The Guidelines for Academic Affairs Supervision Administration of Mae Chan Wittayakhom School under Chiang Rai Secondary Educational Service Area Office

Abstract

The aims of this study were to examine current situation and desirable circumstance of academic affairs supervision administration of Mae Chan Wittayakhom School. The population was sectioned into 2 stages. Stage 1 recruited 105 participants including school administrators and teachers. Stage 2 recruited 11 participants purposively selected following the criteria set by the researcher including; the school director, the viced-director of academic affairs, the advisor to the academic of the academic affairs, six academic teachers, the master director of supervision and the educational supervisor. The research instruments were questionnaire and semi-structured interview. The analysis of questionnaire data was analyzed by using mean, standard deviation and PNI. The analysis of semi-structured interview data was analyzed by using content analysis and developed into a summary report. The current and desirable circumstance of academic affairs supervision administration, in overall, was rated at the high level. The individual aspects analysis revealed that the aspect showing the highest mean were planning at the high level, followed by implementing the plan at the high level and revision at the high level while reviewing at the high level was ranked the lowest mean. The guidelines for academic affairs supervision administration revealed that Planning: The school should appoint planning committees by drawing participation from related people in determining policy and goals of academic affairs supervision administration, setup meeting for the working group to framing the scope and assigning the roles and responsibility of the working committees, perform needs analysis of students, potentials of teachers, context, environment and readiness of the school, policy of affiliated organization and other related agencies, devise the plan/projects to mobilize academic affairs supervision activities and clear supervision calendar. Implementing the plan: The school should declare action plan/projects and supervision calendar in regard to curriculum development, teacher development, informing involved people by delivering academic affairs supervision activities systematically as of the plan. Review the implementation of academic affairs administration in order to collect data, regard data, and summarize academic affairs supervision activities. Monitoring: The school should appoint working committee’s expertise in supervision and evaluation the academic affairs supervision. The school should offer monitoring, support and evaluation the academic affairs supervision before, during, and after implementing academic affairs supervision activities both formal and informal forms. The supervision results should be reported to the superordinate. Revision: The academic affairs supervision committees co-analyze the summary reports of academic affairs supervision in regard to problems, obstacles, improvements and offer feedback to the stakeholders. The related agencies then further plan for improving/ revising/developing the academic affairs supervision systematically by means of supervisor and PLC underlying PDCA. The school should develop an academic affairs supervision handbook on curriculum development, instructional management, instructional media development, innovation learning, and teacher development for use as the guidelines in academic affairs supervision administration.