion planning: Together to analyze the data, Study the causes of problems in the context of the school. Conditions in teaching and learning management, teachers, and the need for supervision within the school (2) Knowledge orientation prior to supervision: Training knowledge, understanding and scope of internal supervision by inviting experts or experienced teachers to deliver training to school personnel. (3) Supervision implementation: The school's administrative and academic departments are leading during the supervision. Use a variety of supervisory formats and activities. (4) Building moral support to supervision receipients by creating positive motivation and attitude towards internal supervision by praising and offering peer recommendations, giving advice on supervision by building motivation to teachers in changing for better development of teaching. And (5) Reporting and summarizing supervision: Performing supervision summary report and utilizing supervision results for improvement, revising, co-planning the supervision among supervisors and supervision receipients, analyzing specific issues for better development of intructional process.