THE GUIDELINES FOR SUPERVISION ADMINISTRATION NEW NORMAL ERA OF THE SCHOOL UNDER CHACHOENGSAO SERVICE AREA OFFICE 2

Abstract

This research aimed to: 1) examine the levels of problems and internal supervision in the new normal era of schools under the Chachoengsao Primary Educational Service Area Office 2, and 2) explore guidelines for internal supervision in this context. The quantitative sample consisted of 310 school administrators and teachers selected through simple random sampling, while 10 key informants were purposively selected for a focus group discussion. Data were collected using a rating-scale questionnaire with a reliability coefficient of .94. Statistical analyses included frequency, mean, and standard deviation, while focus group data were analyzed through typological analysis based on domain analysis. The findings revealed that: Overall internal supervision in the new normal era was at a high level across all aspects. Ranked from highest to lowest mean, the dimensions included studying current conditions, problems, and needs; evaluation and reporting; supervision planning; and supervision implementation. Guidelines for effective internal supervision emphasized fostering shared understanding and positive attitudes toward supervision, applying the Professional Learning Community process, and integrating technology to reduce workload. Supervision planning should involve collaborative meetings to analyze problems, set goals, establish clear schedules, and design context-appropriate tools. Supervision implementation should emphasize supportive and friendly approaches, mixed-generation teamwork, and technology for rapid feedback. Evaluation and reporting should incorporate collaborative reflection processes, such as After Action Review, focus on strengths for knowledge sharing, and store information in online systems to support future school development planning.

Keywords: Internal Supervision, New Normal Era, Supervision Guidelines