Digital Leadership of Administrators Affecting Teachers’ Functional Competency in Schools Under Nakhon Phanom Primary Educational Service Area Office 2

Abstract

The purposes of this research were to examine, compare, investigate the relationship and predictive power, and establish guidelines for developing school administrators'digital leadership affecting the performance effectiveness based on professional competencies of teachers in schools under Nakhon Phanom Primary Educational Service Area Office 2,classified by position status and teaching characteristics. The sample included 323 participants, consisting of 91 school administrators and 232 teachers in the academic year 2025.The sample size was determined using the Krejcie and Morgan table, and participant selection for the study involved employing stratified random sampling. The instruments for data collection included questionnaires and interview forms. The questionnaire on school administrators' digital leadership had discriminative powers ranging from 0.603 to 0.833 and reliability of 0.970,  the questionnaire on performance effectiveness based on professional competencies of teachers in schools had discriminative powers ranging from 0.609 to 0.816 and reliability of 0.974. Statistics for data analysis included frequency, percentage, mean and standard deviation, Independent Samples t - test, Pearson's product-moment correlation coefficient, and Stepwise multiple regression analysis. The findings were as follows: 1. The school administrators' digital leadership was overall at a high level. 2. The performance effectiveness based on professional competencies of teachers in schools was overall at a high level. 3. The school administrators' digital leadership, as perceived by participants with different positions, showed differences at the .01 level of significance. However, no significant differences were found regarding teaching characteristics. 4. The performance effectiveness based on professional competencies of teachers in schools, as perceived by participants with different positions, was different at the 0.01 level of significance, and in terms of teaching characteristics, there was no difference. 5. The school administrators' digital leadership and the performance effectiveness based on professional competencies of teachers in schools showed a positive correlation at the 0.01 level of significance with a high correlation (r_XY = .852). 6. The school administrators' digital leadership could predict the performance effectiveness based on professional competencies of teachers in schools at the 0.01 level of significance in four aspects: creating digital learning culture (X₅), using digital technology in administration (X₃), having digital vision (X₁), and digital literacy (X₂), and at the 0.05 level of significance in one aspect: having ethics in using digital technology(X₄), with the predictive power of 77.30 percent.7. Guidelines for developing school administrators' digital leadership affecting the performance effectiveness based on professional competencies of teachers in schools under Nakhon Phanom Primary Educational Service Area Office 2 recommended five aspects:1) Creating digital learning culture - administrators should be leaders and role models in continuously using technology for teachers and personnel;2) Using digital technology in administration - administrators should implement information systems for data management to support strategic decision-making;3) Having digital vision - administrators should establish a clear vision for using technology to develop schools and communicate to ensure all personnel participate;4) Digital literacy - administrators should have knowledge and understanding of education - related technology;  5) Having ethics in using digital technology - administrators should cultivate digital ethics awareness and prevent misuse of technology.