ตัวบ่งชี้ภาวะผู้นำดิจิทัลของผู้บริหารโรงเรียนมัธยมศึกษา สังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน

Chatchai Rodkaew

doi:10.65205/ajgs.2026.e2801

Authors

Chatchai Rodkaew Sura Nari Witthaya School, Nakhon Ratchasima, Thailand

DOI:

https://doi.org/10.65205/ajgs.2026.e2801

Keywords:

Digital leadership, Indicators, Secondary school principals, Office of the Basic Education Commission

Abstract

This research aimed to develop digital leadership indicators for secondary school principals under the Office of the Basic Education Commission (OBEC) and validate the measurement model against empirical data. Indicators were constructed through a review of relevant literature and semi-structured interviews with five experts to synthesize the definition, components, and indicators of digital leadership. The developed measurement model comprised five main components: (1) digital vision, (2) digital literacy, (3) digital management, (4) digital professionalism, and (5) digital culture, including 24 subcomponents and 72 indicators in total. A five-point Likert scale questionnaire was distributed to 592 secondary school principals under OBEC. Data were analyzed using Confirmatory Factor Analysis (CFA). The analysis revealed that the measurement model was appropriately consistent with the empirical data, with $\chi^{2}$ = 252.998, df = 220, $\chi^{2}$ /df = 1.149, p = 0.063, GFI = 0.966, AGFI = 0.954, RMSEA = 0.016 — all of which fall within acceptable thresholds. The factor loadings for the five components ranged from 0.973 to 0.995, for subcomponents from 0.685 to 0.855, and for indicators from 0.556 to 0.735, with all values being positive and statistically significant at the 0.01 level. These findings confirmed the structural validity and suitability of the model for assessing digital leadership in the OBEC context.

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