Abstract

Educational supervision supports teachers’ learning management competency and students’ career skills. This study aimed to: 1) investigate current and desired conditions and priority needs; 2) develop the KIS-PIPER Educational Supervision Model; 3) implement the model in secondary schools; and 4) evaluate its effectiveness and network-level application. The study employed a four-phase Research and Development methodology. Phase 1 involved 320 teachers. Phase 2 involved seven scholars, 17 Delphi experts, and nine educational supervision committee members. Phase 3 involved 51 supervision personnel, 70 supervised teachers, 240 students, and 120 parents and community members. Phase 4 included 134 effectiveness evaluators and 430 participants from five educational inspection areas. The instruments included questionnaires, interviews, Delphi questionnaires, knowledge tests, competency assessments, supervision records, an authentic career-skills assessment, satisfaction and opinion questionnaires, effectiveness evaluations, and learning-exchange records. Data were analyzed using descriptive statistics, the Modified Priority Needs Index, dependent samples t-test, Delphi consensus statistics, and content analysis.

The findings revealed that the current condition was moderate (M = 3.26, SD = 0.78), whereas the desired condition was at the highest level (M = 4.63, SD = 0.48), with a priority needs index of 0.429. The model integrated King’s Philosophy, TPACK, supervision support systems, and the PIPER process. After implementation, supervision personnel’s knowledge increased from 8.41 to 17.90 and supervised teachers’ knowledge increased from 8.29 to 17.89. Supervision competency increased from M = 3.29 to 4.74, teachers’ learning management competency increased from M = 3.31 to 4.67, and students’ authentically assessed career skills increased from M = 3.38 to 4.74 (p < .001). Effectiveness and network-level evaluations were at the highest level. The findings support the KIS-PIPER model as a systematic approach for enhancing supervision, teachers’ competency, and students’ career skills.

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