The Digital Leadership of Administrators Affecting the Effectiveness of Basic Education Institutions According to Teachers' Perceptions under the Secondary Educational Service Area Office Surin
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Abstract
The objectives of this research were to examine the digital leadership of educational institution administrators, the effectiveness of basic educational institutions, the relationship between the digital leadership of administrators and the effectiveness of basic educational institutions, and the impact of digital leadership on institutional effectiveness as perceived by teachers under the Secondary Educational Service Area Office Surin. It was quantitative research. The sample consisted of 350 teachers selected through a proportional stratified random sampling method. A questionnaire was used as the research instrument, with an overall reliability coefficient of 0.985. Data analysis included frequency, percentage, mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis. The research findings were as follows: the overall digital leadership of administrators was rated at a high level, and the overall effectiveness of basic educational institutions was also high. The digital leadership of administrators had a positive relationship with the efficacy of basic educational institutions at a relatively high level, with a correlation coefficient of 0.73 at the significance level of .01. Two dimensions of digital leadership, including the use of digital technology for evaluation and ethical use of digital technology, significantly impacted institutional effectiveness. These dimensions collectively explained 59.90 percent of the variance in the effectiveness of basic educational institutions. In raw scores, the equation was Y = 1.22 + 0.45X5 + 0.27X2, and in standardized scores, the equation was Z = 0.53Z5 + 0.30Z2.
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