Educational Supervision Administration Strategies Using Professional Learning Community Through Lesson Study Approach to Instructional Reform of Secondary Educational Service Area Office Surin

Abstract

This research article has objectives: 1) to study current conditions and problems of educational supervision administration of Secondary Educational Service Area Office Surin,       2) to create educational supervision administration strategies, and 3) to evaluate propriety, feasibility and utility of the educational supervision administration strategies. The research process used the mixed research methodology. The sampling group was 3 directors and educational supervision personnel of Secondary Educational Service Area Office Surin and 8 school principals, 8 deputy school administrators of academic affairs department and 5 heads of internal supervision department, in the total of 24 persons by purposive Sampling. The research tools used in this research were structured interview form, content analysis recoding form, and strategy evaluation form. Data were analyzed using mean, standard deviation, and content analysis.

The research results were found as the followings. 1) The current conditions and problems of educational supervision administration of Secondary Educational Service Area Office Surin were the lack of systematically educational supervision administration in continuous monitoring and quality improving of supervision results, then affecting the administration for academic quality improvement of Secondary Educational Service Area Office Surin and schools, and the lack of explicit, insufficient and concrete models and educational supervision administration strategies. 2) The creation of strategies comprised five main components, i.e. 1) strategy named “educational supervision administration using professional learning community through lesson study approach to instructional reform of Secondary Educational Service Area Office Surin”, 2) vision, 3) four missions, 4) seven targets, and                5) strategies comprising four items; 1) leadership, 2) supervision process using PLC-LS, 3) teacher and 4) school principal, seven main strategies, 28 secondary strategies, and 138 activities for development. And 3) The results of strategy evaluation were in propriety were at high level ( =4.49, S.D.=0.55) and feasibility were at high level ( =4.47, S.D.=0.57), but those for utility were at the highest level. ( =4.63, S.D.=0.53)