GUIDELINES FOR DEVELOPING DIGITAL LEADERSHIP ACCORDING TO BUDDHIST PRINCIPLES OF RELIGIOUS EDUCATION ADMINISTRATORS IN DHAMMA SANAM LUANG DEPARTMENT UNDER THE SANGHA ADMINISTRATION AREA, REGION 1

Abstract

This research aims to 1) study the digital leadership of religious education administrators, 2) study the methods for developing digital leadership according to Buddhist principles of religious education administrators, and 3) propose guidelines for developing digital leadership according to Buddhist principles of religious education administrators. The research was conducted using a mixed-methods method. The quantitative research used a questionnaire with 205 samples. The data were analyzed using basic statistics, including frequency, percentage, mean, and standard deviation. The qualitative research used interviews with 6 experts. The data were analyzed using content analysis. The results of the research found that 1) Overall, the digital leadership of religious education administrators was at a high level. When considering each item, the opinions were at a high level in all 5 dimensions: support for teaching and learning using digital technology, support for the use of digital technology in measuring and evaluating ethics in using digital technology, support for the use of digital technology in management, and leadership and vision of digital technology, respectively. 2) The methods for developing digital leadership according to Buddhist principles of religious education administrators consisted of (1) leadership and vision of digital technology; The administrators supported the use of digital technology in developing religious education, set clear guidelines and strategies for introducing digital technology into the learning process, developed equipment and infrastructure, and developed personnel. (2) In terms of supporting teaching and learning using digital technology, administrators promoted professional development in digital technology for teachers and personnel, organize training and seminars on the use of digital technology. (3) In terms of ethics in using digital technology, administrators took action to create equal access to digital technology in the Office of Religious Education. (4) In terms of supporting the use of digital technology in administration, administrators checked the satisfaction of teachers and personnel with the digital technology services of the Office of Religious Education. (5) In terms of supporting the use of digital technology in measurement and evaluation, administrators evaluated teachers' teaching using digital technology systems, with teaching efficiency indicators. 3) Guidelines for developing digital leadership in the Buddhist era for administrators of the Office of Religious Education, consisted of (1) Bahussut (Listening and Learning): Listening and learning about technology by listening and understanding needs, supporting the use of digital technology in measurement and evaluation, providing effective advice, and monitoring and evaluating teachers' teaching using digital technology systems. (2) Dhat (Accurate Memory): Accurate memory that grasps principles or content, and accurately remembers the practices and ethics of using digital technology, promoting equality in access to digital technology in the religious education office. (3) Vacasparicit (Understanding and Practical Application): Understand and practically apply, understand the need for professional development in using digital technology for teachers and personnel, support teaching and learning. (4) Manasnupekkhit (Analysis): Analyze the satisfaction of teachers and personnel in digital technology, support the use of digital technology in administration. (5) Diṭṭhiy supaṭividdh (Synthesis and Application): Synthesize and apply digital technology in development together with leadership and vision of digital technology.