THE DEVELOPMENT OF AN INSTRUCTIONAL SUPERVISION MODEL BASED ON THE ROSES MODEL USING THE PDCA PROCESS INTEGRATED WITH PROFESSIONAL LEARNING COMMUNITIES AND CLASSROOM ACTION RESEARCH TO ENHANCE TEACHERS’ INSTRUCTIONAL COMPETENCY AT NAWAMINTHRACHINUTHIT SUANKULARB WITTAYALAI PATHUMTHANI SCHOOL

Abstract

This research aimed to: 1) examine teachers' learning management competencies; 2) investigate the current state, desired state, and needs for developing supervision using the PDCA process integrated with Professional Learning Community and classroom action research; 3) develop a supervisory model based on the ROSES Model framework; 4) implement the model; and 5) evaluate the outcomes of model use. The research employed a research and development methodology conducted across five phases. The sample consisted of 232 participants, comprising teachers and students. Research instruments included questionnaires, interview forms, quality assessment forms, satisfaction evaluation forms, and competency assessment forms. Data were analyzed using percentage, mean, standard deviation, and Priority Needs Index. The findings revealed that teachers' competencies were at a high level (μ = 3.81). The conceptual framework comprised four components: input factors, supervision process, outcomes, and success factors. The current state was at a high level and the desired state was at a high level. Priority needs, ranked from highest to lowest, were: learner analysis, instructional design, measurement and evaluation, and application of supervisory results to improve teaching quality (PNI = 0.18 for all dimensions). The ROSES Model consisted of three parts integrating the PDCA process with all five ROSES mechanisms. Experts evaluated the model in terms of accuracy, appropriateness, feasibility, and utility, and all aspects were rated at the highest level. Implementation results demonstrated that teachers' satisfaction and learning management competencies were at the highest level, and students' reflective assessments of teachers' instructional practices were also at the highest level. These findings indicate that the model is effective and can be sustainably applied to enhance instructional supervision in educational institutions.