The Relationship between Leadership in the Digital Era and Active Learning Management for Teachers in the Pra Meaya Educational Network in Khirimat District, Sukhothai
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Abstract
The purpose of this research article was to: (1) investigate the digital-era leadership of school administrators; (2) examine teachers’ active learning management; and (3) investigate the relationship between digital-era leadership and teachers’ active learning management. The sample consisted of 76 participants, including 9 school administrators selected through purposive sampling and 67 teachers selected through stratified and simple random sampling. The research instruments were questionnaires measuring the level of school administrators’ digital-era leadership and teachers’ active learning management, with a reliability coefficient of .933. The data were analyzed using mean, standard deviation, and Pearson’s product-moment correlation coefficient.
The findings revealed that, overall, school administrators’ digital-era leadership was at the highest level ( = 4.59, S.D. = .23). Among the individual dimensions, digital communication had the highest mean (
= 4.63, S.D. = .31), followed by digital vision (
= 4.59, S.D. = .25), while digital literacy had the lowest mean (
= 4.55, S.D. = .29); all dimensions were at the highest level. Overall, teachers’ active learning management was also at the highest level (
= 4.62, S.D. = .24). The highest-rated dimension was game-based learning (
= 4.67, S.D. = .27), followed by case studies (
= 4.62, S.D. = .31), while role-playing had the lowest mean (
= 4.59, S.D. = .28); all dimensions were at the highest level. The relationship between school administrators’ digital leadership and teachers’ active learning management was positive and relatively high (r = .673). At the dimensional level, the strongest relationship was between digital culture and role-playing (r = .666), followed by digital vision and role-playing (r = .607), while the weakest relationship was between digital literacy and case studies (r = .343). Overall, the variables were highly and positively correlated, with statistical significance at the .01 level.
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