Empowerment-Based Internal Supervision Approaches of School Administrators for Enhancing Teachers’ Competencies in Schools under Phitsanulok Primary Educational Service Area Office 3

Abstract

This research aimed to: (1) examine the current conditions of empowerment-based internal supervision for enhancing teachers’ competencies in schools, and (2) investigate approaches for empowerment-based internal supervision of school administrators. The study was conducted in two phases. Phase 1 examined the current conditions using a questionnaire administered to 146 school administrators, and the data were analyzed using mean and standard deviation. Phase 2 explored the approaches through semi-structured interviews with three experts selected by purposive sampling, and the data were analyzed using content analysis. The findings revealed that the overall conditions of empowerment-based internal supervision were at a high level, with all aspects rated highly. Supervision needs assessment and preparation had the highest mean, followed by supervision implementation, supervision planning or scheduling, and supervision evaluation and improvement.The proposed approaches include providing opportunities for teachers to participate in analyzing problems and needs, collaboratively planning and clearly defining supervision schedules, promoting teamwork and shared decision-making, fostering a trusting atmosphere with consultation and constructive feedback, and continuously monitoring, evaluating, and improving practices. These approaches help enhance teachers’ confidence, motivation, and competencies in improving student quality The researcher proposed a new body of knowledge: the Empowerment-Based Internal Supervision Process Model (ESP-P Model).