Development Model of Teachers’ Digital Leadership in Extra-Large Primary Schools Under the Office of Basic Education Commission in the Northeast Region
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Abstract
This research aimed to 1) examine the teachers’ digital leadership in extra-large primary schools, 2) investigate the need for developing teachers’ digital leadership in Extra-Large Primary Schools, 3) construct and develop a model of the teachers’ digital leadership in Extra-Large Primary Schools, 4) validate the effectiveness of the teachers’ digital leadership in Extra-Large Primary Schools. The samples consisted of 366 teachers of Extra-Large Primary Schools under the Office of Basic Education Commission in the Northeast region by using purposive sampling. The research instrument was a set of 5-point rating questionnaires examining teachers’ digital leadership, gaining Cronbach’s Alpha coefficient of 0.992. Statistics for data collection were frequency, percentage, mean, standard deviation, and priority needs index (PNI). The results of the research showed that the teachers’ digital leadership components in Extra-Large Primary Schools are expanded as follows: 1) Having Digital Vision, 2) Having knowledge and using digital skills, 3) Communication and knowledge exchange in the digital society, 4) Integration of digital skills, 5) Digital Innovation Creation, and 6) Morality and ethics in the digital society. The need assessment for developing teachers’ digital leadership was sorted on priority rankings as follows: 0.24, 0.22, 0.21, 0.22, 0.23 and 0.23. The model for teachers’ digital leadership development are as follows: 1) principles, 2) objectives, 3) contents 4) processes, 5) media and learning resources, and 6) measurement and evaluation. The effectiveness of model, demonstrated improvements in teachers’ knowledge and understanding after the model implementation. When comparing scores before and after the model implementation, the effectiveness Index achieved 90.40 percent. The average score reflecting teachers’ digital leadership increased to 1.02, with a percentage progress of 68.92 percent. Moreover, interviews conducted indicated that teachers integrated their acquired digital knowledge and skills into their teaching and learn-
ing activities to enhance and expand their digital competencies through ongoing practices.
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