The Internal Supervision of School Administrators under the Yala Primary Educational Service Area Office 1

Abstract

The objectives of this research were: 1) to examine the level of internal supervision of school administrators; 2) to compare the internal supervision of school administrators, classified by gender, educational level, work experience, and school size; and 3) to synthesize recommendations regarding internal supervision of school administrators under the Yala Primary Educational Service Area Office 1. The sample consisted of 300 teachers. The statistics used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

The research findings revealed that: 1) The overall level of internal supervision of school administrators under the Yala Primary Educational Service Area Office 1 was at a high level. When considered by aspect, the highest mean was found in professional development, followed by work skills development, while the lowest mean was in curriculum development. 2) Teachers with different gender, educational level, work experience, and school size showed statistically significant differences in their opinions toward internal supervision of school administrators at the .05 level. 3) Recommendations indicated that administrators should enhance teachers’ morale by providing guidance and support in both personal and professional matters. They should promote and support all teachers and personnel to participate regularly in professional development training, encourage teamwork and the use of the PDCA process, develop and provide knowledge on curriculum aligned with the Basic Education Core Curriculum, and support classroom research by encouraging teachers to conduct at least one study per year.