DEVELOPMENT OF INTERNAL SUPERVISION MODEL TO ENHANCE ACTIVE LEARNING MANAGEMENT COMPETENCY OF TEACHERS AT SUWANKUHA PITTAYASAN SCHOOL

Abstract

This research study aimed to examine the current state of internal supervision and active learning management among teachers, develop a model of internal supervision that enhances teachers’ competencies in active learning management, evaluate the effectiveness of the developed model, and assess its applicability in different educational contexts.  The study employed a research and development methodology, which was conducted in four phases: first, exploring baseline data; second, developing and refining the model; third, implementing and assessing its quality; and finally, evaluating the internal supervision model. The sample was purposively selected from Suwannakuha Phitthayasans School, under the Secondary Educational Service Area Office Loei-Nongbua Lamphu. Various research instruments were employed, including an internal supervision model, competency assessment tools for active learning management, teamwork competency assessments, classroom observation checklists, focus group discussion guidelines, and interview protocols. The collected data were analyzed using descriptive statistics and content analysis to provide a comprehensive understanding of the findings. 

The study found that the developed internal supervision model consisted of seven key components: principles, objectives, operational mechanisms, supervision content, supervision process, evaluation framework, and success conditions. The supervision process was structured based on the ADORE Model, which includes five crucial stages: analyzing baseline data, designing learning experiences, observing classroom teaching, reflecting on teaching practices, and evaluating learning outcomes. The implementation of this model resulted in significant improvements in teaching and learning outcomes. Teachers demonstrated enhanced competencies in active learning management, progressing from a novice to a proficient level. Similarly, students showed significant improvements in teamwork competency, moving from a beginner level to goal-achievement level. The evaluation of the model indicated that stakeholders expressed the highest level of satisfaction, emphasizing its effectiveness in promoting professional growth and teaching quality. The model not only strengthened teachers' understanding of internal supervision but also improved their ability to facilitate active learning. Furthermore, it gained widespread acceptance among educators and proved to be adaptable across different educational settings, ensuring its efficiency and sustainability in the long run.