The Development Teacher’s Skill by Specific Method of Electronic Government Procurement: e-GP System School in Chuen Chom of Education Development Center, Mahasarakham Primary Education Service Area Office 3

Abstract

This research aimed to: 1) develop teachers’ knowledge and understanding of the electronic Government Procurement (e-GP) system using the specific method, 2) enhance their operational skills in the system, and 3) examine their satisfaction with the skill development process. The target group consisted of 12 teachers responsible for procurement tasks at the Chuen Chom Educational Quality Development Center under the Mahasarakham Primary Educational Service Area Office 3. Additional key informants included 10 school administrators and procurement experts. The study employed an action research design based on the concept of Stephen Kemmis and Robin McTaggart, conducted in two cycles, each consisting of four stages: planning, action, observation, and reflection. The research instruments included achievement tests, interview forms, skill assessment forms, satisfaction questionnaires, and supervision forms. The development strategies involved workshops combined with supervisory follow-up. Data were analyzed using descriptive statistics and content analysis.
The findings revealed that:
1. In terms of knowledge and understanding, teachers showed improvement in the first cycle; however, two teachers did not meet the criteria due to uncertainties in preparing the terms of reference and procurement request reports. In the second cycle, all teachers achieved the required level of knowledge and understanding.
2. Regarding operational skills in the e-GP system, teachers demonstrated partial competence in the first cycle, with some procedural errors; in the second cycle, all teachers were able to perform tasks accurately, completely, and in accordance with regulations, showing clear improvement.
3. In terms of satisfaction, teachers reported a high level of satisfaction and were able to effectively apply the acquired knowledge in their work. In conclusion, the combination of workshops and supervisory follow-up was effective in enhancing teachers’ knowledge, skills, and satisfaction regarding the e-GP system. This approach should be promoted for implementation in other educational institutions.