Model of Digital Leadership for Administrators in Schools Under The Authority of The Office of The Basic Education Commission

Abstract

The objectives of this study are as follows to synthesize the components of digital leadership administrators in school under the office of the basic education commission; and to analyze the exploratory composition of digital leadership administrators in schools under the Office of the Basic Education Commission. This study employed mixed methods research. The qualitative research was a focus group discussion with 14 key informants, selected by purposive sampling method. The instruments were open-ended questions to guide group discussions. In terms of quantitative research, the sample group for the quantitative approach consisted of 360 directors and teachers in schools by determining the sample size using the rule of thumb of 20 of the number of components. The sample size was 300 people, then increased by 20% and a multi-stage random sampling method of 180 people per area divided by their position in a school: one administrator and 17 teachers, with a total of 18 people per school, and simple random sampling was performed. The instrument was a questionnaire with a confidence value of 0.990. The statistics used for analyzing the data were content analysis, frequency, percentage, mean, standard deviation and exploratory factor analysis. The findings of this research were as follows: the elements of digital leadership administrators in schools under the Office of the Basic Education Commission of seven elements and the results of the exploratory component analysis of digital leadership among administrators in schools under the Office of the Basic Education Commission consisted of seven elements: digital vision, digital knowledge and skills, digital management, digital culture, digital networks, digital adaptation and digital strategy.