An Analysis of School Administrators’ Competency Components in Academic Administration in the Digital Era: A Case Study of Opportunity Expansion Schools under the Primary Educational Service Area Office 2

Abstract

          This research aimed to analyze the competency components and examine the perceived competency levels of school administrators in academic administration in the digital era among opportunity expansion schools under the Sukhothai Primary Educational Service Area Office 2. This study employed a quantitative research design. The population consisted of administrators, teachers, and educational personnel from all 35 schools, totaling 529 individuals. The sample comprised 222 teachers and educational personnel in expanded opportunity schools, obtained through simple random sampling. The research instrument was a 5-level rating scale questionnaire with a reliability coefficient of .98. The statistics used for data analysis were mean, standard deviation, and exploratory factor analysis.

           The results revealed that the competency components of school administrators in academic affairs administration in the digital age of expanded opportunity schools under the Sukhothai Primary Educational Service Area Office 2 consisted of 8 components: Component 1, Digital Leadership and Information Management; Component 2, Systematic and Outcome-Based Administration; Component 3, Strategic Change and Innovation Management; Component 4, Personnel Potential Development; Component 5, Building Collaboration and Academic Communication in the Digital Age; Component 6, Strategic Administration Competency and Participation for Academic Development; Component 7, Achievement-Oriented Leadership and Driving Academic Change; and Component 8, Visionary Strategy for Academic Development in the Digital Age. These 8 components could explain the total variance at 62.78 percent. The level of opinions toward the competency components of administrators in academic affairs administration in the digital age of expanded opportunity schools was found to be at a high level in every aspect, with Component 8 having the highest mean and Component 7 having the lowest mean.