The Relationship between In-School Supervision and KSEC Student Learning Outcomes in Schools Under the Office of Sakon Nakhon Primary Educational Service Area 1

Abstract

This research aimed to examine, compare, determine the relationship, and establish guidelines for internal school supervision and KSEC learning outcomes in schools under Sakon Nakhon Primary Educational Service Area Office 1. The research sample, obtained through multi-stage random sampling, consisted of 53 school administrators, 53 heads of academic affairs, and 343 teachers from 53 schools in the 2024 academic year. The research tools included a set of questionnaires and interview forms. The questionnaire assessing internal school supervision demonstrated discrimination power values ranging from 0.473 to 0.854, and the reliability of 0.940. The KSEC learning outcomes exhibited discriminative power values ranging from 0.310 to 0.802, with the reliability of 0.867. Statistics for data analysis were percentage, mean, standard deviation, One - Way ANOVA, and Pearson’s Product - Moment Correlation Coefficient.
The research results revealed that:
1. The internal school supervision, as perceived by participants, was overall at a high level.
2. The KSEC Learning outcomes in schools, as perceived by participants, were overall at a high level.
3. The internal school supervision, categorized by participants’ positions and work experience, revealed no significant differences overall. When classifying by school sizes, statistically significant differences were found at the 0.01 level of significance.
4. The KSEC Learning outcomes in schools, classified by participants’ positions, work experience, and school sizes, overall showed no differences.  In terms of school sizes, the overall results showed differences at the 0.01 level of significance. 
5. The relationship between internal school supervision and KSEC Learning outcomes, as perceived by participants, showed a positive relationship at the 0.01 level of significance.
6. The guidelines for developing internal school supervision and KSEC learning outcomes consisted of four aspects: 1) Planning for Internal School Supervision. Using data as the foundation for planning enables schools to set goals and establish guidelines with accuracy. 2)  Operations for Internal School Supervision. A clear and structured operational process for supervision, monitoring, and evaluation should be established, with the use of appropriate and well-defined evaluation criteria. 3) Monitoring and Evaluating Internal Supervision. Schools should develop diverse and appropriate assessment tools to collect comprehensive data that accurately reflects student learning outcomes; and 4) Report on Internal School Supervision. Report results should be organized for practical use by teachers and administrators to utilize the information in improving instructional practices over the long term.