The Digital Era Leadership of School Administrators Affecting Teacher Competencies in the 21st Century under the office of Nakhon Phanom Primary Educational Service Area 1

Abstract

This research aimed to study 1) the digital-era leadership of school administrators, 2) to study teacher competencies in the 21^st century; 3) to study the relationship between digital-era leadership of school administrators and teacher competencies in the 21^st century; and 4) to study the predictive power of digital-era leadership of school administrators affecting teacher competencies in the 21^st century under Nakhon Phanom Primary Educational Service Area Office 1. The sample consisted of 326 samples, including school administrators and teachers who followed the percent criterion in the sample size specification, and they were selected by stratified random sampling. The instruments used were two five-point rating scale questionnaires with an Index of Item Congruence (IC) between .60 and 1.00. The statistical methods included percentage, mean, standard deviation, Pearson's correlation coefficient, and multiple regression stepwise analysis. The research results were found as follows: 1) The overall digital-era leadership of school administrators was at a high level. 2) The overall teacher competencies in the 21^st century were at a high level. 3) The digital era leadership of school administrators and teacher competencies in the 21^st century revealed a highly significant positive correlation at the .01 level. 4) There were 5 variables of digital-era leadership of school administrators that affected teacher competencies in the 21^st century: promoting the use of digital technology in teaching and learning, being a fluent digital user, creating a learning culture, vision, and communication. They could be predicted up to 67 percent.