Development of Educational Supervision Integrated with the Principles of Kalyāṇamittatā for Educational Supervisors, Cluster 2
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Abstract
The purposes of this dissertation were: 1) to explore the current conditions, problems, and needs assessment for the development of the educational supervision process of educational supervisors, cluster 2; 2) to develop the educational supervision process according to the principles of Kalyāṇamittatā for educational supervision, cluster 2; and 3) to evaluate the educational supervision process according to the principles of Kalyāṇamittatā for educational supervision, cluster 2. Mixed methods research was used for research design. There were 3 sample groups: 1) 101 educational supervisors in cluster 2; 2) 12 key informants; and 3) 9 experts. Statistics used in data analysis included: frequency, percentage, mean, standard deviation, Needs Assessment (PNIModified), and calculating the value of content validity index.
Results were shown as follows: 1. It was found that the actual conditions with the highest mean values included reporting results for development, and the lowest mean values was planning. The conditions that should have the highest mean value was reporting results for development, the lowest mean value was building relationships, and the sample group had Needs Assessment (PNImodified) between 0.20-0.31. It was found that the 1st priority was planning (0.31), the 2nd priority was providing information and knowledge (0.28), and the 3rd priority was building relationships (0.27), respectively. 2. The process of educational supervision according to the principles of Kalyāṇamittatā for educational supervision, cluster 2, consisted of 6 steps: 1) Planning, 2) Empowering, 3) Information, 4) Action, 5) Evaluation, and 6) Report for Development. 3. Evaluation of the educational supervision process according to the principles of Kalyāṇamittatā for educational supervision in cluster 2, found that the developed process was of propriety, accuracy, feasibility, and utility. In summary, the body of research knowledge was called the PEIAER+ Model.
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