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preparing learners to be knowledgeable about the neighborhoods, especially the preparation on
languages as well as understanding about different cultures. School principals had to be aware that
school activities and curriculum should be developed and applied appropriately based on
students’ needs and backgrounds. It is essential that school administrators has to fully support
inclusive education equally to mainstream education regardless socio-economic statues,
religions, and beliefs of students in southern Thailand which is a diverse region.
2. New Teacher Reform
Teachers in Southern Thailand complained that they have inevitably faced the
ongoing unrest since January 1999 which had brought them fear, distrust, discourage to work
andsome lostspirit to work. Despite facing with the unrest and high expectation of education reform
schemes, teachers suggested that school administrators should promote work climate such
as morale support, care and teachers’ well-being so as to uphold their spirit to work effectively and
bring a satisfaction results of national tests. Unfortunately, teachers in Southern Thailand had
not as much learning opportunity as teachers in other areas in the turbulent times. Hence, school
administrators had to develop strategic professional development especially the promotion
of their academic standing up to the higher level. This included the collegial supervision of school
administrators which shall be done regularly with feedbacks and collaboration of teachers.
3. Educational Institutions and Learning Resource Reform
Teachers suggested that school administrators have to support and provide
adequate learning resources for teachers and students such as new technology. School
administrators shall develop classroom climate that support students’ learning. Learning resource
development, especiallyschool library must be able to thoroughly serve all students with different and
attractive textbooks. Local scholars andheroes shall be a part of school reform.
4. Educational Management Reform
Regarding to teachers’ perspectives, the success of education management reform in the
second decade relies on school leadership, especially administrators’ influences, good
governance as well as their competencies in bringing modern management to schools. Teachers
reflected that school principals shall emphasize effective school management focusing on
productive processes and outputs with the collaboration of related stakeholders. One main
success of education reform also depends on both internal and external quality assurance of schools.
School administrators shall be well-prepared, knowledgeable, and be able to identify clear goals
that fit the unique of schools and local needs. Due to limited budget, school administrators must
provide strategic plans to use money wisely and transparently.
Discussions
This study revealed a high level of teachers’ perception towards school principals’ job
performance on education reform in the second decade. This result positively indicates that
teachers saw empirical evidence of school administrators’ job performance on education
reformand they recognized school administrators’ efforts and commitments to bring changes on
education reform schemes.
In spite of positive feedbacks of teachers’ perceptions toward school administrators’ job
performance on education shown in this study, the road to the success of education in Southern
Thailand has not been clear and ambiguous Hallinger, 2012. The unrest in Southern Thailand
and the political instability still hinder school performance and attempts of teachers and school
leaders to produce positive outputs of education reform. In addition, widely known in Thai media
and research studies, application of new technology, especially tablet for Prathomsuksa
One students grade 1 which is one of strategic schemes of education reformdeveloped by the
government encountered negative feedbacks from scholars, think tanks, teachers, and
parents.Focusing on the tablets has distracted attention from a deeper malaise affecting Thai
education. Thailand spends a lot of money on education, but its results remain static. In a recent
competitiveness report of international education, Thailand ranked 54
th
out of 56 countries globally for English-language proficiency, the second-
lowest in Asia The Economist, 2012 reflecting doubts about education reform processes of the
country.
Teachers’ perceptions toward school administrators’ job performance on educational
institutions and learning resource reform was lower than other aspects, especially the item
“school principals could do fundraising from various sectors and invite local scholars to be a
part of school reform and for the maximum benefit of students’ learning” was found at the lowest job
performance of school principals in Southern Thailand. Lacking adequate support from local
stakeholders may hamper the effectiveness of school management and education reform
processes of schools in Southern Thailand. Sungtong 2007:134 found that the promotion of
“doing fundraising in schools can lead to competitions and concerns among schools”.
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The study revealed that teachers who have hold academic standings had higher
perceptions towards school principals’ job performance on education reform than those who
have not hold academic standings.This finding implies that teachers with academic standings are
normally trusted by schools administrators. Due to their work experiences with more than 10 years,
they have a beneficial chance to work and learn closely with school administrators which allow
them to see, aware, and understand details and processes of education reform better than those
who have not hold the academic standingsand had less work experiences. The findings of study also
indicate that professional development in Thailand is continuously supported by school leaders. In
contrast, scholars still widely claimed that the higher academic rank of teachers in schools have
not much effects on education reform Intasena, 2009 since students’ learning achievement based
on the national test report have not been satisfied by parents.
