Teacher Skill Development in Using the Bookmarksdg 2024 Program to Record Student Quality Development Results (Por.Por.5) At Rajaprajanugroh 50 School, Khon Kaen Province, Under the Office of Special Education Administration

Abstract

This action research aimed to: (1) develop teachers’ knowledge and understanding of the BookMarksDG 2567 program, (2) improve their skills in using the program to prepare student quality development records (Por.Por.5), and (3) examine their satisfaction with the development process. The study followed the action research framework of Kemmis and McTaggart and was conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were eight teachers from Rajaprajanugroh 50 School, Khon Kaen Province, with three key informants: the school director, the deputy director for academic affairs, and the teacher responsible for registration and assessment. The development activities included self-directed learning, a workshop, task assignments, and follow-up supervision. Research instruments comprised a knowledge test, interview form, meeting record, supervision record, skill assessment form, and satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and content analysis.
The findings indicated that:
1. Teachers’ knowledge and understanding of the program improved, and those who had not met the criterion in the first cycle were able to meet it after individualized supervision and coaching in the second cycle.
2. Teachers’ overall program-use skills were at a high level, with further improvement in recording scores and producing reports during the second cycle; and
3. Teachers reported a high level of satisfaction with the development process. The findings suggest that combining authentic practice with continuous, individualized supervision can support teachers’ development of digital skills for educational assessment and record management.