Digital Leadership of Educational Administrators under the Provincial Office of Learning Promotion, Chaiyaphum

Background and Aims: The evolution of digital technology has been continuously and rapidly advancing at an exponential rate, significantly influencing the way people live and leading to notable changes in societal lifestyles. Today, many countries around the world are leveraging digital technology to drive national development. Therefore, leaders and administrators must be capable of managing and developing ideas that benefit society and the greater good. The objectives of this research were to study and compare the levels of personnel’s opinions toward the digital leadership of school administrators under the Office of Learning Promotion, Chaiyaphum Province, classified by educational level and work experience. Additionally, the study aimed to explore guidelines for developing the digital leadership of school administrators under the Office of Learning Promotion, Chaiyaphum Province. Methodology: The sample group consisted of 217 school administrators and teachers under the Office of Learning Promotion, Chaiyaphum Province. The sample size was determined using Krejcie and Morgan's sampling table and selected through stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and a semi-structured interview. The Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00, and the reliability coefficient was 0.89. Data analysis was conducted using frequency, percentage, mean, standard deviation, t-test, F-test, and Scheffé’s method for pairwise comparison. Results: Research Findings: 1. The digital leadership of school administrators under the Office of Learning Promotion, Chaiyaphum Province, was found to be at a high level overall. 2. When categorized by educational level, the overall digital leadership of school administrators showed statistically significant differences at the 0.05 level. However, there were no significant differences in the aspects of digital vision, digital learning culture, and digital citizenship. 3. When categorized by work experience, there were no significant differences in digital leadership overall or any individual aspects. 4. Guidelines for developing digital leadership among school administrators under the Office of Learning Promotion, Chaiyaphum Province, were identified as follows: (1) Digital Vision: Administrators must adapt to change and collaborate with teachers and staff to create a shared digital vision. (2) Digital Learning Culture: There should be continuous promotion of a digital learning culture within schools and the consistent use of technology in operations. (3) Digital Communication: Administrators should utilize technology to build a positive organizational image and promote communication through digital media. (4) Digital Literacy: Administrators should lead in the integration of technology in education and support staff in their professional development related to educational technology. (5) Digital Citizenship: Administrators should possess knowledge of relevant legal aspects and promote legal understanding of technology among staff and students. Conclusion: Developing digital leadership among school administrators involves adapting to change and collaboratively creating a digital vision with teachers and staff. It promotes a digital learning culture, utilizes technology in operations, communicates through digital media, and builds a positive organizational image. Administrators should be technology leaders, support staff in their professional development, and promote understanding of technology-related laws among everyone in the educational institution.