The Development on in structional Leadership Model of the Administrators in the Digital Era under the Secondary Educational Service Office Area Mahasarakham

Abstract

The purposes of this research and development (R&D) study were: 1) to investigate the components, current states, desirable states, and priority needs for developing the digital instructional leadership of school administrators; 2) to construct and develop a digital instructional leadership model for secondary school administrators; and 3) to evaluate the effectiveness of the developed model under the Secondary Educational Service Area Office Mahasarakham. The research operations were divided into three phases: Phase 1: studying the components of digital instructional leadership; Phase 2: developing the model; and Phase 3: implementing and evaluating the model. The sample group consisted of 35 secondary schools, with 2 informants from each school, totaling 70 participants, obtained through stratified random sampling. The target group for the model implementation comprised 1 purposively selected secondary school. The research instruments included questionnaires, in-depth interviews, and a model evaluation form. Quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were analyzed using content analysis.

         The research findings revealed that:

1. The current and desirable states of digital instructional leadership of secondary school administrators, both overall and in individual aspects, were at high to highest levels. The aspect with the highest mean was digital vision, followed by the use of digital technology for learning, and building a digital learning culture, respectively, while the aspect with the lowest mean was establishing digital networks for academic collaboration.


2. The digital instructional leadership comprised 6 components: 1) digital vision, 2) establishing digital networks for academic collaboration, 3) curriculum administration and technology-enhanced learning management, 4) use of digital technology for learning, 5) building a digital learning culture, and 6) inspiring towards a digital organization.


3. The top three priority needs for digital instructional leadership development were establishing digital networks, inspiring towards a digital organization, and curriculum administration and learning management, respectively.


4. The developed digital instructional leadership model consisted of 5 components: 1) principles, 2) objectives, 3) development process, 4) supporting materials and media, and 5) measurement and evaluation. The evaluation by experts indicated that the model's overall appropriateness, feasibility, and utility were at the highest level. Furthermore, the implementation results showed that the administrators and teachers expressed the highest level of satisfaction with the model, demonstrating that it could be effectively applied to enhance academic administration in educational institutions.