Digital Leadership of School Administrators Affecting Competency of Teachers in Schools under Khon Kaen Primary Educational Service Area Office 4

Abstract

The purposes of this research were to: (1) examine the level of digital leadership of school administrators ( 𝑥̅= 4.07, S.D. = 0.91), (2) investigate teachers’ competencies ( 𝑥̅= 4.06, S.D. = 0.95), and (3) analyze the predictive power of digital leadership of school administrators affecting teachers’ competencies in schools under Khon Kaen Primary Educational Service Area the Office 4. This study employed a predictive research design. The sample consisted of 319 participants, including 34 school administrators and 285 teachers under Khon Kaen Primary Educational Service Area the Office 4.

 The research instrument was a five-level rating scale questionnaire. The reliability coefficients of the questionnaire were 0.895 for digital leadership of school administrators and 0.889 for teachers’ competencies, with an overall reliability coefficient of 0.929. Data were analyzed using frequency, percentage, mean, standard deviation, Pearson’s product–moment correlation coefficient, and stepwise multiple regression analysis.

The results indicated that the overall level of digital leadership of school administrators was high, as was the overall level of teachers’ competencies. Moreover, the digital leadership of school administrators significantly predicted teachers’ competencies. Based on standardized scores, digital leadership and technological vision were identified as the strongest predictor, followed by ethics in digital technology usage and support for digital technology utilization in administrative management. The multiple correlation coefficient was 0.887, which was statistically significant at the .05 level, indicating a predictive power of 78.70 percent. The raw score prediction equation was Ŷ = 1.452 + 0.295X₁ + 0.260X₃ + 0.078X₄, while the standardized score prediction equation was Zy = 0.472ZX₁ + 0.373ZX₃ + 0.081ZX₄.