DEVELOPMENT OF AN INTEGRATED SUPERVISORY MODEL TO PROMOTE COMPETENCY PROACTIVE LEARNING MANAGEMENT OF THE TEACHERS AT BAAN PUTTARAKSA SCHOOL SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The objectives of this research article were 1) to study the essential information for developing an integrated supervisory model to promote the competency of proactive learning management of teachers of Baan Puttaraksa School. Sakon Nakhon Primary Educational Service Area Office 3 2) to establish and examine the quality of an integrated supervisory model to promote the competency of proactive learning management of teachers at Baan Puttaraksa School. Sakon Nakhon Primary Educational Service Area Office 3) to study the results of using the integrated supervision model. To promote the competency of the proactive learning management of the teachers of Baan Puttaraksa School Sakon Nakhon Primary Educational Service Area Office 3 4) to assess the satisfaction of supervisory teachers towards the integrated supervision model to promote the competency of proactive learning management of teachers at Ban Puttaraksa School. Sakon Nakhon Primary Educational Service Area Office, District 3, has 4 steps of research as follows: Step 1 Study the necessary basic information Step 2 Build and verify the quality of the model Step 3 Study results Pattern And step 4, assess satisfaction Sample group Teachers of 30 people by using the assessment model with a scale estimation. The data was analyzed by finding mean and standard deviation. The results of the research were as follows: 1) The fundamental data study found that integrated supervision was a process for improving the teaching quality of teachers by using proactive learning management. Caused by integrating clinical supervision Intellectual Guided Supervision And mentoring supervisory principles, with the principles of supervisors and supervisors discussing Plan, analyze, observe, teach, take action and give feedback to achieve the goals. 2) The results of building and checking the quality of the model were appropriate at the highest level. The knowledge and understanding of proactive learning management after promotion were significantly higher than before at the .05 level very.