DIGITAL LEADERSHIP OF SCHOOL ADMINISTRATORS AND ITS IMPACT ON 21ST-CENTURY TEACHER COMPETENCIES IN THE SUBJECT OF BUDDHIST STUDIES, GENERAL EDUCATION DEPARTMENT , REGION 8
Keywords:
Digital Leadership, 21st-Century Teacher Competencies, Structural Equation Modeling, Buddhist Scripture SchoolsAbstract
This research aimed to: 1) examine the level of digital leadership of administrators in Buddhist Scripture Schools, General Education Department; 2) investigate the level of 21st-century teacher competencies in Region 8; and 3) develop and validate a causal relationship model of digital leadership affecting teacher competencies. The study employed a quantitative survey research design. The sample consisted of 200 teachers selected through simple random sampling from a population of 320. The research instrument was a five-point Likert scale questionnaire with a reliability coefficient of 0.94. Data were analyzed using descriptive statistics, Pearson’s product-moment correlation, and Structural Equation Modeling (SEM).
The findings revealed that: 1) the overall level of digital leadership was high ( = 4.11, S.D. = 0.46); 2) the overall level of 21st-century teacher competencies was high (= 4.18, S.D. = 0.43); and 3) digital leadership had a significant positive direct effect on teacher competencies at the .01 level (β = 0.69). The structural model demonstrated a good fit with empirical data (CFI = 0.96, RMSEA = 0.031). The results indicate that digital leadership of school administrators plays a crucial role in enhancing 21st-century teacher competencies in Buddhist Scripture Schools under the General Education Department.
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