Empowering the Internal Quality Assurance System Through Coaching and Mentoring Supervision : A Case Study of Special Education Center of Chanthaburi

Abstract

This article aims to propose guidelines for strengthening the internal quality assurance system in educational institutions through a Coaching and Mentoring supervision model, using the Special Education Center of Chanthaburi Province as a case study. The implementation was conducted under the PDCA quality cycle, consisting of four stages: planning (Plan), implementation through the processes of Pre-Coaching, Coaching, and Mentoring (Do), monitoring and reflective evaluation (Check), and continuous improvement (Act). The approach emphasizes participation, reflective practice, and the use of empirical data as a foundation for development. The findings reveal that the model enhances teachers’ intrinsic motivation, confidence, and sense of responsibility. It also promotes active participation in the internal quality assurance system, improves instructional management skills, and encourages the use of data for continuous improvement. In addition, the model fosters a culture of collaborative learning within the organization. As a result, the internal quality assurance system shifts from a mechanism primarily for inspection to a sustainable mechanism for systemic supervision as a key mechanism for driving the internal quality assurance system by incorporating it into quality development plans and administrative performance indicators; (2) supporting capacity building for administrators and mentor teachers in coaching skills, feedback provision, and the use of empirical data; and (3) promoting integration with Professional Learning Communities (PLC) and collaborative networks among educational institutions in order to expand the impact toward sustainable improvement of educational quality at the system level.