A Development Model of Digital Leadership for School Administrators under the Sakon Nakhon Primary Educational Service Area Office 2

Abstract

Background and Aims: School administrators are key variables in ensuring quality education management. In the digital era, school administrators must continuously develop their knowledge, competencies, attributes, skills, and educational management experience to keep pace with ongoing changes. They should possess digital leadership qualities, acting as technology users, resource allocators, and drivers of educational transformation. This is essential for modernizing schools and ensuring effective management across all aspects of education. Therefore, this research aims to: 1. Study the components and indicators of digital leadership for school administrators. 2. Study the current situation, desirable condition, and needs assessment of digital leadership for school administrators under the Sakon Nakhon primary educational service area office 2. 3) Develop and evaluate a model of digital leadership for school administrators under the Sakon Nakhon primary educational service area office 2.

Methodology: The research was divided into three phases: Phase 1: Study the components and indicators of digital leadership for school administrators. The key informants consist of seven individuals purposively selected from educational scholars, educational administrators, and school administrators. Phase 2: Study the current situation, desirable condition, and needs assessment of digital leadership for school administrators under the Sakon Nakhon primary educational service area office 2. The sample group comprises 322 school administrators and teachers, selected through stratified random sampling. The research instrument is a five-point Likert scale questionnaire with an overall reliability coefficient of .87. Data analysis includes mean and standard deviation calculations. Phase 3: Develop and evaluate a model of digital leadership for school administrators under the Sakon Nakhon primary educational service area office 2. The key informants include nine individuals purposively selected from educational scholars, educational administrators, and school administrators to assess the propriety, feasibility, and utility of the model, seven experts were selected as an expert panel to evaluate the model implementation manual. The data obtained from the evaluation were analyzed using descriptive statistics, including mean and standard deviation

Results: 1. The components and indicators of digital leadership of school administrators consist of: Vision and new paradigms, Digital literacy, Digital communication, Innovation creation and development. 2. The overall current state is rated at a high level, while the overall desired state is rated at the highest level. The priority index for development needs is ranked from highest to lowest as follows: Vision and new paradigms, Digital literacy, Digital communication, Innovation creation and development. 3. The model consists of the following components: Principles, Objectives, Content, Development process, Assessment, and evaluation. The model defines learning units in digital communication, digital literacy, innovation creation and development, and vision and new paradigms. The overall assessment results indicate that the model's appropriateness, feasibility, and usefulness are rated at the highest level.

Conclusion: The findings of this study provide systematic knowledge that can be applied to the development of digital leadership among school administrators. The study emphasizes the targeted development of essential areas and presents a practical development model that can be effectively implemented. This model benefits administrators, teachers, students, and the overall education system in the digital era. The research results identify four key components of digital leadership: Vision and new paradigms, Digital literacy, Digital communication, Innovation creation and development. The evaluation of the model indicates that it is highly appropriate, feasible, and beneficial. These findings can serve as a guideline for enhancing the digital leadership of school administrators, enabling them to integrate digital technologies effectively and efficiently into educational management.