Teacher Perception of Internal Supervision Management in Thailand 4.0 era within Secondary Schools in Bangkok under the jurisdiction of the Secondary Educational Service Area Office, Bangkok 2

Abstract

Background and Aims: Internal supervision is an important tool for enhancing the quality of educational management in educational institutions and developing teachers into professional educators. However, the internal supervision process currently faces problems from both supervisors and those being supervised, resulting in internal supervision not producing the desired results. This research aims to 1) study the internal supervision management in the Thailand 4.0 era according to the perceptions of teachers in secondary schools under the Office of the Secondary Education Service Area, Bangkok Area 2 and 2) compare teachers’ perceptions of internal supervision management in the Thailand 4.0 era in secondary schools under The Secondary Educational Service Area Office Bangkok Area 2 classified by educational level, academic status and work experience.

Methodology: The samples consisted of 375 public school teachers by cluster random sampling according to the inter-campus and simple random sampling using Taro Yamane’s sample size calculation formula. The instrument was a 40-item rating scale questionnaire with a content validity between 0.80-1.00 and a reliability of 0.936. The statistics used were mean, percentage, standard deviation, t-test, and one-way analysis of variance (ANOVA). When differences were found, a paired t-test was performed using Scheffe’s post hoc comparison.

Results: The research results found that 1) Teachers had a high level of overall perception of internal supervision management in the Thailand 4.0 era. 2) The results of the comparison of teachers’ perception of internal supervision management in Thailand 4.0 era in secondary schools under The Secondary Educational Service Area Office Bangkok Area 2, classified by education level, academic status, and work experience, can be summarized as follows: 2.1) Teachers with different education levels had no different overall perceptions. 2.2) Teachers with different education levels had no different overall perceptions. 2.3) Teachers with different work experiences had different overall perceptions with statistical significance at the .05 level, except for the aspect of implementing the supervision plan and the aspect of evaluating and reporting supervision results.

Conclusion: The internal supervision is an important process for developing teachers in schools under the Secondary Education Service Area, Office Bangkok 2, to become professional teachers, which requires systematic planning and implementation using quality tools, and there is an evaluation and monitoring of the use of supervision results to continuously improve teaching and learning management.