DEVELOPMENT OF A SUPERVISION MODEL BASED ON COLLABORATIVE PROFESSIONAL DEVELOPMENT AND LESSON STUDY TO ENHANCE LEARNING MANAGEMENT COMPETENCY THAT PROMOTES STUDENTS’ PROBLEM-SOLVING ABILITY IN BANGKOK SCHOOLS

Abstract

The objectives of this research were: 1) study the basic information and the need of development of the supervision model and 2) to develop and determine the quality of a supervision model based on the concept of collaborative professional development combined with collaborative lesson development to enhance learning management competency that promotes students’ problem-solving ability in Bangkok schools. The sample group consisted of grade 4–6 teachers in the 2024 academic year from Ban Lam Ton Kluai School, under School Network 41, Nong Chok District Office, covering five learning areas: Thai Language, Mathematics, Science and Technology, Social Studies, and Foreign Languages. Moreover, the teacher participants were selected through voluntary selection, with 5 teachers as the primary development focus, and 147 grade 4–6 students selected through purposive sampling in the 2024 academic year. The study was conducted during the second semester of the 2024 academic year. The statistics used were percentage, mean, standard deviation, and content analysis.

Research findings were as follows:

1. The study on fundamental information and the need for a supervision model revealed that the overall mean score was 4.61/3.96, and overall standard deviations was 0.03/0.06, respectively. The comparison of each aspect was found that the average level of expectations is higher than the current situation in all aspects.


2. The developed supervision model based on collaborative professional development and lesson study to enhance learning management competency that promotes students’ problem-solving ability consisted of five components: (1) Principles, (2) Objectives, (3) Supervision process comprising five steps: Step 1 – Plan (P); Step 2 – Study (S); Step 3 – Act (A), which includes: 3.1 Planning (plan), 3.2 Teaching practice (do) with five sub-steps: E – Encountering the problem, D – Defining the problem, D – Data collection, S – Synthesis, P – Performance, and 3.3 Reflection (see); Step 4 – Evaluation (E); Step 5 – Conclusion (C), (4) Measurement and evaluation, and (5) Conditions for implementation. The overall quality of the supervision model was found to be at a high level.