Model of Development Digital Technology Skills for School Administrators Under the Office of the Basic Education Commission
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Abstract
The research article aimed at developing a model for the development of digital technology skills for school administrators. The study applied mixed-methods research. The study was divided into 4 phases: 1) The 1st phase was to study the condition of development in order to find the components for developing digital technology skills; 2) The 2nd phase was to create a model in which a model and research instruments were tested through a seminar by 12 experts; 3) The 3rd phase was a trial of a model; and 4) The 4th phase was the model assessment. A sample group included administrators within the 13th inspection region. The research instruments were a questionnaire, a semi-structured interview, a test, a satisfaction survey, and an assessment form. The statistics used to analyze the quantitative data were percentage, mean, standard deviation (S.D.)., and t-test. The content analysis was used to analyze the qualitative data. From the study, the following results are found: The development of digital technology skills of school administrators overall is at a high level (x ̅= 4.00, S.D. = 0.54). The development of digital technology skills of school administrators employs the PDCA iterative management method to improve the quality which comprises 4 components: (1) “Use” consists of 11 indicators; (2) “Understand” consists of 12 indicators; (3) “Create” consists of 12 indicators; and (4) “Access” consists of 10 indicators. The results from using a model for the development of digital technology skills for school administrators found that the school administrators have higher skills than before the use of a model with a statistical significance of 0.05 level. The relevant persons view that overall a model has utility at the highest level (x ̅= 4.20), followed by propriety (x ̅= 4.08). Feasibility is found to be at lowest level (x ̅= 3.97).
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