Abstract

This research aims to (1) study the components and indicators of supervision using cognitive guidance to enhance digital competence for secondary school teachers, (2) examine the current situation, desired condition, and essential needs for this type of supervision, and (3) explore effective approaches to supervision using cognitive guidance. The research is divided into three phases: (1) synthesizing the components and indicators of supervision; (2) surveying the current situation and desired condition, followed by an analysis of essential needs; and (3) identifying approaches for supervision using cognitive guidance. The sample size was 380 participants, determined using Krejcie and Morgan’s table and selected through multistage random sampling. The research instrument was a questionnaire, with reliability verified using Cronbach’s alpha coefficient. Data were analyzed using percentages, mean values, standard deviation, and the Priority Need Index (PNI modified).

Research findings indicate that: 1. The components of supervision using cognitive guidance to enhance digital competence for secondary school teachers consist of 5components with 19 indicators: 1) Planning, 2) Observation and performance monitoring, 3) Reflective thinking, 4) Evaluation and follow-up, and 5) application. The assessment of their appropriateness was at a high level. 2. The current situation is at a moderate level, while the desired situation is at a high level. When considering the order of necessity, the area with the highest need is evaluation and follow-up. 3. There are 15 guidelines for supervision using cognitive guidance. Overall, they are at a high level, including 1) Planning (2 guidelines), 2) Observation and performance monitoring (3 guidelines), 3) Reflective thinking (3 guidelines), 4) Evaluation and follow-up (3 guidelines), and 5) Application (3 guidelines).

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