1058
JournalUni versi t asMuhammadi yahGresi kEngi neeri ng,Soci alSci ence,andHeal t h I nt ernat i onalConference(UMGESHI C)
UMGCI NMATI C:1
stRet hi nki ngEducat i ondur i ngCovi d- 19Er a:Chal l angeand I nnovat i on
THEDEVELOPMENTOFTEAM- BASEDI NTERNALSUPERVI SI ONMODEL FORPRI MARYSCHOOLS
Author
HongmaneePrasansab1
1LoeiPrimaryEducationalServiceAreaOffice2,Wangsaphungdistrict,LoeiProvice42130, Thailand
ABSTRACT
Thisresearchaimedto:1)studytheelementsanddevelopamodelforsupervisionbyateam basedinprimaryschools2)studytheresultofmodeltrialand3)evaluatethemodelofTeam -BasedInternalSupervisionModel.Theresearchanddevelopmentprocesswasdividedinto3 phases:Phase1elementsstudy,Phase2developmentmodel,andPhase3modelevaluation.
Thefirstphaseconductedbyinterviewingtheoutstandingschoolsandexpertsassessing.
Phase2createdadraftmodelandamanual,thentriedoutbyavolunteerschool.Phase3 evaluated modelby connoisseurship.The interview form,evaluation form,teaching observation form and connoisseurship record were applied fordata collection.The quantitativedatawasanalysedbypercentage,mean,standarddeviationwhilethequalitative datawasanalysedbycontentanalysis.Theresultswereasfollows:1.Theelementand modelofsupervisionbytheteam'sbaseinprimaryschoolscouldbedividedintofivemain elementsconsistedof1)principle2)aim 3)process4)outputand5)feedback.2.Thetrial resultofapplyingthesupervisionmodelfoundthatteacherschangedteachingbehaviorand paidmoreattentioninteaching.Teacherstriedtoapplyactivelearninginclassactivitiesthat supported the students learning.In addition,the modelalso encouraged the team collaborationandeffectedtheschoolinternalsupervisionsystem.3.Evaluationresultfound thattheexpertsexaminedandcorroboratedtheteam-basedinternalsupervisionmodelin primaryschoolsbeforeapplyingthepatternsuitabilityandutilizationoverallitisatthe
highest level .
Keywords:Activelearning,InternalSupervision,Team-Based
1.INTRODUCTION
LoeiPrimaryEducationServiceAreaOffice2isanorganizationthatplaysanimportant roletopromoteandsupporttheschooltodeveloptheadministrationandmanagementof education.so thatthe learners have quality accordingly educationalstandards and internationalstandardsItisanagencythatsupervises,supports,advises,promotesand coordinatingsothatgovernmentteachersunderthejurisdictioncanperform theirduties effectively along with Supervision and follow-up on the performance ofeducational institutionsinordertohaveapositiveeffectonthedevelopmentofthelearningqualityofthe learnersandmanageeducationalactivitiesinaccordancewiththeneedsandstandardsof schoolfrom thesupervisionandfollow-upontheresultsoftheinternalsupervisionofthe educationalinstitutionsunderthepast.Ithasnotbeenassuccessfulasitshouldbe,thatis, theimplementationofinternalsupervisionaffectsthequalityofstudents.lessthanthe specified targetfrom the analysis ofthe reasons formanyreasons have consistent informationthatthesupervisionoperationwascarriedoutinvariousforms,buttheproblem conditionwasthattheoperationwasnotcompleteeverystepandlackofcontinuityas follows1)Preparationforsupervisionwithineducationalinstitutions.Educationalinstitutions lack personnelresponsible forsupervision orthe supervision committee stilllacks knowledgeunderstandingandsupervisionskillslackofeducation,theneedforsupervision makethesupervisionplanningwasinconsistentwiththeneedsofthesupervisoryteachers.
