Innovative Leadership of Administrators Affecting Effectiveness of Teachers’ Performance In Tha Digital Era Under Sakon Nakhon Primary Educational Service Area Office 2

Abstract

The purposes of this research were to examine, compare, and determine the relationship, identify the predictive power, and propose guidelines for developing innovative leadership of administrators affecting the performance effectiveness of teachers in the digital era under Sakon Nakhon Primary Educational Service Area Office 2. The sample consisted of 346 participants, including 77 school administrators, 77 heads of academic affairs departments, and 192 teachers from 77 schools under Sakon Nakhon Primary Educational Service Area Office 2 in the 2025 academic year. The sample was determined using Krejcie and Morgan’s sampling table and selected through multi - stage sampling. The research instruments were a set of 5 - point rating scale questionnaires and interview forms. The questionnaire assessing administrators’ innovative leadership and the performance effectiveness of teachers in the digital era showed discriminative power values ranging from 0.298 to 0.714, and from 0.241 to 0.683, respectively, and the reliability of 0.927 and 0.901. The interview form was used to collect data regarding development guidelines for enhancing administrators’ innovative leadership affecting the performance effectiveness of teachers in the digital era. The statistical methods used for data analysis included frequency, percentage, mean, and standard deviation. Mean differences were tested using a t - test, One - Way ANOVA, pairwise differences using Scheffe’s method, Pearson’s product - moment correlation coefficient, and Stepwise multiple regression analysis.  The findings were as follows: 1. The innovative leadership of administrators was overall at the highest level. 2. The performance effectiveness of teachers in the digital era was overall at the highest level. 3. The innovative leadership of administrators, classified by positions, showed no overall differences. 4. The performance effectiveness of teachers in the digital era, classified by positions and school types, revealed no overall differences. 5. The relationship between administrators’ innovative leadership and the performance effectiveness of teachers in the digital era showed a positive correlation at a moderate level, at the 0.01 level of significance. 6. The innovative leadership of administrations, comprising two aspects, namely Risk Management in Innovation and Innovative Creativity, could predict the performance effectiveness of teachers in the digital era at the 0.01 level of significance. These variables accounted for 53.10%, with a standard error of estimate of ±0.19295. 7. The proposed guidelines for developing administrators’ innovative leadership that affect the performance effectiveness of teachers in the digital era consist of two key aspects: Risk Management in Innovation focuses on promoting technology use, supporting staff participation, and creating flexible risk-management systems; and Innovative Creativity involves continuous learning in improving digital skills, adopting new innovative media for monitoring and measurement, and promoting of ongoing innovation within organizations.