DEVELOPMENT OF A PARTICIPATORY INTERNAL SUPERVISION MODEL TO PROMOTE THE COMMUNITY OF PROFESSIONAL LEARNING OF THE SCHOOL UNDER THE JURISDICTION THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE, MAHA SARAKHAM

2026-01-07T14:37:33+07:00

This research aimed to 1) Investigate the components and indicators of a participatory internal supervision model for promoting professional learning communities in schools, 2) Examine the consistency of the measurement model of components and indicators with empirical data, and 3) Develop a participatory internal supervision model appropriate to the school context. The study employed a research and development (R&D) approach and was conducted in three phases: Phase 1 involved analyzing problems and needs related to internal supervision; Phase 2 focused on examining the construct validity of the model using confirmatory factor analysis; and Phase 3 evaluated the appropriateness and feasibility of the model by experts.The sample consisted of 520 school administrators and teachers from schools under the Secondary Educational Service Area Office in Maha Sarakham Province, selected through stratified random sampling. The research instruments included questionnaires, interview forms, and evaluation forms for assessing the appropriateness and feasibility of the model. Data were analyzed using descriptive statistics and confirmatory factor analysis. The results indicated that the participatory internal supervision model comprised four main components with a total of 90 indicators: 1) Supervision planning, 2) Systematic supervision implementation, 3) Reflection and knowledge sharing, and 4) Monitoring and evaluation for development. The measurement model showed a good fit with the empirical data, with construct reliability (R²) ranging from 0.615 to 0.848. Furthermore, the developed model demonstrated a high level of appropriateness and feasibility for practical implementation. It can be applied to enhance internal supervision systems in schools, promote collaboration among administrators and teachers, and sustainably improve educational quality.

ENHANCING CHINESE GRADUATE STUDENTS’ ENGAGEMENT THROUGH VISIBLE THINKING ROUTINES

2026-01-08T12:01:03+07:00

This research aimed to: 1) Investigate the effect of using Visible Thinking Routines (VTRs) on enhancing Chinese graduate students’ engagement across three dimensions: behavioral, emotional, and cognitive; 2) Analyze the unique characteristics and strengths of the VTRs including See/ Think/ Wonder, Think/ Pair/ Share, and I Used to Think…/ Now I Think…; and 3) Explore Chinese graduate students’ experiences and perceptions of using VTRs in the learning process. This qualitative research involved a population of 56 Chinese graduate students enrolled in the first semester of the 2024 academic year at a higher education institution in Thailand. Data collection was conducted through semi-structured interviews with 12 purposively selected students, along with classroom attendance records, and performance assessments. Data were analyzed using thematic analysis. The findings revealed that VTRs significantly enhanced engagement across all three dimensions: 1) Behavioral dimensions, classroom attendance increased from 87.5% to 94.3%, and on-time assignment submission increased from 78.6% to 92.9%; 2) Emotional dimension, 94.6% of students perceived their thoughts as valued, and 91.1% felt a sense of belonging to the learning community; and 3) Cognitive dimension, writing quality improved from 2.8 to 4.2 (out of 5). Based on the data analysis, the researcher proposed the Scaffold-Culture-Engagement (SCE) Framework to explain the operational mechanisms through which VTRs enhance learner engagement. These findings carry both theoretical and practical implications for instructional design for international students in graduate education contexts.

Journal of MCU Nakhondhat

DEVELOPMENT OF A PARTICIPATORY INTERNAL SUPERVISION MODEL TO PROMOTE THE COMMUNITY OF PROFESSIONAL LEARNING OF THE SCHOOL UNDER THE JURISDICTION THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE, MAHA SARAKHAM

ENHANCING CHINESE GRADUATE STUDENTS’ ENGAGEMENT THROUGH VISIBLE THINKING ROUTINES