Guideline for Developing Supervisory Skills of School Administrators under the Kalasin Provincial Office of Learning Encouragement

Abstract

Background and Aims: This research aimed to: 1) examine the current conditions, desirable conditions, and needs assessment for developing supervisory skills of school administrators under the Office of Learning Promotion, Kalasin Province; 2) identify guidelines for developing supervisory skills of school administrators under the Office of Learning Promotion, Kalasin Province; and 3) evaluate the guidelines for developing supervisory skills of school administrators under the Office of Learning Promotion, Kalasin Province.

Methodology: The research was conducted in three phases as follows: Phase 1: Investigated current conditions, desirable conditions, and priority needs. The sample consisted of 196 school administrators and teachers, selected through stratified random sampling. The research instrument used for data collection was a five-point Likert scale questionnaire. The content validity index (IOC) ranged from 0.60 to 1.00. The overall reliability coefficient was 0.83 under current conditions and 0.81 under desirable conditions. Phase 2: This phase focused on identifying guidelines for developing the supervisory skills of school administrators. Data were collected through semi-structured interviews with five participants selected by purposive sampling, including one educational administrator, one educational supervisor, and three school administrators. Phase 3: This phase involved evaluating the guidelines for developing the supervisory skills of school administrators. The instrument used was a five-point Likert scale evaluation form assessing appropriateness. The evaluation was conducted by six users of the guidelines, selected through purposive sampling. Data were analyzed using mean and standard deviation.

Results: The findings were as follows: 1) The current conditions of supervisory skills among school administrators under the Office of Learning Promotion, Kalasin Province, were at a moderate level overall, while the desirable conditions were at the highest level overall. The priority needs, ranked from highest to lowest, were: (1) technical skills, (2) coaching skills, (3) evaluation skills, (4) leadership skills, (5) effective communication skills, and (6) human relations skills, respectively. 2) A total of 38 development guidelines were identified through expert interviews and confirmed for use, covering all six supervisory skill domains as follows: human relations skills — 5 guidelines; evaluation skills — 7 guidelines; leadership skills — 7 guidelines; coaching skills — 8 guidelines; technical skills — 7 guidelines; and effective communication skills — 4 guidelines. Every expert endorsed all guidelines. 3) The evaluation of the appropriateness of the development guidelines by the six practitioners indicated that the guidelines were at the highest level of appropriateness overall.

Conclusion: Guidelines for developing school administrators' supervisory skills aim to enhance their capacity to manage and oversee the learning process effectively. They cover six key skill areas: technical skills, coaching, evaluation, leadership, communication, and human relations. The development emphasizes a systematic approach based on identified needs to improve the quality of supervision in educational institutions. As a result, educational management becomes more effective and aligned with the local context.