Abstract

This research aimed to develop a supervision model to promote curriculum administration that emphasized learner competency in schools under the Office of Primary Educational Service Area, using the Research and Development (R&D) methodology. The study consisted of two phases. The first phase investigated the current and desired status and the need for developing supervision to promote curriculum administration emphasizing learner competency. This involved document analysis, interviews with five educational supervision experts who were obtained through purposive sampling, and surveys of 370 school administrators and heads of academic teachers selected through stratified sampling determined using Taro Yamane’s formula. The researchers developed and validated the supervision model with 11 experts selected through purposive sampling for the second phase. Research tools included document analysis verified by the advisor, questionnaires with IOC between .80 and 1.00 and Cronbach’s alpha coefficient of .986, interviews, the supervision model, implementation manuals, and evaluation forms. Data analysis utilized percentage, mean, standard deviation, PNI_modified, and content analysis. The results indicated high levels of both current and desired statuses for supervision-promoting curriculum administration that emphasizes learner competency. The overall necessity for development, measured by the PNI_modified value, is .102, with evaluation, creation, reflection, information, and action ranked from highest to lowest. The supervision model included principles, objectives, and implementation methods with a five-step supervision process (information, creation, action, reflection, and evaluation) and outcomes promoting curriculum administration in four areas (curriculum preparation, curriculum use, curriculum supervision and monitoring, and curriculum evaluation and improvement), model evaluation, and conditions for use. The model’s suitability and feasibility were rated as highly appropriate.

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