Needs Assessment of Teaching Management Skills Development in Digital Age of Teachers in Educational Opportunity Expansion Schools Under Sakon Nakhon Primary Educational Service Area Office 1

Abstract

This research aimed to: (1) identify the components of digital-age teaching management skills among teachers in educational opportunity expansion schools; (2) investigate the current and desirable conditions of these skills; (3) assess priority needs for their development; and (4) propose guidelines for enhancing digital-age teaching management skills among teachers under the Sakon Nakhon Primary Educational Service Area Office 1. The study employed a four-phase research design comprising document synthesis, a survey of current and desirable conditions, a priority needs assessment using the Modified Priority Needs Index (PNImodified), and the development of practical guidelines. The sample consisted of 278 school administrators and teachers selected through multistage random sampling. Research instruments included a document 
synthesis form, five-point rating-scale questionnaires, and a guideline evaluation form. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).
The findings revealed that: 
1) digital-age teaching management skills consisted of five components: digital learning design, digital learning management, morality and professional ethics, the use of digital technology and learning innovation, and lifelong learning competency, all of which were rated at the highest level of appropriateness
2) the overall current condition was at a high level, whereas the desirable condition was at the highest level
3) the overall priority needs index was 0.333, with the highest priority assigned to the use of digital technology and learning innovation, followed by digital learning design and digital learning management
4) the proposed development guidelines focused on three key areas: digital technology and learning innovation, digital learning design, and digital learning management, all of which demonstrated the highest levels of appropriateness and 
feasibility. These findings provide empirical evidence to support educational policy formulation and strategic planning for enhancing teachers' digital teaching competencies, ultimately improving the quality of learning management in the digital era.