It is not far-fetch to say that education reform in Southern Thailand look like a game
competition that who is not going to be left beyond the line. To be clear with the evidence, according
to national tests, students’ scores in Southern Thailand, especially in the three Southern
provinces including Pattani, Yala, and Narathiwat were the lowest compared with other provinces in
Thailand National Institute of Education Testing Service NIETS Pubic Organization, 2013. The
NIETS also reported that grade 6 students in Yala province had the lowest learning outcomes of the
country in three consecutive years 2007-2009 indicating the failure of education reform of
Southern Thailand. This evidence was in accordance with research findings in quantitative
part that teachers in Yala province showed the lowest perceptions toward school administrators’
job performance on education reform indicating that teachers have not seen enough efforts of
school administrators to produce impressive outputs of education reform schemes.
Teachers in Southern Thailand reflected useful guidelines that fit the new education reform
schemes for school administrators to apply into concrete practices. For example, in term of
learning processes reform, teachers emphasized critical thinking and problems solving skills of
students which are essential for learning in the 21st century. School principals are key players to
support this skill because it is one of the most critical skills for learners. In addition, teachers in
Southern Thailand are working in unrest which mentally affects their daily lives. For this reason,
they urged school administrators to create positive work climate such as morale support, care, and
professional development to fulfill their career path. These suggestions are in accordance with
Wisaraporn et al. 2009 that it is essential to promote morale of teachers in crisis so that they
can work happily despite they are facing with the upheaval and uncertainty of the lives.
School administrators must be aware that teacher reform is one of the most important
scheme because teachers’ roles have direct impacts on students’ learning achievement. Obviously, the
success of education reform relies on reform of teachers. Supporting adequate and various learning
resourcesis also necessary for education reform in the second decade. School administrators may
work with teachers to design and develop appropriate learning materials as well as plan to
bring scholars who have local wisdom to teach in schools. Utilizing materials that are available in the
community may be possible for schools since the budget they receive from the government in each
fiscal year is limited. The success of education reform also intertwines with leadership of school
administrators and their influence to strive the four education reform schemes to the success. School
administrator must be aware that leadership is an essential ingredient for ensuring that every child in
schools get the education they need to achieve. Leadership can be called the bridge that pulls
together many different reform efforts in ways that practically nothing elsecan The Wallace
Foundation 2007.
Conclusions
Regarding to teachers’ perceptions toward school administrators’ job performance on education
reform in the second decade 2009-2018, education reform in Southern Thailand is facing
both internal and external challenges. Despite there is a positive signal of success, school
administrators in Southern Thailand are facing inevitable dilemma stemming from lack of
concrete directions of education reform policies implemented by school administrators and former
chronic problems especiallythe inefficiency of management and structural problems mainly on
politics which always hinder the school competency in producing good outputs of reform
schemes. Unfortunately, the ongoing unrest in the region affect education reform schemes since
teachers, school principals become target of insurgents. Based on this study, school
administrators have to address emergent issues in education reform and focus on priority of each
education reform scheme. Active and continuous work for further development of education reform
in Southern Thailand should be seriously strived by practical plans. To produce success of
education reform schemes, concretely and
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specifically strategic plans should be developed and strong commitments to new four education
reform schemes should be done through leadership of school administrators and collaboration
ofrelated stakeholders in the region.
References
Abuza, Z. 2011. The ongoing insurgency in Southern Thailand: Trends in Violence,
Counterinsurgency operations, and the impact of national policies. Institute for
National Strategic Studies, Strategic Perspectives, No. 6. Washington,
D.C.:National Defense University Press.
Cresswell,J.W.2008.Research design : Qualitative, quantitative, and mixed
methods approaches3nd ed. Nebraska : Sage.
Deepsouth Watch. 2012. The obvious trend in violence’s intensification over 7
years.Retrieved from http:www.deepsouthwatch.
orgenglish
Hallinger, P. 2012. Synthesis of Findings from 15 Years of Educational Reform in
Thailand: Lessons on Leading Educational Change in East Asia. Paper
prepared for presentation at the INVALSI Conference Room Italy, October 3-5.
Intasena, A. 2009. Mixed-method research to investigate the impact of academic
professional promotion on performances of teachers under the Office of Basic
Education Commission. Unpublished master’s thesis in educational
administration, Chulalongkorn University.
Office of Education Council. 2009. Proposed guidelines for education reform in the
second decade 2009-2018. Bangkok: PrikwangraphicCo.Ltd.
Office of Education Council. 2011. A summary of nine-year operation on education
reform 1999-2010 4th ed.. Bangkok: V.T.C. Communication Partnership.
Sungtong, E. 2007. Leadership Challenges to Public Secondary School Principals in
the Era of Education Reform and Cultural Unrest in Border Provinces
of Southern Thailand. Unpublished doctoral dissertation, the University of
Missouri, U.S.A.
Thailand National Institute of Education Testing Service Pubic Organization. 2013.
