INSTRUCTIONAL SUPERVISION MODEL USING THE PIDRE PROCESS TO PROMOTE INTEGRATED LITERACY LEARNING MANAGEMENT BASED ON THE PISA 2025 ASSESSMENT FRAMEWORK OF WATNARAYNIKARAM SCHOOL

Abstract

          This mixed-method research aimed to: 1) develop instructional supervision in school using PIDRE process to promote integrated literacy learning management based on the PISA 2025 Assessment Framework; and 2) assess model appropriateness and feasibility. The sample consisted of 9 experts in focus group discussions and 22 experts selected by purposive sampling, including school administrators, deputy school directors, and teachers responsible for academic management or supervision in Kapong district, Phang Nga province, who evaluated the appropriateness and feasibility of the model. The research instruments included questionnaires, semi-structured interview forms, and evaluation forms for model suitability and feasibility. The data were analyzed using percentage, mean, and standard deviation.

          The findings were as follows.

          1) Instructional supervision using PIDRE process consisted of 5 key components: (1) planning for instructional preparation, (2) learning activity management, (3) teaching materials, innovations, and learning resources,
(4) measurement and evaluation of learning outcomes, and (5) supervision, monitoring, and evaluation.

          2) The model appropriateness was at a high level, while its feasibility was at the highest level, supported by 17 driving mechanisms.