The Relationship between Internal Supervision of School Administrators and Teachers’ Learning Management at the Schools under Narathiwat Primary Educational Service Area Office 2

Abstract

          The objectives of this research were to: (1) study the internal supervision of school administrators, (2) study teachers’ learning management, and (3) examine the relationship between the internal supervision of school administrators and teachers’ learning management. This study employed a survey research design. The sample consisted of 327 teachers under the Narathiwat Primary Educational Service Area Office 2 in the academic year 2025. The research instruments consisted of a questionnaire on internal supervision for the school administrators and a questionnaire on teachers’ learning management. Data were collected both in person and via Google Forms. A total of 327 questionnaires were distributed and all were returned, representing a 100% response rate. The data were analyzed using mean, standard deviation, and Pearson’s product-moment correlation coefficient.

           The research findings revealed that (1) teachers’ opinions toward the internal supervision for the school administrators were at a high level overall, with the highest mean in curriculum development and the lowest in the classroom action research; (2) the teachers’ learning management was also rated at a high level, with the highest mean in learning media development and the lowest in learning activity organization; and (3) their internal supervision had a highly positive correlation with teachers’ learning management both overall and in each aspect (r = .848**), with statistical significance at the .01 level.