ACADEMIC LEADERSHIP AND EFFECTIVENESS OF ACADEMIC ADMINISTRATION IN THE DIGITAL ERA OF SCHOOL ADMINISTRATORS UNDER THE LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1
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Abstract
This research aimed to examine: 1) the level of academic leadership in the digital context among school administrators under the Loei Primary Educational Service Area Office 1; 2) the level of effectiveness in academic administration in the digital era among school administrators; and 3) the relationship between academic leadership and the effectiveness of academic administration. The sample consisted of 196 participants, including 44 administrators and 152 teachers from 54 schools, selected through proportionate stratified random sampling. The research instrument was a 5-point Likert scale questionnaire. The content validity was evaluated by three experts, with index of item-objective congruence values ranging from 0.67 to 1.00. The reliability coefficients were 0.979 for the academic leadership questionnaire and 0.987 for the academic administration effectiveness questionnaire. Data were analyzed using descriptive statistics and Pearson's product-moment correlation coefficient.
The findings revealed that 1) school administrators exhibited the highest level of academic leadership in the digital context, with the highest mean score in promoting the appropriate use of information and communication technology among personnel, while the lowest mean score was found in the use of technology in academic administration. Moreover, 2) the overall effectiveness of academic administration in the digital era was at a very high level. The most prominent strength of administrators was the ability to acquire and support digital resources in schools, followed by the development of educational innovations. The lowest score was found in the application of technology for instructional management. In addition, 3) there was a high positive correlation between academic leadership in the digital era and the effectiveness of academic administration, with statistical significance at the .01 level.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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