The Problems and Needs in Development of the Internal Supervision Administration for Supporting Teaching and Learning Management in the 21st Century of Chak Kham Khanathon School, Lamphun

Abstract

          The purpose of this research was to study the problems and needs in the development of internal supervision administration to support teaching and learning management in the 21st century at Chak Kham Khanathon School, Lamphun. Data were collected using a questionnaire administered to 160 participants, including school administrators, government teachers, and educational personnel of Chak Kham Khanathon School. The research instrument was a questionnaire designed to assess the problems and developmental needs of internal supervision administration.

          The findings revealed the following: 1) Problems in internal supervision administration development included the school curriculum not fully promoting students’ performance, limited integration of knowledge across various subjects, partial use of technological media as teaching aids, teachers acting primarily as instructors rather than learning coaches, and inadequate application of school measurement and evaluation systems. 2) Development needs in internal supervision administration included updating the school curriculum to ensure relevance and contextual appropriateness, encouraging participation in curriculum development, utilizing applications to support learning management, promoting local wisdom of Lamphun Province, improving the school atmosphere to foster collaborative learning, increasing the use of technology in teaching, emphasizing performance-based assessment over paper tests, and diversifying evaluation methods. These findings highlight the importance of enhancing internal supervision administration to align with the demands of 21st-century education and to improve the overall quality of teaching and learning management.