Digital Leadership of School Administrators Affecting Teachers’ Work Well-being under Prachinburi Primary Educational Service Area Office 1

Abstract

Background and Aims: Technological transformations in the digital era have significantly impacted educational systems, generating both opportunities and challenges for teachers and school administrators. The digital leadership of administrators is of paramount importance for the effectiveness of academic management and enhancing teacher job satisfaction. Recognizing this significance, the Prachinburi Primary Educational Service Area Office 1 has implemented a project to promote the use of digital management systems. This initiative aligns with the educational quality development framework "4 Good, 4 Create, 4 Happiness," as outlined in the Basic Education Development Plan (2023-2027). The project aims to cultivate digital leadership competencies among school administrators (Prachinburi Primary Educational Service Area Office 1, 2023). Consequently, the objectives of this research are to 1) to examine the level of digital leadership among school administrators under Prachinburi Primary Educational Service Area Office 1; 2) to assess teachers' work well-being under Prachinburi Primary Educational Service Area Office 1; 3) to investigate the relationship between school administrators' digital leadership and teachers' work well-being under the Prachinburi Primary Educational Service Area Office 1; and 4) to develop a predictive equation for school administrators' digital leadership that influences teachers' work well-being under Prachinburi Primary Educational Service Area Office 1.

Methodology: This study employs a quantitative research approach. The sample consists of 291 teachers under Prachinburi Primary Educational Service Area Office 1 for the 2024 academic year, selected through simple random sampling. The research instrument is a questionnaire, with data collected via an online survey. Data analysis involves descriptive statistics and multiple regression analysis.

Results: 1)The overall mean of school administrators' digital leadership, according to the sample group of teachers' opinions, was at a high level. 2) The overall mean of teachers' work well-being, according to the sample group of teachers' opinions, was at a high level. 3) School administrators' digital leadership and teachers' work well-being had a moderate positive correlation (r = 0.661, p < .01). And 4) The aspects of digital leadership that significantly affected teachers' work well-being at the .01 level were digital capacity building, digital technology adoption support, and digital vision. The multiple correlation coefficient was 0.675, able to predict 45.60% of the variance in teachers' workplace well-being.

Conclusion: To promote teachers' work well-being in the digital age, school administrators should prioritize digital capacity building, having a digital vision, and providing digital technology adoption support, respectively.