THE SUPPORTIVE PROCESS OF SCHOOL ADMINISTRATORS AND EDUCATIONAL SUPERVISORS IN DRIVING A TEACHER COMPETENCY DEVELOPMENT MODEL FOR LEARNING MANAGEMENT TOWARDS PATRIOTISM, RELIGION, AND MONARCHY

Abstract

This research aimed to 1) investigate the problems and support needs for developing teacher competency in learning management that promotes patriotism, religion, and the monarchy; 2) develop a supportive process facilitated by school administrators and educational supervisors; and 3) evaluate satisfaction with the implementation of this process. Participatory Action Research (PAR) was conducted with 43 participants, including school administrators, supervisors, and teachers under the Professional Teacher Development Project at Surat Thani Rajabhat University. Data were analyzed using content analysis, descriptive statistics, and t-test. The findings revealed that: 1) The primary problems were teachers' lack of conceptual understanding in integrating Patriotism, Religion, and Monarchy into practice, and weak supervision systems. Key support needs included workshops on innovation integration, resource allocation, and robust Professional Learning Communities (PLC). 2) The supplementation process comprised five steps: 2.1) Preparation and building shared understanding, 2.2) Collaborative planning, 2.3) Implementation, 2.4) Monitoring and evaluation, and 2.5) Reflection and continuous improvement. 3) Post-implementation teacher competency scores (  = 88.30, Excellent) were significantly higher than pre-implementation scores (  = 72.45) at the .05 level. Furthermore, overall satisfaction with the process was at a high level (  = 4.24).