INTERNAL SUPERVISION MANAGEMENT OF SCHOOLS UNDER THE SARABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research article aimed to: (1) study the internal supervision management in schools under the Office of Saraburi Primary Educational Service Area 1; (2) compare personnel’s opinions on internal supervision management based on position, work experience, and school size; and (3) identify approaches for improving internal supervision management in schools within the specified educational service area. The sample group consisted of 304 personnel from schools under the Office of Saraburi Primary Educational Service Area 1. The sample size was determined using the Krejcie and Morgan table and selected through stratified random sampling. The research instruments included a five-point Likert scale questionnaire and a semi-structured interview. The content validity index (IOC) ranged from 0.80 to 1.00, and the reliability coefficient was 0.82. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, including t-tests, one-way ANOVA, and post hoc comparisons using Scheffé’s method.

   Research Findings

1. The overall level of internal supervision management in the schools was rated as high, and each specific aspect also received a high rating.


2. There were statistically significant differences at the .05 level in opinions on internal supervision management when classified by position and school size.


3. No statistically significant differences were found in overall or specific opinions when classified by work experience.


4. Recommendations for enhancing internal supervision management include Needs Assessment: School administrators should encourage both internal and external personnel to participate in defining supervision goals and apply diverse evaluation results to identify supervisory needs. Planning Supervision plans should clearly outline procedures, responsibilities, and the roles of supervisors and those being supervised. Implementation Execution should follow the plan systematically and continuously, with strict monitoring and oversight. Evaluation and Improvement Supervision results should be communicated transparently to teachers and used as feedback to refine future supervision efforts. Support Systems Supervisory committees should emphasize lesson plan reviews, monitor outcomes, and provide ongoing recommendations for instructional improvement.