Guidelines for Developing the Roles of School Administrators in Internal Supervision of Schools within the Bangkok Primary Educational Service Area Office

Abstract

This research aims to 1) examine the priority needs related to the roles of school administrators in the internal supervision of schools within the Bangkok Primary Educational Service Area Office and 2) develop guidelines for effectively enhancing these roles. This study employed a mixed-methods approach in two phases. Phase 1 assessed the priority needs related to school administrators’ roles in internal supervision, using a sample of 291 teachers selected through multistage random sampling. Data analysis included descriptive statistics and the Modified Priority Needs Index (PNImodified). Phase 2 focused on identifying practical development guidelines through semi-structured interviews with nine educational experts, which were analysed via content analysis. The results indicate that the overall priority for improving school administrators’ internal supervision roles was high. The most urgent need was classroom action research, followed by professional development, group collaboration, direct teacher support, and curriculum development. Based on these identified needs, this study proposes guidelines consisting of five core components: instructional leadership, collaborative participation, teacher capacity building, lifelong learning, and the promotion of technology and innovation. Future research should focus on the practical implementation and evaluation of these proposed guidelines through action research in real-world school settings. Additionally, expanding the study’s scope to other educational service areas for comparative analysis and conducting in-depth research specifically targeting the promotion of classroom action research—which was identified as the most urgent priority—are highly recommended.