Crisis of Thai education. Retrieved January 12, 2014 from,
http:www.niets.or.thupload- filesuploadfile9c81018b6821449c3c4e9
6395628c8d5f.pdf The Economist. June 16, 2012. Let them eat
tablets. Retrieved May 4, 2014 from, http:www.economist.comnode2155694
The Wallace Foundation. 2007. Education leadership: A bridge to school reform.
Retrieved May 1, 2014 from, http:www.wallacefoundation.orgknowl
edge-centerschool-leadershipkey- researchDocumentsBridge-to-School-
Reform.pdf
Wisaraporn, S. 2009.Statuses of educational management in the three Southern of
Thailand 3rd ed.. Bangkok: V.T.C. Communication Partnership.
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Private and Public: Digital Media Ethics and Information in Global and Local Perspectives
Twyla Gibson
This study addresses issues of privacy, confidentiality, and transparency of information in educational contexts and in an era of
globalization and networked media culture. Questions of deception and silence versus openness and transparency take many forms and
surround much of the information in educational institutions, issues that are magnified through networked technologies and a global
information arena. I examine diverse cultural attitudes and understandings of private and public in educational contexts in both
Western and non-Western cultures. I raise a central question for contemporary digital ethics: Is it possible to create an ethical
framework for the use of digital media that integrates values shared globally with the different notions of openness, transparency,
privacy, and confidentiality that reflect diverse local cultural norms and standards? The approach relies on Platonic Virtue Ethics as the
foundation for a theoretical framework for analyzing and resolving ethical dilemmas in ways that acknowledge and respect the
differences that define diverse individual and cultural attitudes and values.
Corresponding author: gibsontgmissouri.edu
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Problems and Guidelines on Supervision for Pre-service Teachers’ Professional Experiences of Supervisors of Prince of Songkla University
working in the Three Southern Border Provinces of Thailand
Weahason Weahama
Faculty of Education Prince of Songkhla University
Songkhla,Thailand e-mail : wweahasobunga.pn.psu.ac.th
Ekkarin Sungtong
Faculty of Education Prince of Songkhla University
Songkhla,Thailand e-mail : blackovationhotmail.com
Abstract
This qualitative study aimed to examine the problems of supervision for pre-service teachers’
professional experiences of supervisors of Prince of Songkla University PSU in the three southern border
provinces as well as guidelines of supervision for pre- service teachers’ professional experiences of
supervisors of Prince of Songkla University who worked in the three southern border provinces. Key
informants were 10 supervisors of PSU who supervised teacher trainees at schools in the three
southern border provinces. A purposeful selection was employed to select sites and participants for the study.
Research instruments were a semi-interview protocol, related documents and the researcher as a key
instrument. Data were analyzed by using content analysis. The findings of this study revealed that
supervisors had no time to supervise due to their own workload.The unrest situation of three southern
border provinces had significant impacts on their safety and supervision. This study suggested that in
order to maximize supervision during unrest, it is critical that supervisors use IT supporting supervision
virtual real time conference and use network supervision.
Keywords:
Supervision, Supervisor, Three southern border provinces of Thailand
1.Introduction
Student teaching is a significant element of teacher production as the pedagogical training
reinforces the quality and capability to the graduated student teachers in at least three ways: 1 the
capability of knowledge, 2 the capability of skills such as teaching, general affairs, student affairs etc.
and 3 the capability of attributes. Teacher Training Department, 1988
The success of the student teaching supervision depends on a university supervisor. The university
supervisor plays a major role in the student teaching practicum. Scholars and educational offices raise
importance of determining university supervisor’s roles involving 1 teaching supervision on student
teachers via teaching observation, demonstration of teaching, lesson plan supervision etc., 2 consulting
about the knowledge of pedagogical operation and teacher attributes to student teachers, 3 student
teaching measures and assessment and 4 coordinating cooperation and establishing good
relationship between institutions producing teachers and schools where teacher students involve, and
cooperating with teacher production institutions in developing student teaching practicum system.
Southern border provinces including three provinces: Pattani, Yala and Narathiwas where there
have been insurgency terrorism, daily killing, bombing, and firing teachers and officials affecting
insecurity of life and properties. The situations have been quite seriously complicated. Moreover, the issue
of lacking morale in the operation generated by those insurgency situations Sungtong E, 2008 may impact
going into the area to supervise student teaching by university supervisors.
According to the above concepts, the researcher, as an educator working in the area, is interested in
investigating the problem and the supervision on student teaching by university supervisors at Prince of
Songkla University under the area context of southern border provinces by associating with and theoretically
criticizing relevant concepts. The findings of this study can be a direction of student teaching
supervision management of university supervisors in the areas of the southern border provinces or other
cases that university supervisors cannot supervise student teaching by a regular process.
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2. The purpose of the study
