แนวทางการพัฒนาภาวะผู้นำเชิงเทคโนโลยีของผู้บริหารสถานศึกษา สังกัดสำนักงานอาชีวศึกษาจังหวัดร้อยเอ็ด

Abstract

The objectives of the research were 1) to examine the current conditions, desirable conditions, and needs for technology leadership of school administrators; 2) to establish guidelines for developing technology leadership of school administrators. The research was divided into two phases: Phase I studied the current and desirable conditions and needs for technology leadership of school administrators. The sample group was 234 participants, including 14 school administrators, and 220 teachers. The research instrument was a set of questionnaires with an Index of Objectives Congruency values from 0.80 to 1.00, the Item discrimination ranging from 0.37 to 0.98, and the reliability of 0.90; Phase II was to establish guidelines for developing technology leadership of administrators through eight expert interviews. The content analysis was employed for analyzing data obtained from the interviews using descriptive interpretation and presentation.  The results of the research were as follows:  1. The current conditions of technology leadership of school administrators overall and each aspect were at a high level, and the desirable conditions for technology leadership of school administrators overall and each aspect were at the highest level. The overall needs index (PNI Modified ) was 0.26, while the required demand index (PNI Modified), ranged from 0.21 to 0.30. 2. The guidelines for developing technology leadership of school administrators suggest that school administrators should study the parent agency’s policies and new administration principles to develop their knowledge, competence, and skills for using modern technology for school administration, formulate operational plans on school information technology systematically, create a network for exchanging knowledge following the changing direction of education, and establish guidelines for developing school technology systems, encourage school personnel to improve themselves in the field of technology and incorporate technology for task administration of all four departments, including the establishment of technology learning resources and the provision of sufficient materials, equipment, digital tools for personnel and students to access easily anywhere and at any time.