Guidelines for Developing Digital Literacy for Teachers under the MahaSarakham Provincial Administrative Organization

Abstract

This research consists purposes were 1. to investigate the current conditions, desirable conditions, and priority needs for digital literacy among teachers under the Maha Sarakham Provincial Administrative Organization and 2. to develop practical guidelines for enhancing teachers’ digital literacy. This study employed a mixed-methods research design. The sample group consisted of 203 teachers, determined using Krejcie and Morgan’s (1970) sample size table, and the target group comprised 6 individuals selected through purposive sampling. The research instruments included a questionnaire, an evaluation form, and an interview form. Data obtained from the questionnaire and evaluation form were analyzed using descriptive statistics, namely mean, standard deviation, and the Modified Priority Need Index (PNI_Modified). In addition, data collected from interviews and related documents were analyzed using content analysis. The research findings revealed that 1) The current condition of the digital literacy development approach for teachers under the Maha Sarakham Provincial Administrative Organization was at a high level overall (x̅ = 3.67, S.D. = 0.83). The highest mean score was found in the digital usage dimension (x̅ = 3.75, S.D. = 0.81). The desired condition was at the highest level (x̅ = 4.66, S.D. = 0.55), with the digital understanding dimension having the highest mean (x̅ = 4.69, S.D. = 0.53). The dimension with the highest priority need was digital understanding (PNI_Modified = 0.301) and 2) The guidelines for developing digital literacy for teachers under the Maha Sarakham Provincial Administrative Organization consisted of 2.1) Digital creation 2.2) Digital understanding 2.3) Digital usage and 2.4) Digital access.