Needs Assessment and Guidelines for Developing Digital Skills for Work Performance of Teachers in the 21st Century under Nakhon Phanom Primary Educational Service Area Office 1

Abstract

This study aimed to investigate, compare, and formulate strategic guidelines for developing digital skills for work performance of teachers in the 21st century under Nakhon Phanom Primary Educational Service Area Office The research sample comprised 348 participants, including school administrators and teachers during the 2025 academic year, selected through a multi - stage random sampling technique. Research instruments included structured questionnaires assessing both the current and the desired states of digital skill utilization. The discrimination indices of the current state questionnaire ranged from 0.275 to 0.760, with a reliability coefficient of 0.935, while those of the desired state questionnaire ranged from 0.587 to 0.760, with a reliability coefficient of 0.981. Supplementary instruments included semi structured interviews and observational checklists. Data analysis employed descriptive statistics percentage, mean, and standard deviation alongside inferential statistics, including the t-test and one-way analysis of variance (ANOVA). The degree of needs assessment was computed using the Modified Priority Needs Index (PNI_modified) applying the formula PNI_modified = (I − D) / D.  The research findings revealed that: 1. The overall current level of digital skills is moderate, while the desired level is the highest. 2. The current and desired levels, classified by position and type of school, do not differ; however, when classified by work experience, significant differences are observed at the 0.01 and 0.05 levels, respectively. 3. Regarding the essential digital skills for teachers’ work in the 21st century, digital communication skills are identified as the most necessary. 4. The study of teachers with exemplary 21^st century digital skills (Best Practice) shows that both teachers demonstrate outstanding digital competencies, recognized by school administrators and colleagues. 5. The Guidelines for Developing teachers’ digital skills in the 21st century comprise six key competencies. Teachers should continuously develop themselves by learning, practicing, and using digital tools effectively, including basic tools, office software, and various devices, while being aware of cybersecurity, personal rights, and lawful use of digital media, to enhance proficiency in 21^st century teaching practices.