The Relationship between School Administrators’ Digital Leadership and Teacher Competencies in 21st Century under the Secondary Educational Service Area Office Phatthalung

Abstract

This research objectives were: 1) to investigate digital leadership of school administrators;
2) to investigate teacher competencies in 21^st century; and 3) to examine the relationship between digital leadership of school administrators and teacher competencies in 21^st century. Quantitative research was employed. The samples were 274 teachers under the Secondary Educational Service Area Office Phatthalung. The research instruments were a questionnaire of school administrators’ digital leadership and a questionnaire of teacher competencies in 21^st century. The statistics used were frequency, percentage, mean, standard deviation, and Pearson’s product-moment correlation coefficient.

              The research results were: 1) digital leadership of school administrators overall was at a high level, the aspect which highest mean score was digital vision; 2) teachers competencies in 21^st century overall was at a high level, the aspect which highest mean score was curriculum development and learning management; and 3) there was a high positive relationship between digital leadership of school administrators and teachers competencies in 21^st century with statistically significant at .01.