SUPERVISION MODEL IN NEW NORMAL OF ADMINISTRATORS IN NORTHERN THAILAND

Abstract

This research article employs a mixed-methods approach with the following objectives: 1) to analyze the components of an internal supervision model, 2) to study the conditions and challenges of the internal supervision model, 3) to develop an internal supervision model, and 4) to evaluate the internal supervision model in the context of the New Normal for school administrators in Northern Thailand. The research instruments included four types: questionnaires with a sample of 500 participants for component analysis and 364 participants for studying conditions and challenges, workshops with nine experts, reference seminars with nine specialists, and a public hearing with 30 participants. The tools used were content analysis tables, questionnaires, workshop record forms, and expert reference seminar forms. Data were analyzed using mean, standard deviation, correlation coefficients between variables, and confirmatory factor analysis.

The research findings indicated that: 1) Components of the internal supervision model in the New Normal context for school administrators in Northern Thailand included knowledge and skills, behavior and motivation, leadership, knowledge sharing, planning, teamwork, and supervision tools; 2) The condition of the internal supervision model in the New Normal was rated at a high level overall; 3) The internal supervision model included six components: (1) principles, (2) objectives, (3) inputs—comprising knowledge and skills, behavior and motivation, leadership, and supervision tools, (4) processes—comprising knowledge sharing, planning, and teamwork, (5) outputs, and (6) outcomes and success conditions; and 4) Evaluation of the internal supervision model in the New Normal context for school administrators in Northern Thailand was rated at a high level overall.