DIGITAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING SCHOOL EFFECTIVENESS UNDER KHON KAEN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The objectives of this research article were to: (1) examine the digital leadership of school administrators, (2) study the effectiveness of schools, and (3) investigate the influence of school administrators’ digital leadership on school effectiveness under the Khon Kaen Primary Educational Service Area Office 2. The sample consisted of 299 teachers under the Khon Kaen Primary Educational Service Area Office 2 in the academic year 2024, selected based on Krejcie and Morgan’s (1970) sample size table, using cluster random sampling. The research instrument was a five-point Likert scale questionnaire with a reliability coefficient of .983. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.

          The research findings revealed that: (1) the overall level of digital leadership of school administrators under the Khon Kaen Primary Educational Service Area Office 2 was high; (2) the overall level of school effectiveness was also high; and (3) the aspects of digital leadership that significantly influenced school effectiveness included digital literacy, communication, innovation, and adaptability. These four variables could jointly predict school effectiveness under the Khon Kaen Primary Educational Service Area Office 2 by 61.60 percent at the .01 level of statistical significance