Participatory Administration in the Digital Age of Educational Opportunity Expansion Schools within the Nanthaburi Educational Quality Development Network Under the Chiang Mai Primary Educational Service Area Office 5

Abstract

This research aimed to study multicultural school administration of school administrators in the digital era and to examine guidelines for developing multicultural school administration of school administrators in the digital era at the Wiang Malika Educational Quality Development Center under the Chiang Mai Primary Educational Service Area Office 3.The research population consisted of 112 school administrators and teachers. The research instruments included questionnaires and interviews. Data were analyzed using mean, standard deviation, and content analysis.

The results of the study on participatory management in the digital era of opportunity expansion schools under the Nanthaburi Educational Quality Development Network, Chiang Mai Primary Educational Service Area Office 5, revealed that the overall level was high. When considered by individual aspects and ranked from the highest to the lowest mean scores, the results were as follows: mutual trust and organizational commitment, autonomy in work performance, participation in decision-making, and innovative transformational vision, respectively.

The results regarding the guidelines for developing participatory management in the digital era of opportunity expansion schools under the Nanthaburi Educational Quality Development Network, Chiang Mai Primary Educational Service Area Office 5, can be summarized as follows: Innovative Transformational Vision: The development guidelines emphasize enhancing teachers’ and staff’s knowledge and skills in systematic planning for digital equipment maintenance, as well as preparing digital equipment maintenance manuals. Mutual Trust: The development guidelines focus on promoting the use of digital technology among teachers and establishing strong digital-based working networks to support sustainable educational quality development. Participation in Decision-Making: The development guidelines involve administrators applying participatory management principles, including joint thinking, joint action, joint decision-making, and collaborative creative problem-solving, which lead to mutual acceptance and increased administrative efficiency. Autonomy in Work Performance: The development guidelines include providing opportunities for teachers and staff to willingly perform their duties in driving digital culture, based on management principles that emphasize trust, responsibility, and intrinsic motivation. Organizational Commitment: The development guidelines focus on developing teachers’ and staff’s digital skills in alignment with the school context, fostering a sense of belonging and organizational commitment, and encouraging collaboration in school development