Therefore,internalsupervisionnotaseffectiveasitshouldbebecausetheyareunableto solveproblemsordevelopteachersasnecessaryortheneedsofteachersalsoresultedin thelackoffullcooperationintheeducationalinstitutions.2)OperationssupervisionMostof theproblemsfoundthatthesupervisionoperationdidnotgoaccordingtoplan.Andthe supervisorshaveworkloadsotherthanteachingsupervisionwork.andteachersdonotfollow therulesorapresentcalendarofoperationsespeciallyifthemanagementdoesnotpay attentiontothedevelopmentofthemodelpropersupervisionTheopportunityforteachersto receivesupervisioninschoolsisthereforedifficult.Inaddition,someeducationalinstitutions lackmediaandinnovationsinvariousformsofsupervision.Whoisknowledgethatwillbe usefulforinternalsupervisionand3)evaluationofsupervisionimportantproblemsinthe supervisionprocesswithineducationalinstitutionsandeducationalserviceareaofficesthat are rarely the operation is supervision evaluation orsupervision reportmostofthe educationalinstitutions.Educationalinstitutionslackapersonresponsibleforassessing supervision.Causingtheevaluationtobeunabletoproceed.Seriouslyandcontinuouslylack ofdevelopmentoftoolsforsupervisionasaresult,theresultscannotbetaken.Take advantageforthedevelopmentofsupervisionsystemsineducationalinstitutionsandto improvelearning.Trulyteachingseriousandcontinuousandatpresent,theproblem of supervisionwithintheschoolstillexists.Thereareseveralproblemsthatpreventsupervision from beingassuccessfulasitshouldbetteamworkisthereforeoneoftheimportant strategiestoencourageanorganizationoraneducationalinstitutiontoperform internal supervision effectivelyand achieve the objectives as an educationalinstitution is an
educationalunitwhichhaschangedquitealotinallaspects,bothintermsofmanagementin the teaching and learning process on the characteristics of the learners.
2.METHODS 2.1Participants
1)Theparticipantsforthefirstphaseconsistedof3schoolsthatwereoutstanding schools . Those school were purposive sampling .
2)Thesamplegroupinapplyingthemodelandamanualforusingthemodelof internalsupervisionwasaschoolinLoeiPrimaryEducationalServiceAreaOffice2by
purposive sampling .
3)ExpertsGroupconsistedof9peoplewhoexaminedthedraftmodelbeforetrialand confirmed the correctness and appropriateness helpfulness and the possibilityofthe supervision model after trial by connoisseurship by purposive sampling.
2.2Measures
Theresearchtoolsusedfordatacollectionconsistedofinterview form,evaluation form,teachingobservationform andconnoisseurshiprecord.Alltoolswereinspectedthe content validity and reached the criteria . 2.3Procedureanddesign
Theresearchanddevelopmentmethodologywasusedforthisstudydividedinto3 phases: Phase1elementsstudy,Phase2developmentmodel,andPhase3model evaluation.Thefirstphaseconductedbyinterviewingtheoutstandingschoolsandexperts assessing.Phase2createdadraftmodelandamanual,thentriedoutbyavolunteerschool. Phase 3 evaluated model by connoisseurship . 2.4Dataanalysis
Thestatisticsusedinthedataanalysiswerepercentage,mean,standarddeviation.
and content analysis
Thequantitativedatawasanalysedbypercentage,mean,standarddeviationwhilethe qualitativedatawasanalysedbycontentanalysis.
3.DISCUSSION
Thedevelopmentofateam-basedinternalsupervisionmodelinelementaryschools from thesummary
Theresultsoftheresearchhaveimportantissuesindiscussionoftheresultsasfollows:
From thestudyofdocuments,concepts,theoriesandrelatedresearchtobring informationsyntheticasanelementinconductingresearchandfrom theassessmentofthe compositionofqualifiedtocreateelementsofateam-basedinternalsupervisionmodelin primaryschool.Whichisapatternorsystematicprocessthatrepresentstherelationshipof elementsbetweentherolesofsupervisorsandsupervisorstocausedevelopmentchange
andteam workbypromoting,supportingandraisingawarenessforthesupervisorstosee ownpotentialacceptwhatisandusethatpotentialtothefullesttherefore,thecomposition oftheteam-basedinternalsupervisionmodelinelementaryschoolconsistsof6main components20sub-components,includingthefirstcomponent,theprinciple,has4sub- components,consistingof1)Aim forteacherstochangetheirbehaviorinabetterway2) Changeinteachers'behaviormustcomefrom changeswithintheteachers;3)thechangesin teachingbehaviorsofteachersneedtobesocialsupportand4)thepersonwhoisatthe heartofteachingandlearningdevelopmentistheteacher.InWithHoyandForsyth(1986) sayingthat1)thepersonwhoisattheheartofteachingdevelopmentisteachers2) Teachersneedfreedom todevelopteachingintheirownway.3)Changeteacherteaching behaviorsrequiresocialsupport,includingtheprovisionofphysicalstimulation.Wisdom and Professions4)Fixedsupervisionpatternsandusingcoercionwillnotcausesuccessin teachingdevelopment5)Teachingdevelopmentisoftensuccessfulinsituationsworkingas aprofessionalpartnernotshowingsuperiorityandtoencourageteacherstohaveseek knowledge and experiment The second component has three sub-components:
