The Relationship between Digital Era Leadership of School Administrators and the Operation of Professional Learning Community under Nakhon Sawan Primary Educational Service Area Office 1
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Abstract
The purposes of this research were to study: 1) the level of digital era leadership of school administrators, 2) the level of the operation of professional learning community, and 3) the relationship between digital era leadership and operation of professional learning community. The sample consisted of 297 school administrators and teachers based on the Krejcie and Morgan’s tables and obtained using stratified random sampling method and simple random sampling method. The research instruments in this research were a questionnaire on the digital era leadership of school administrators with the content validity between 0.67 to 1.00, with the reliability at 0.98, and the discrimination between 0.37 to 0.95 and a questionnaire on the operation of professional learning community with the content validity between 0.67 to 1.00, with the reliability at 0.96, and the discrimination ranging from 0.41 to 0.94. Data were analyzed using means, standard deviations, and Pearson’s product-moment correlation coefficient.
The research findings were as follows: 1. Overall digital era leadership of school administrators was at a high level. When considering each aspect, the highest mean was the digital leadership vision with the highest level, followed by systematic technology utilization in schools was at a high level, while the lowest average was the digital communication competence with a high level, respectively. 2. Overall operation of professional learning communities was at a high level. When considering each aspect, the highest mean was the collaborative partnership with the highest level, followed by the caring community was at a high level, while the lowest average was the shared leadership with a high level, respectively. 3. The relationship between the digital era leadership of school administrators and the operation of the professional learning communities showed a statistically significant high positive correlation (rxy = .914, p < .01).
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References
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