The Digital Leadership of School Administrator Effects on the Teachers’ Digital Competency under Nakhon Si Thammarat Primary Educational Service Area Office 3

Abstract

This research consists purposes were 1. to examine the digital leadership practices of school administrators, 2. to assess the digital competencies of teachers and 3. to analyze the influence of administrators' digital leadership on teachers' digital competencies and 4. to propose strategies for enhancing administrators' digital leadership in a way that positively impacts teachers' digital competencies within the jurisdiction of the Nakhon Si Thammarat Primary Educational Service Area Office 3. This is a mixed research method between quantitative and qualitative methods. The research instruments are questionnaires and interviews. The sample group is 310 school administrators and teachers, which are obtained by using the sample size table of Krejcie & Morgan (1970) The target group is 10 people who are selected by purposive selection. Then, the data collected from the questionnaires were analyzed using descriptive statistics, including percentages, means, standard deviations, and statistical analysis by finding correlation coefficients and normal multiple regression analysis and creating regression equations. In addition, the data obtained from the interviews was analyzed in terms of content. The research results found that 1) school administrators demonstrated a high level of digital leadership (x̅= 4.17, S.D. = 0.73) 2) teachers’ digital competencies were also rated at a high level (x̅= 4.31, S.D. = 0.63) 3) among the dimensions of digital leadership, the creation of a supportive digital environment exhibited a statistically significant positive correlation with teachers' digital competencies at the .01 level, whereas digital vision showed a significant negative correlation at the .05 level. The model could predict 24.3% of the variance in teachers’ digital competencies and 4) the proposed guidelines the development strategies emphasized 4.1) Digital Vision: Administrators must have knowledge of digital media security, use online platforms critically, and establish a digital vision as a framework for developing personnel skills 4.2) Professional Development: Encouraging teachers to use technology creatively, lead in adopting new technologies, and transfer knowledge to students 4.3) Digital Learning Management: Utilizing technology for data management, supporting learning, and providing appropriate digital media to improve education and 4.4) Creating a Digital Environment: Fostering collaborative learning among teachers and administrators, promoting sustainable and responsible use of technology in the digital age.