The Relationship between Digital Leadership of School Administrators and the Quality of School Management at the Highland Schools under the Chiang Rai Primary Educational Service Area Office, Chiang Rai Province

Abstract

          This research article aimed to: 1) study the level of digital leadership among administrators of highland schools; 2) examine the level of management quality of highland schools; and 3) investigate the relationship between the administrators’ digital leadership and the management quality of highland schools under the Chiang Rai Primary Educational Service Area Office, Chiang Rai Province. This study employed a quantitative research approach. The sample consisted of 317 school personnel. The research instrument was a questionnaire. The statistical instruments used for data analysis were frequency, percentage, mean, standard deviation, and Pearson’s Product-Moment Correlation Coefficient.

           1) The overall digital leadership of the school administrators was at the highest level. Digital knowledge and skills had the highest mean score, followed by digital personnel development, digital learning culture, digital vision, and digital communication and networking, respectively.

           2) The overall management quality of the highland schools was at the highest level. When considered by dimension, learner quality and student-centered teaching and learning shared the highest mean score, followed by administration and management. All dimensions were rated at the highest level.

           3) Digital leadership of the school administrators was positively correlated with school management quality at a high level with statistical significance at the .01 level (r = .766).