DIGITAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING EDUCATIONAL INNOVATOR OF TEACHERS UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE NAKHON PHANOM
Keywords:
Digital Leadership, Innovator, Educational InnovativeAbstract
The purposes of this research were to study: 1) the level of digital leadership of school administrators, 2) the level of educational innovator of teachers, 3) the relationship between digital leadership of school administrators and educational innovator of teachers, and 4) a predictive equality of digital leadership of school administrators affecting educational innovator of teachers under the Nakhon Phanom Secondary Education Service Area Office. This is mixed methods research. Research is grounded in Siemens' (2004) Connectivism Theory and Sheninger’s (2014) concept of digital leadership as the research framework. The sample group consisted of school administrators and teachers under the Nakhon Phanom Secondary Education Service Area Office, totaling 339 participants. The research instruments included a rating scale questionnaire. Statistical analyses employed were frequency, percentage, mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis. The research findings were as follows: 1) the level of digital leadership of school administrators was high overall ( = 4.470, S.D. = 0.503); 2) the level of educational innovator of teachers was very high overall ( = 4.593, S.D. = 0.380); 3) there was a moderate positive correlation, with statistical significance at the .01 level (rxy = .540), between digital leadership of school administrators and educational innovator of teachers; and 4) digital leadership of school administrators demonstrated predictive power over educational innovator of teachers with two significant predictors: digital communication (X3) with statistical significance at the .01 level, and digital vision (X1) with statistical significance at the .05 level. Together, these predictors explained 29.50% of the variance in educational innovator of teachers. These findings suggest that educational agencies and school administrators can utilize this information to develop strategies and provide training aimed at enhancing management and fostering innovative skills in the digital era.
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