Study of the Competency Environment of School Administrators in the Digital Era of Secondary School under the Office of the Basic Education Commission

Abstract

This research seeks to examine the conditions for cultivating the skills of educational administrators in the digital age of secondary education. It pertains to secondary schools governed by the Office of the Basic Education Commission. The research population comprised secondary school administrators affiliated with the Office of the Basic Education Commission. There are a total of 2,360 individuals nationwide. The estimation of sample size in the research utilized Taro Yamane's sample size table Yamane resulting in a total of 345 participants by stratified sampling. The research instrument was a questionnaire utilizing a 5-point rating scale, which has been evaluated by specialists and possesses a consistency index (IOC) ranging from 0.80 to 1.00. The employed statistics comprise percentages, means, and standard deviations. The overall reliability coefficient of the questionnaire was 0.97.

The research findings indicated that the competency environment of educational administrators in the digital era within secondary schools under the Office of the Basic Education Commission was rated highly, and it was determined that both the internal environment and the overall competency of these administrators were also at a high level. Key strengths encompassed fostering a learning culture in the digital era, enhancing communication, and cultivating community bonds. Weaknesses encompassed vision, transformational leadership, the integration of media and technology in school administration, and the progression towards professional excellence. The external environment and competencies of educational administrators in the digital era were generally elevated in secondary schools governed by the Office of the Basic Education Commission. Identified opportunity areas encompassed vision, the integration of media and technology in the administration of educational institutions to foster a learning culture in the digital era, as well as communication and the cultivation of community relationships. Challenges encompassed transformational leadership and the pursuit of professional excellence.