Relationship between Technological Leadership of Administrators and the 21st Century Learning Management Skills of Teachers under the Bangkok Metropolitan Administration

Abstract

     This study aimed to: 1. examine the technological leadership of school administrators in Bangkok; 2. investigate the 21st-century learning management skills of teachers under the Bangkok Metropolitan Administration; and 3. analyze the relationship between administrators’ technological leadership and teachers’ 21st-century learning management skills. The sample consisted of 370 teachers selected through stratified random sampling based on school size (small, medium, and large) and proportional simple random sampling. Research instruments included three sections: 1) a teacher demographic questionnaire, 2) a 21-item technological leadership questionnaire for administrators, and 3) a 24-item 21st-century learning management skills questionnaire for teachers. The instruments had content validity indices ranging from 0.60 – 1.00 and an overall reliability coefficient of 0.972. Data were analyzed using frequency distribution, percentage, mean, standard deviation, and Pearson’s product-moment correlation coefficient.

     The results revealed that: 1. administrators’ technological leadership was rated at a high level overall, with the use of technology for measurement and evaluation receiving the highest mean score; 2. teachers’ 21st-century learning management skills were also rated at a high level, with the domain of learning and innovation obtaining the highest mean score; and 3. there was a moderate positive correlation between administrators’ technological leadership and teachers’ 21st-century learning management skills (r = 0.698).