The PIPRE Coaching Supervision Model that Enhancement Critical Teaching Skill According to the Principles of Sufficiency Economy Philosophy of Teachers in Maha Sarakham Provincial Administrative Organization

Abstract

            The aims of this study were 1) To study current condition, problems and the need for developing critical teaching skill 2) To develop a PIPRE Supervision Model and quality check 3) To do an experiment using the model and 4) To evaluate the implementation and improvement. The study was divided into four stage i.e. Stage 1 : Studied the current condition, problems and the need for development critical teaching skill. The target group were 5 experts that selected with purposive sampling. The semi-structured interviewing forms were used to gather data. Stage 2 : Developed and checked the quality of supervision model. Drafting the supervision model - The total population were 100 directors, vice directors and teachers from  20 schools, 5 for each school. The sample group were 20 directors, vice directors  and teachers from 4 schools, 5 for each school that were chosen with purposive sampling. Theoretical investigation, possibility, the consistency of the supervision model by 5 experts. The instruments consisted of training guidelines for giving basic knowledge, recording forms for workshop and focus group discussion, the tools used to verify the quality of the model, and tools used to collect data. Stage
3: Experimented using supervision model, Nakhawittayakom School was selected for doing an experiment. The population consisted of 7 leader of learning group, 35 teachers, 751 students – the total population were 794. The sample group consisted of 7 supervising teachers and
8 receiver supervision teachers     with purposive sampling and 232 students that were selected
1 class in each level by Cluster Random Sampling technique – the total sampling group were 247. The instruments consisted of the tools for collecting and supervising. Stage : 4 Evaluated and improved the  model – the target group all of them were  20 - consisted of, 5 administrators, 7 supervising teachers and 8 receiver supervision teachers. The instruments comprised of questionnaire. Analyzed the data by using percentage, mean, standard deviation, Effectiveness Index (E.I), t-test dependent and content analysis.

The Results of the research were as follow:

                 1) The current condition, problems and the need for developing critical teaching skill : Mostly from the teachers don’t understand the curriculum, from the students’ behavior – don’t want to know, don’t want to learn and lack of motivation, lack of attentive and supervise from the director and ineffective management. From that problems had affected on the students’ quality, so it needed to develop critical teaching skill for teachers.    

              2) A PIPRE supervision model that enhancement critical teaching skill according to the principles of sufficiency economy philosophy consisted of five-step procedures including step 1: Planning, step 2: Informing, step 3: Proceeding included to perform the supervisory process beginning with pre conference, observation and post conference, step 4: reflecting and step 5: evaluating with continuous coaching and monitoring. The model quality check by the experts were found that it was a qualitative model and completely configuration.

            3) The empirical data that supported the effectiveness of the PIPRE Supervision Model by experimenting in the school were as follows : (1) Regarding to the supervising teachers, they showed the highest level of competency in PIPRE Supervision, knowledge and understanding on critical teaching according to the principles of sufficiency economy philosophy an effectiveness index was increased 0.8529 – that means it was increased in 85.29 percent. (2) Regarding to the receiver supervision teachers their knowledge and understanding about critical teaching skill an effectiveness index was increased 0.8507 – that means it was increased in 85.07 percent. The satisfaction to the supervision model were rated highest 3) Regarding to the students, it was found that their learning outcomes before and after the implementation of the supervision model were statistically significant different at the .05 level. After the implementation of the supervision

            4) The evaluation of supervision model, as a whole, the appropriateness was rated highest, means was 4.70. And when considering each side it was found that the achieving the specified goal, the appropriateness was rated highest, means was 4.80. The affectation field, the appropriateness was rated highest, means was 4.70, and the worthiness of performing was rated highest, means was 4.60.