Internal Supervision Management of Suansriwittaya School under the Secondary Educational Service Area Office Surat Thani – Chumphon

Abstract

The purposes of this research were (1) to study the internal supervision management of Suansriwittaya School under the Secondary Educational Service Area Office Surat Thani–Chumphon and (2) to study the guidelines for internal supervision management of Suansriwittaya School under the Secondary Educational Service Area Office Surat Thani–Chumphon. The study framework consisted of five components: analysis of current conditions, problems, and needs; supervision planning; development of supervision media and instruments; supervision implementation; and evaluation and reporting. The population consisted of 5 school administrators and 129 teachers, totaling 134 participants, and data were collected from the entire population (Total Population). In addition, three key informants were selected through purposive sampling for the semi-structured interviews. The research instruments consisted of a five-point rating scale questionnaire, with an Item–Objective Congruence (IOC) index ranging from 0.67 to 1.00 and a reliability coefficient of .985, together with a semi-structured interview form. The data were analyzed using percentage, mean, standard deviation, and content analysis. The research findings revealed that the overall level of internal supervision management across all five components was at the highest level. When considering each component individually, the highest mean score was found in supervision implementation, followed by evaluation and reporting, supervision planning, and analysis of current conditions, problems, and needs, respectively. In contrast, the development of supervision media and instruments had the lowest mean score. It was found that the guidelines for school administrators promote effective internal supervision by emphasizing its role as a key mechanism for improving instructional quality. The supervision process is implemented systematically across all stages, leading to concrete improvements in student learning outcomes. In addition, feedback from supervision is applied to enhance teaching practices and foster collaborative learning within the organization. These practices contribute to the efficient and sustainable development of educational quality.