NEEDS ASSESSMENT OF DIGITAL COMPETENCY DEVELOPMENT IN LEARNING MANAGEMENT OF TEACHERS IN DIGITAL ERA UNDER THE OFFICE OF THE PRIMARY EDUCATION SERVICE AREA IN NORTHEASTERN THAILAND.

Abstract

The purposes of this research were to (1) examine the current and desirable conditions of digital competency for learning management and (2) analyze the priority needs for developing digital competency among modern teachers under the Primary Educational Service Area Offices in Northeastern Thailand. The sample consisted of 384 participants, including school administrators and teachers, selected through multistage sampling and proportionate stratified random sampling. The research instrument was a five-point rating scale questionnaire. The content validity index ranged from 0.60 to 1.00. The discrimination indices ranged from .410 to .860 for the current condition and from .398 to .803 for the desirable condition. The reliability coefficients were 0.981 and 0.974, respectively. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNImodified).

The findings revealed that : 1) the current condition of digital competency for learning management was at a moderate level, while the desirable condition was at a high level; and 2) the priority needs, ranked from highest to lowest, were (1) digital knowledge and understanding; (2) digital ethics, safety, and literacy; (3) digital technology skills for learning management; (4) application of technology to enhance learners’ potential; and (5) professional self-development through digital technology. The overall PNImodified was 0.37.