THE ANALYSIS OF DIFFERENTIATED INSTRUCTIONAL SUPERVISION MODELS INFLUENCING THE CURRICULUM STANDARD SUCCESS OF INTERNATIONAL SCHOOLS ADOPTING THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME IN THAILAND
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Abstract
The objectives of this research were: 1). To study differentiated instructional supervision of IB international schools at the Diploma Programme level in Thailand; 2). To study the compliance to the curriculum standards of IB international schools at the Diploma Programme level in Thailand, and; 3). To analyze the models of differentiated instructional supervision that affect the success of IB international schools at the Diploma Programme level in Thailand. It is quantitative research for which the population was composed of 23 IB international schools offering Diploma Programmes across Thailand. The informants were 418 Diploma Programme teachers in IB international schools in Thailand. The research tools were questionnaires in form of rating scales. Data were analyzed by means of enter multiple regression analysis to study the coefficient of determination (R2) and the multiple regression coefficients (β) of each predictor variable.
The results showed that the most applied model of instructional supervision was Self-directed development. The curriculum standards equally practiced were teaching and learning and assessment. The results of the casual relationship analysis between the differentiated instructional supervision model and the compliance to the curriculum standards of IB international schools at the Diploma Programme level in Thailand revealed that Self-directed development was the most important predictor variable (β = .338, P = < .001), followed by Administrative monitoring (β = .126, P = .024)
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