Development of a Supervision Model to Promote the Efficiency of Learning Management for Teachers under Phichit Primary Educational Service Area Office 2

Abstract

This research aims to 1. Study the causal factors affecting the efficiency of teaching management of teachers. 2. Create a supervision model to promote teachers' learning management efficiency. 3. To experiment with the use of supervision models to promote the efficiency of teaching management for teachers. 4. Evaluate the results of using the supervision model to promote the efficiency of teaching management for teachers. This research is a research and development in 4 stages as follows: Phase 1 studied the causal factors affecting the efficiency of teaching management of teachers. The instrument used was a questionnaire, 1 copy, with an IOC value of 0.60-1.00, and a reliability value of 0.97. The statistics used were path analysis. The sample consisted of 460 teachers according to the concept of Hair, Tatham & Black. using the stratified random sampling method. Phase 2: Creating a supervision model to promote efficiency in managing learning for teachers. The tools used were a form to evaluate the accuracy, appropriateness, and feasibility of the supervision model and a manual for using the supervision model, 6 copies, with an IOC value of 0.60-1.00, a reliability value of 0.90, 0.87, 0.85, 0.76, 0.89, and 0.90, respectively. The statistics used were the mean and standard deviation. The data sources were 7 experts.  Phase 3: Experimental use of the supervision model to promote the efficiency of teaching management of teachers. The tools used were 4 assessment forms of teaching management plans, teaching activities, teaching media, and measurement and evaluation, with IOC values ​​ranging from 0.60-1.00, and reliability values ​​of 0.78, 0.73, 0.76, and 0.72, respectively. The target group was teachers who were selected by specific method. The qualifications were teachers who did not yet have a professional status and taught basic subjects in educational institutions with lower learning achievement than the set targets. The statistics used were the mean. Phase 4: Evaluate the use of the supervision model to promote the efficiency of teaching management for teachers by applying the OECD/DAC evaluation checklist. The tools used were 2 versions of the usefulness assessment form with IOC values ​​ranging from 0.60-1.00, and reliability values ​​of 0.73 and 0.75. The statistics used were the mean and percentage. The target group was 4 educational administrators, 6 educational supervisors, 10 school administrators, 20 teachers without academic qualifications, and 30 teachers with academic qualifications. The research results found that 1. Causal factors affecting the efficiency of teaching management of teachers include learning design, learning activity organization, teaching media, and measurement and evaluation together explaining 96.90 percent of the variance in teaching management efficiency and having a positive influence on teaching management efficiency with statistical significance at the .001 level. The measurement and evaluation variables have the highest influence on teaching management efficiency. 2. The developed supervision model has the following components : 1) Principles 2) Objectives 3) Content 4) Supervision process, consisting of: 4.1 Planning 4.2 Educate 4.3 Do 4.4 Observe 4.5 Morale 4.6 Inspection and review      5) Measurement and evaluation The results of the evaluation of correctness ( = 4.73, S.D. = 0.45), appropriateness ( = 4.64, S.D. = 0.48), and feasibility ( = 4.78, S.D. = 0.26) were at the highest level overall. For the manual on using the supervision model to promote the efficiency of teaching management for teachers, the results of the evaluation of correctness ( = 4.79, S.D. = 0.21), appropriateness ( = 4.89, S.D. = 0.13), and feasibility ( = 4.96, S.D. = 0.08) were at the highest level overall. 3. The results of the first evaluation of individual teachers' abilities found that 14 teachers had high abilities, accounting for 70.00 percent, 6 teachers had medium abilities, accounting for 30.00 percent, and the second evaluation found that 20 teachers had high abilities, accounting for 100.00 percent. 4. The results of the evaluation of the overall usefulness were found to be at a very good level, accounting for 87.67 percent.