Future Scenarios for Educational Supervision of Private Schools for General Education Type in the Special Development Zone of Southern Border Provinces in the Next Decade (2021–2030)

Abstract

This article aims 1) to determine future scenarios for educational supervision of private schools for general education type in the special development zone of the Southern border provinces in the next decade (2031-2030), and 2) to explore guidelines for implementation of the future scenarios in the next decade (2031-2030). It is qualitative research the research area is private schools for general education type in the special development zone of the Southern border provinces 17 informants comprising educational administrators, school administrators, educational supervisors, and academics, and 9 qualified group discussions were used by purposive selection method. There are 3 types of research tools: 1) semi-structured interview form, 2) questionnaire and 3) questionnaire for focus group discussion. Data Analysis data by Descriptive statistics and Content Analysis. The research results were found as follows; 1) Future scenarios for educational supervision of private schools for general education type in the special development zone of the Southern border provinces in the decade (2031-2030)
had 7 issues: 1.1) roles and responsibilities of people in educational supervision, 1.2) the scope of educational supervision, 1.3) methods or channels of educational supervision, 1.4) educational supervision strategies, 1.5) educational supervision management, 1.6) the educational supervision organizational structure, 1.7) educational supervision problems. and 2) To identify guidelines for implementing the future scenarios for educational supervision of private schools for general education type in the special development zone of the Southern border provinces in the next decade (2031-2030). The research found that those involved in educational supervision should establish policies aligned with national strategies and avoid frequent policy changes. They should set guidelines for practical implementation, create project plans or activities, and build a supervision network. Continuous promotion, support, supervision, acceleration, and follow-up are necessary. Management should be participatory, inspire, and act as mentors. A combination of supervision methods or channels should be used to reflect the supervision results. Strategies for participation, inspiration, and professional development opportunities should be employed. Management principles should be the foundation of educational supervision, using schools as the base. The structure should be adjusted to establish a Private Education Office in every district within the Special Development Zone of the southern border provinces to promote, support, expedite, supervise, and monitor educational development. Supervision problems include that policies should not be frequently changed as it results in a lack of continuity in practice. Supervisors should continuously develop their professional skills to ensure confidence in their supervision.

The knowledge gained from this research suggests that supervisors should create strategies for participation and inspiration, establish clear guidelines for supervision, and adjust mindsets to genuinely focus on educational quality and reduce inequality. Supervision should be performed using a mixed model, promoting participation and building supervision networks. After supervision, results should be reflected upon, and feedback provided, with outcomes used for research and development. Additionally, technology should be incorporated into supervision management to enhance the efficiency of educational supervision.