The need for collaborative internal supervision of the school to expand educational opportunities under the office of nongkhai primary education service office 2

Abstract

            This research aimed to study the current situation, desirable situation, and needs assessment of collaborative internal supervision implementation in educational opportunity expansion schools under the Nong Khai Primary Educational Service Area Office 2. This was quantitative research with a sample group of 186 school administrators and teachers from educational opportunity expansion schools. The sample size was determined using Krejcie and Morgan's sample size table, with administrators selected through purposive sampling and teachers selected through simple random sampling. The research instrument was a paired-response questionnaire using a 5-level rating scale, with a content validity index of 1.00 and overall reliability for the current situation of 0.902 and desirable situation of 0.973. Statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and PNImodified index.

          Research findings revealed that:

          1. Current situation of collaborative internal supervision implementation in educational opportunity expansion schools was at a moderate level with a mean of (𝑥̅ = 3.46). The aspect with the highest mean was direct assistance to teachers, followed by curriculum development, and the lowest mean was group work skill development.

          2. Desirable situation of collaborative internal supervision implementation in educational opportunity expansion schools was at the highest level with a mean of (𝑥̅ = 4.51). The aspect with the highest mean was classroom action research, followed by curriculum development, and the lowest mean was professional experience enhancement.

           3. Needs assessment of collaborative internal supervision implementation in educational opportunity expansion schools, ranked by priority as follows: group work skill development had the highest needs index (PNI_Modified = 0.35), followed by classroom action research (PNI_Modified = 0.31), and the aspect with the lowest need was direct assistance to teachers (PNI_Modified = 0.26).