แนวทางการนิเทศภายในเพื่อส่งเสริมการพัฒนานวัตกรรม การจัดการเรียนรู้ของครูโรงเรียนศรีเนห์รู จังหวัดเชียงใหม่

Abstract

This independent study aimed to 1) study the conditions and problems of internal supervision to promote teachers’ innovative learning management at Srinehru school, Chiangmai province. 2) study the best practices of internal supervision to promote teachers’ innovative learning management in excellent educational institutions. 3) prepare and examine for guidelines for internal supervision to promote teachers’ innovative learning management at Srinehru school, Chiangmai province. The researcher divided the study into 3 steps: 1) study the conditions and problems of internal supervision to promote teachers’ innovative learning management at Srinehru school, Chiangmai province. The target group was specifically selected, including the administrator of Srinehru school, 1 person, and the total teachers of Srinehru school, 11 people, totaling 12 people. 2) study the best practices of internal supervision to promote teachers’ innovative learning management in excellent educational institutions. Educational institution administrators and teachers, academic administration group leaders from educational institutions that have best practices (Best ractices), totaling 6 people. 3) prepare and examine for guidelines for internal supervision to promote teachers’ innovative learning management at Srinehru school, Chiangmai province. The tools used in the study include an in-depth interview and guidelines check form.

The following were the findings of the study: 1) Conditions and problems of internal supervision operations to promote the development of innovative learning management for teachers at Sri Nehru School, Chiang Mai Province, found that the school does not have a process for surveying problems and needs. Lack of process for prioritizing problems. There is no process for determining alternatives that are consistent with the problem and needs. There is a lack of clarity in the designation of working groups and the determination of roles and responsibilities in supervising the development of teachers' use of learning management innovations. Insufficient allocation of resources. There is no process for selecting works that are examples. There was no assessment of the satisfaction of the supervisors and those receiving supervision. In addition, there were no conclusions or recommendations given to the relevant parties regarding the guidelines for following up and the lack of monitoring and evaluation of dissemination. Expand the results of developing innovative learning management for teachers. 2) Guidelines for internal supervision to promote the development of innovative learning management for teachers from educational institutions with excellent practices found that educational institution administrators, Academic Head teachers, and teachers should jointly analyze information about the problems and needs of teachers in educational institutions by using a questionnaire as a tool. Creating guidelines for prioritizing will help increase efficiency in planning and lead to the creation of a plan that sets guidelines that are consistent with the development of the use of innovations that are consistent with the problems and needs of teachers in educational institutions. 3) Guidelines for internal supervision to promote the development of innovative learning management for teachers at Sri Nehru School. Chiang Mai Province consists of 10 guidelines found to be accurate, appropriate, and feasible at the high level.