School Administrators’ Technological Leadership Affecting Teachers’ Work Performance at the Schools under the Chiang Rai Municipality

Abstract

          This study aimed to (1) examine the level of technological leadership among school administrators in schools under the Chiang Rai Municipality, (2) assess the level of teachers’ work performance in these schools, and (3) analyze the effects of technological leadership on teachers’ work performance. A quantitative research approach was employed. The research instrument was a questionnaire. Data were analyzed using descriptive and inferential statistics, including frequency, percentage, mean, and standard deviation, as well as Pearson’s correlation coefficient and multiple regression analysis.

           The results revealed that:

1. The overall level of technological leadership among school administrators was high. The highest mean scores were observed in technological vision and change management, the promotion of technology use in teaching and learning and assessment, technological knowledge and skills, the support and development of personnel, and the development of digital culture and collaborative networks, whereas the lowest mean scores were found in ethics and legal aspects of technology use and the use of technology for administration and decision-making.
2. The overall level of teachers’ work performance was high. The highest mean scores were observed in curriculum and learning management, as well as in analysis, synthesis, and research for student development, classroom management, and teacher leadership, whereas the lowest mean scores were found in building relationships and collaboration with the community for learning management and student development.
3. Technological leadership of school administrators significantly influenced teachers’ work performance at the .05 level. Moreover, it significantly predicted teachers’ work performance, accounting for 65.10% of the variance.