Digital Leadership Affecting Internal Supervision of Schools under Chiang Rai Primary Educational Service Area Office 3

Abstract

          The objectives of this research were to study: 1) the level of digital leadership among school administrators, 2) the level of internal supervision within schools, and 3) the digital leadership factors affecting internal school supervision under the Chiang Rai Primary Educational Service Area Office 3. This study employed a quantitative research methodology with a sample size of 332 participants. Questionnaires were used as the tool for data collection. The statistics utilized for data analysis included percentage, mean, standard deviation, Pearson’s correlation coefficient, and Stepwise multiple regression analysis.

           The research findings revealed that: 1) The overall and individual aspects of digital leadership among school administrators were at a high level. Ranking from highest to lowest were knowledge acquisition, participatory promotion and support, digital culture, digital literacy, digital communication, and digital vision. 2) The overall and individual aspects of internal school supervision were also at a high level. Ranking from highest to lowest were studying problems and needs, conducting supervision, evaluation, and planning supervision. 3) The digital leadership factors affecting internal school supervision included knowledge acquisition, digital literacy, digital culture, and participatory promotion and support. The predictive equations in both raw score and standardized score forms were as follows:  = 1.035 + 0.413 (x₅) + 0.170(x₃) + 0.101 (x₄) + 0.071 (x₆) and  _y= 0.492 (x₅) + 0.201 (x₃) + 0.120 (x₄) + 0.097(x₆)