A Report of the Internal Supervision Project to Co-Operational Professional Development: Takhro Pittaya School, Phaisali District, Nakhon Sawan Province

Abstract

            The main objectives of this research were to measure the internal supervision project to co-operational professional development of Takhro Pittaya School, Phaisali District, Nakhon Sawan Province and the objectives were specially 1) to measure the environment 2) to measure the basic factors 3) to measure the process and 4) to measure the product by using the CIPP model assessment. The instruments of this research were an assessment form.               The assessment form is a rating scale. The data were analyzed by mean and standard deviation. The target group was 382 people consisted of the school administrator, teachers, students and school committees.

            The findings of an assessment result of the school administrator, teachers and the basic education committees towards the internal supervision project to co-operational professional development were as following: 1) environmental conditions found that the environment was overall at a high level. When considering each aspect, it was found that the opinions were all at high level. 2) The operating factors conditions found that the overall was at high level.                   When considering each aspect, it was found that the opinions were at high level. 3) The process conditions found that the overall was at high level. When considering each aspect, it was found that all opinions were at high level.                                   4) The product conditions found that the overall was at high level. When considering each aspect, it was found that the most of opinions were at high level. The level of the teacher self-assessment of active learning activity behavior was overall at high level. When considering each aspect, it was found that the level of the teacher self-assessment of active learning activity behavior was at high and highest level in 3 ranks, which were 1) the teachers used various teaching methods (for example, group work, project, matching, worksheets, activity sheets etc.) (μ = 4.72), followed by 2) the learning activities were fun and interesting (μ = 4.60) and 3) teachers supported experimental and worked both in the laboratory and outside the class (μ = 4.56). The level of opinions of students towards the teacher's learning activity was overall at high level (μ = 4.44). When considering each aspect, it was found that the aspects with the high and highest level were 3 ranks, which were learners, teachers, and learning measurement and evaluation.