The Development of Digital-Era Learning Management Skills for Teachers at Nong Kung Rat Witthaya School Kalasin Primary Educational Service Area Office 2

Abstract

This study aimed to: (1) develop teachers’ knowledge and understanding of digital-era learning management, (2) enhance teachers’ digital-era learning management skills, and (3) examine teachers’ satisfaction with the development process. The research employed an action research approach based on the concept of Stephen Kemmis and Robin McTaggart, conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The participants were 10 teachers from Nong Kung Rat Witthaya School who voluntarily participated in the study. Research instruments included a knowledge test, interview forms, observation forms, meeting records, a skill assessment form, and a satisfaction questionnaire. Data were analyzed using descriptive statistics and content analysis.
The results revealed that:
1. Teachers’ knowledge and understanding of digital-era learning management significantly improved across four dimensions: digital technology use for learning, blended learning design, digital media and innovation creation, and digital assessment, with overall performance at a high level.
2. Teachers’ digital-era learning management skills were enhanced, enabling them to design and implement appropriate learning activities aligned with learners’ needs, and after the second cycle, all teachers achieved a high level of competency.
3. Teachers reported a high level of satisfaction with the development process. In conclusion, the integration of workshops and internal supervision within an action research framework effectively enhanced teachers’ knowledge, understanding, and skills in digital-era learning management, leading to improved instructional quality and better alignment with learners’ needs.