THE DEVELOPMENT GUIDELINES OF INFORMATION TECHNOLOGY COMPETENCE OF SCHOOL ADMINISTRATORS UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE KALASIN

Abstract

The objectives of this research were 1) to study the current conditions, desirable conditions, and priority needs index of Information technology competence administrators and 2) to create information technology competence for school administrators. The research is divided into 2 phases: Phase 1 to Study of current conditions, desirable conditions and priority needs index. The sample group consisted of 320 school administrators and teachers selected through the proportional stratified random sampling. The tool was a questionnaire. The Index of item objective congruence 0.80-1.00, the discrimination power of the current conditions 0.32–0.78, and the reliability was 0.92, the discrimination power of the desirable conditions 0.51–0.88, and the reliability was 0.96. The statistic was percentage, arithmetic mean, standard deviation and modified needs index. Phase 2 to create Information technology competence manul for school administrators. First step the target group was 9 experts. The tool was interview form, data analysis by descriptive analysis, second step the target group was 7 experts, the tool was assessment form, the statistics are arithmetic mean and standard deviation. The results showed that: 1) Current Conditions of The development guidelines of information technology competence of School Administrators overall and each aspect was moderate. Desirable Conditions overall and each aspect was highest level. The Modified Priority Needs Index from min to max was 0.47 – 0.53. 2) The approach for developing information technology competencies of school administrators comprises three units: six approaches for IT usage and management, five approaches for promoting and supporting IT, and four approaches for assessing IT usage. There are five components: 2.1) Principles and rationale, 2.2) Objectives, 2.3) Content, 2.4) Development processes, which include three methods—training, study visits, and experiential learning, and 2.5) Measurement and evaluation. The assessment results of the suitability and feasibility of the competency development approaches for school administrators, both overall and in specific areas, were found to be at the highest level.