1)Toenableteamstoapplytheprincipleoflinkingcontenttosupervisionprocess2) Toenableteamstousemethodsthatareconsistentwithgoalsand4)toenableteamsto usecoachingthatispositivelyalignedwithBeachandReinhartz.(2000)saidthateducational supervisionisanactiontosupportandpromoteteacherstohavegoals.Todeveloplong-term professionalgrowththatwillhavethegreatestimpactonstudentdevelopmentandsuch developmentsdependonasystem basedonpositivethinking,trustandgiving.Supporting teachers ' efforts to improve classroom teaching efficiency 2)Developmentofateam-basedinternalsupervisionmodelinprimaryschoolshas passedtheinternalsupervisionmodelusingateam asabaseandamanualfrom qualified suitabilityandutilizationconsistentwithStufflebeam andShinkfield(2007)andSirichai Kanchanawasee(2007)hasmentionedtheassessmentstandardsthatcanbeclassifiedas4 sections as follows:1)Utilization Standards 2)FeasibilityStandards 3)Appropriate Standards4)Accuracystandarduntilobtainingaformofinternalsupervisionusingateam as abaseinprimaryschoolsconsistsof1principleofinternalsupervision,2goalsofinternal supervision,3processesofinternalsupervision4successfactorsininternalsupervision5 outcomes6feedbackUsermanualsectionTeam-BasedInternalSupervisioninElementary SchoolsConsistsofPart1IntroductionItconsistsofbackground,objectives,goals,and terminologydefinitions.Part2Formsofsupervision.Internal,team-basedinprimaryschools, consistingof1modelcomponent2developmentactivities3modelstructure4content5 media / learning resources 6 measurement and evaluation .
3)Theresultsofusingateam-basedinternalsupervisionmodelinsecondaryschools foundthatTeam-basedinternalsupervisionmodelfrom thestudyofdocuments,concepts, theoriesandresearchtheresearcher'sinvolvementhasbeenassessedandverifiedby qualifiedpersons.from fruitfulschoolstudiesBestPracticesinInternalSupervisionand throughtheprocessofdraftingbyqualifiedpersonsdevelopedtoenhancethecompetency ofthesupervisoryteam tohaveknowledgeandunderstandinghavesupervisoryskillsableto
superviselearningmanagementbyusingateam asabaseasaresult,teacherswhoreceive supervisionhavetodeveloptheirpotentialinimprovedlearningmanagement,professional developmentandlearningmanagementbehavior.from theevaluationofthesupervisory team insidehaveknowledgeandunderstandingofusingtheform ofinternalsupervision.by evaluating from the testmeasure theknowledge ofthesupervisoryteam through an assessmentandhavetheknowledgeandunderstandingoftheinternalsupervisionprocess byusingtheteam asabase,asmeasuredbythescoreevaluationresultsbeforethetraining, foundthattheinternalsupervisionteam haveknowledgeandunderstandingofinternal supervision.Team workandlearningmanagementprocesswithascoreof45-55%andafter the training to provide knowledge aboutinternalsupervision team work and learning managementprocesswithascoreof90-95%,passingtheassessmentcriteria,75%ofall showthatthesupervisionteam hasknowledgeandunderstandingaboutinternalsupervision and everyone learning managementprocess.From the assessmentofthe learning managementabilityofthesupervisoryteam internally,byself-assessmentontheabilityto managelearninginanactivelearningstyle,itwasfoundthatallsupervisoryteam members havethehighestleveloflearningmanagementabilityfrom theassessment.Teachingand learningbehaviorofsupervisedteachersbyTeam-BasedSupervisionandthemethodof observing the teaching behaviorby the internalsupervision team during the internal supervisionoperation.Allteachersreceivingsupervisionhadabetterorderofdeveloping teachingbehaviorsfrom teachersupervisionbyevaluatinglearningmanagementusingactive
learning .
4.CONCLUSION
Basedonthethestudyofdocuments,concepts,theoriesandrelatedresearchto bringinformationsyntheticasanelementinconductingresearchandfrom theassessment ofthecompositionofqualifiedtocreateelementsofateam-basedinternalsupervision modelinprimaryschool.TeachingandlearningbehaveorofsupervisedteachersbyTeam- Based Supervisionand themethod ofobserving theteaching behaviorbytheinternal supervisionteam duringtheinternalsupervisionoperation.Allteachersreceivingsupervision hadabetterorderofdevelopingteachingbehaviorsfrom teachersupervisionbyevaluating learning management using active learning . REFERENCES
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