Need Assessment for Digital Leadership Development of the School Administrators under the Secondary Educational Service Area Office Mukdahan

Abstract

          The objective of this study was to assess the need for digital leadership development of the school administrators under the Secondary Educational Service Area office Mukdahan. The data were collected from 313 administrators and teachers of the schools under the Secondary Educational Service Area Office Mukdahan. The participants were recruited based on stratified random sampling. The research instruments used in the study were: 1) a 5-point-rating scale questionnaire with validity index between 0.80-1.00, discrimination power of current situations index between 0.61-0.77, discrimination power of desirable situations  index between 0.61-0.84, reliability of current situations index at 0.94, and reliability of desirable situations index at 0.97; and 2) a questionnaire on guidelines for digital leadership development of the school administrators under the Secondary Educational Service Area office Mukdahan. The statistical tools used in the data analysis were: percentage, mean, standard deviation, and modified priority needs index (PNI modified).

           The findings revealed that: 1. the current situations of developing leaderships of the educational administrators were  at a moderate level mean (3.66), and standard deviation (0.02), and desirable situations of developing leaderships of educational administrators at a high level mean (4.64), and standard deviation (0.03). 2. According to the result of the needs assessment for digital leadership of the school administrators under the Secondary Educational Service Area office Mukdahan, there was a need for developing digital literacy first (PNImodified = 0.57), followed by digital vision (PNI modified = 0.50) and self development (PNI modified = 0.30).  3. Appropriate approaches to digital leadership development of the school administrators under the Secondary Educational Service Area office Mukdahan, as follows:  digital Literacy, digital vision, and communication.