Educational supervision is regarded as an important part of organizing and administrating educational institutions. Also, supervisor's roles are directly related to developing teachers with reference to improving their teaching performance for the quality of students as the ultimate goals. The research was aimed to 1) study current conditions, problems, and needs for the empowerment of supervisors, 2) develop the empowerment system for supervisors, and 3) evaluate the proposed empowerment system for supervisors for the foreign language learning strand (English) of schools under the Basic Education Commission. The research was conducted through a process of Research and Development with 5 steps including (1) a system investigation, (2) a system analysis, (3) a system design, (4) a system implementation, and (5) an evaluation of the system. The results were as follows: 1. Overall current conditions and problems were found at a moderate level and overall needs were found at a high level. 2.The empowerment system for supervisors for the foreign language learning strand in schools under the Office of Basic Education Commission consisted of 7 areas: (1) environment with 2 components and 13 indicators; (2) input with 6 components and 23 indicators; (3) process with 10 components; (4) output with 5 indicators; (5) outcome with 3 indicators; (6) impact with 3 indicators; and (7) feedback with 1 indicator. As a whole and with each aspect, the evaluation results of propriety and feasibility of the system were found at a highest level. 3. According to the evaluation of using the system, it was found that 1) supervisors and supervisees had overall satisfaction about using the system with reference to output, outcome, impact at the highest level and overall satisfaction about using the system with reference to environment, input, process and feedback at a high level; 2) the supervisors had overall satisfaction about the workshop at a high level; 3) on average, the post-workshop scores were higher than pre-workshop scores at the.01 level of significance; 4) the supervisees when tested after using the system had higher post-use scores than pre-use scores at the.01 level of significance; 5) when selfassessing their own ability to organize English teaching and learning activities the supervisees provided higher post-mean scores than the pre-mean scores at the.01 level of significance; 6) when their ability to organize English activities were assessed by supervisors the supervisees provided higher post-mean scores than the pre-mean scores at the.01 level of significance; 7) The Prathomsuksa 1-6 students provided higher post-mean scores on the learning achievement test than the pre-mean scores at the.01 level of significance; and 8) after the system had been implemented, the students had overall satisfaction about learning English at a high level. According to qualitative analysis, it was found that supervisors were determined about supervision and able to supervise English teaching and learning activities. They also perceived about their own ability and had expectation in their higher performance. They believed that they were able to work successfully and recognized the importance in developing and raising ability of their own. Supervisees paid more accept the supervision of supervisors, and brought the suggestions given by supervisors to adjust and modify in order to develop their own teaching and learning activities. Management English teaching and learning supervision from supervisor for each school was chosen the type which appropriate with the school's contexts in order that supervision can be done effectively. © EuroJournals Publishing, Inc. 2011.