Development of Digital Leadership among Teachers at Anukulnari School, Mueang District, Kalasin Province

Abstract

Background and Aims: This research on the development of digital leadership among teachers at Anukulnari School, Mueang District, Kalasin Province aimed to: 1) investigate the level of digital leadership development among teachers, 2) study the characteristics of digital teachers, 3) examine the relationship between the development of digital leadership and the characteristics of digital teachers, and 4) explore strategies to promote the development of digital leadership among teachers.

Methodology: The population used in this research consisted of 118 teachers from Anukoonnaree School, Mueang District, Kalasin Province, who were serving in the 2026 academic year. The research tool was a 5-point Likert scale questionnaire. Statistical methods used for data analysis included frequency, percentage, mean, standard deviation, Pearson correlation coefficient, and multiple regression analysis using the Enter Method.

Results: The findings revealed that: 1) the overall development of digital leadership among teachers was at a high level (μ = 4.21, σ = 0.45), with the highest mean in academic leadership, followed by innovative leadership and general leadership, 2) the overall characteristics of digital teachers were also at a high level (μ = 4.08, σ = 0.53), with the highest mean in personal characteristics, followed by knowledge and understanding, and skills and practices, 3) The development of digital leadership of teachers showed a high positive correlation with digital teacher characteristics (r = .785), statistically significant at the .01 level. Multiple regression analysis indicated that the three variables together explained 69.80% of the variance in digital teacher characteristics (R² = .698), with innovative leadership being the most significant predictor (Beta = .713, p < .001) and 4) and can be used to predict digital teacher characteristics with statistical significance (F = 87.779, p < .001).

Conclusion: Guidelines for fostering the development of teachers' digital leadership focus on three key areas: continuous digital training and capacity building—emphasizing hands-on practice, upskilling, and reskilling—as well as knowledge sharing, scaling up successful practices, and monitoring development outcomes. Next in importance is the development of school digital support and management systems, with a focus on the role of administrators, the establishment of a digital vision and culture, the creation of data-integrating systems or platforms, and the development of core teacher leaders. Regarding the development of digital infrastructure and resources, the emphasis is placed on ensuring that equipment, software, and internet systems are both sufficient and efficient. This reflects the need for a systematic and continuous approach to developing teachers' digital leadership—encompassing teacher development, support systems, and infrastructure—to effectively and tangibly facilitate the application of technology in instructional management.