Internal Supervision of School Administrators under the Office of Phatthalung Primary Educational Service Area 2

Abstract

Background and Aims: Internal supervision of school administrators is a process of promoting and developing the quality of education management. It focuses on providing advice, monitoring, teaching evaluate and learning within the school. Administrators play an important role in creating a working atmosphere conducive to the development of teachers and personnel, including the application of appropriate approaches to raise the quality of education in line with the specified policies and standards. The objectives of this research are (1) to study the level of internal supervision of school administrators under the Phatthalung Primary Educational Service Area Office 2, (2) to compare the internal supervision of school administrators under the Phatthalung Primary Educational Service Area Office 2, classified by gender, work experience, and size of the school. (3) to provide recommendations on the internal supervision of school administrators under the Phatthalung Primary Educational Service Area Office 2.

Methodology: This research is survey research. The sample group consisted of 317 teachers working in schools under the jurisdiction of the Phatthalung Primary Educational Service Area Office 2 in the academic year 2024, determined based on Krejcie and Morgan’s table of sample size. Stratified sampling was then used according to the variable of school size, followed by simple random sampling using the lottery method. Data were collected using questionnaires. The statistics used for data analysis included percentage, mean, standard deviation, t-test, F-test, one-way analysis of variance (ANOVA), and pairwise comparison using Scheffé’s method.

Results: It was found that 1. the level of internal supervision of school administrators under the Phatthalung Primary Educational Service Area Office 2 was at a high level overall ( = 4.15, S.D. = 0.54). When considering each aspect, it was found that all aspects were at a high level. 2. A comparison of internal supervision of school administrators under the Phatthalung Primary Educational Service Area Office 2, classified by gender, work experience, and school size, showed the following results: 2.1) Teachers of different genders had different opinions on internal supervision of school administrators under the Phatthalung Primary Educational Service Area Office 2, and did not differ. 2.2) Teachers with different work experiences had different opinions on the internal supervision of school administrators overall and in each aspect. 2.3) Teachers working in schools of different sizes had different opinions on internal supervision of school administrators, overall with statistical significance at the .01 level. 3. Recommendations for internal supervision by school administrators include the following: Administrators should promote increased internal supervision within the school by providing opportunities for teachers and school committee members involved to jointly plan the supervision process. Additionally, administrators should place greater emphasis on classroom action research by encouraging teachers to conduct more research in their own classrooms. This would benefit teachers by enabling them to better understand students' information and would also provide useful data for administrators to use in planning for higher-quality educational management in the school.

Conclusion: Internal supervision of school administrators in the Phatthalung Primary Educational Service Area 2 plays an important role in the development of teaching and learning, emphasizing professional development, teamwork, and curriculum development. However, the promotion of classroom action research is still limited. Administrators should focus on supporting teachers to have opportunities to learn and develop continuously, including using research results to improve teaching, to further improve the quality of education.