THE RELATIONSHIP BETWEEN DIGITAL LEADERSHIP OF SCHOOL ADMINISTRATORS AND 21ST CENTURY ADMINISTRATIVE SKILLS UNDER THE KANCHANABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aimed to study the digital leadership of school administrators in the 21^st century educational management and the relationship between the administrators’ digital leadership and their competencies in 21^st century educational administration in primary schools under the jurisdiction of the Kanchanaburi Primary Educational Service Area Office 1. The sample used in this research consisted of 308 teachers in educational institutions under the mentioned jurisdiction, selected using stratified random sampling based on school size. The research instrument was a five-point Likert scale questionnaire, with content validity ranging between 0.67–1.00 and a reliability coefficient of 0.89. The data were analyzed in terms of percentage, mean, standard deviation, and Pearson’s product moment correlation coefficient at statistical significance of 0.05. The findings were as follows: 1) The overall digital leadership of school administrators was at the highest level. The highest mean score was in the area of digital vision and technology competency, followed by digital culture development, digital competency in personnel management, digital technology usage in organizational management, and lastly, the use of technology for assessment and organizational development. 2) The administrators’ competencies in 21^st century educational management were also at a high level. The highest average scores were found in flexibility and adaptability, followed by leadership and accountability, social and cross-cultural skills, initiative and self-direction, and creativity, innovation, and responsibility. 3) In overall aspect, the relationship between digital leadership of school administrators and 21^st century administrative skills had a middle positive correlation.