Abstract

Enhancing teachers’ research-based project learning management competency is essential for promoting students’ digital skills for learning development in digitally transforming educational contexts. This research and development study aimed to develop and evaluate a Cognitive Coaching Supervision Innovation for enhancing teachers’ research-based project learning management competency toward students’ digital skills for learning development. The objectives were to: 1) examine current conditions, desirable conditions, and priority needs; 2) develop the supervision innovation; 3) evaluate its implementation; and 4) assess satisfaction and develop guidelines for using the innovation at the educational service area and educational inspection area levels. The study was conducted in four phases. Participants included 97 teachers and 7 school administrators in Phase 1; 105 school administrators, heads of academic affairs, heads of the Science and Technology Learning Area, and 9 experts in Phase 2; 5 supervisors, 10 supervisees, 245 students, 50 parents and community members, and 14 evaluation committee members in Phase 3; and 30 supervisors, 55 supervisees, 275 students, and 140 parents and community members in Phase 4. The instruments included questionnaires, semi-structured interviews, record forms, knowledge tests, competency assessment forms, satisfaction questionnaires, and evaluation forms. Data were analyzed using frequency, percentage, mean, standard deviation, Modified Priority Needs Index, dependent samples t-test, Effectiveness Index, and content analysis. The findings showed that current conditions were at a moderate level, while desirable conditions were at the highest level. The developed innovation used the APEC_POPAES process. After implementation, supervisors’ and supervisees’ knowledge and competencies improved, students’ digital skills for learning development increased, and satisfaction was at the highest level. The findings indicate that the innovation is effective for supporting reflective supervision, research-based project learning, and students’ digital learning development.

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