ADMINISTRATORS’ DIGITAL LEADERSHIP AND TEACHER’ PERFORMANCE MOTIVATION IN INSTITUTIONS UNDER BANGKOK PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research aims to: (1) investigate the level of digital leadership among school administrators and the level of work motivation among teachers in primary schools under the jurisdiction of the Bangkok Primary Educational Service Area Office; (2) study the relationship between digital leadership of school administrators and teacher motivation; and (3) examine how digital leadership of school administrators influences teachers’ motivation in their work. The sample consisted of 285 individuals. The independent variables included 1)Digital leadership and vision,2) Support for teaching through digital technology3) Ethics in the use of digital technology,4) Support for the use of digital technology in administration, and 5)Support for digital technology in assessment and evaluation.The dependent variables included 1) Job accomplishment 2) Recognition and respect 3)Characteristics of the work performed 4)Responsibility, and 5) Career advancement.Data were analyzed using percentage, mean, standard deviation, Pearson's correlation coefficient, and multiple regression analysis (Enter method).The findings revealed that 1) Most of the respondents were female (174 individuals or 61.10%) and male (111 individuals or 38.90%). 2)The overall digital leadership of school administrators was at a high level (X̅ = 4.50, S.D. = 0.51). Two dimensions were rated at the highest level, while three were at a high level. The average scores for each aspect were ranked from highest to lowest. 3) There was a moderately high positive correlation between digital leadership of school administrators and teacher work motivation (r = 0.596**), which was statistically significant at the 0.01 level. he digital leadership of school administrators was able to jointly predict teachers’ work motivation in primary schools under the Bangkok Primary Educational Service Area Office by 68.60%. The statistical values were: R = 0.828, R² = 0.686, F = 121.987, and the result was statistically significant at the .01 level. When considering individual aspects, the support for the use of digital technology in assessment and evaluation (X5) had the highest positive and statistically significant effect. This was followed by the support for the use of digital technology in administration (X4), which also had a significantly positive impact, and the support for teaching and learning using digital technology (X2), which had a positively significant effect as well.