The supervisory behaviour preference of Thailand's in-service teachers [thesis]

Panya Akkaraputtapong
Thailand's education is undergoing a reform to enhance its quality and equity, and teachers are a driving force of this reform movement. No study has yet captured the nationwide perspective of Thailand's in-service teachers on supervisory behaviours, although these behaviours have an impact on their professional learning and career attitudes. To promote teachers' professional development also involves the differentiation of supervisory approaches that suit individual teachers. Such a
more » ... provision is suggested to address teachers' personality among other characteristics, but the relationship strengths and directions between personality and teachers' supervisory behaviour preference are still unclear. This study sought to explore the preference of Thailand's in-service teachers for supervisory behaviours and to comprehensively examine the influence of personality on this preference using a convergent mixed methods design. There were 460 teachers responding to the quantitative strand and 384 to the qualitative strand. The quantitative data were collected by closed questions with the Analytic Hierarchy Process method and analysed through mean calculation and multiple regression analysis. The qualitative data were gathered by open-ended questions in the sentence completion form and analysed via content analysis and correlation analysis. The qualitative findings are used to verify and amplify the quantitative findings. The study's findings suggested that teachers preferred collaborative, capable and considerate supervisors. These supervisors positively impacted on their attitudes towards the supervision process, the supervisors, and their professional development. Extraversion versus Introversion and Thinking versus Feeling personality domains significantly influenced the teachers' supervisory behaviour preference, and the former domain had a greater influence than the latter. Extraverted teachers preferred nondirective behaviours, whereas introverted teachers preferred directive behaviours and capable supervi [...]
doi:10.26190/unsworks/22283 fatcat:hjdc2cgu5fdovcrhmka246ox2y