The Relationship between Digital Leadership of School Administrators and Teachers’ Core Competencies in Schools under Phitsanulok Primary Educational Service Area Office 3
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Abstract
This research aimed to investigate: (1) the digital leadership of school administrators; (2) the core competencies of teachers in schools; and (3) the relationship between school administrators’ digital leadership and teachers’ core competencies. The population consisted of 160 schools under the Phitsanulok Primary Educational Service Area Office 3. The sample size was determined using the Krejcie and Morgan table, resulting in 113 schools. The respondents consisted of 226 school administrators and teachers. The research instrument was a five-point rating-scale questionnaire. The content validity ranged from 0.80 to 1.00. The questionnaire on school administrators’ digital leadership had a reliability coefficient of .996, while the questionnaire on teachers’ core competencies had a reliability coefficient of .998. Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient.
The findings revealed that: (1) Overall, school administrators’ digital leadership was at a high level. When considered by dimension, digital professional development had the highest mean score, while digital vision had the lowest mean score; (2) Overall, teachers’ core competencies were at the highest level. Among the individual dimensions, teamwork had the highest mean score, while self-development had the lowest mean score; and (3) There was a high positive correlation between school administrators’ digital leadership and teachers’ core competencies, with statistical significance at the .01 level.
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