DEVELOPING GUIDELINES FOR MULTICULTURAL LEADERSHIP IN EARLY CHILDHOOD TEACHERS IN THE DIGITAL ERA OF PA TUENG EDUCATIONAL QUALITY DEVELOPMENT NETWORK UNDER THE CHIANGRAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

               This independent study aimed to 1) study needs assessment for developing multicultural leadership, 2) factors in developing multicultural leadership, and 3) the guidelines for developing multicultural leadership of early childhood teachers in the digital age. The research methodology was
a mixed-methods approach, consisting of both quantitative and qualitative research. The population for
the quantitative study included 42 school administrators and early childhood teachers. The research instrument was a questionnaire. Data were analyzed using mean, standard deviation, and the Priority Needs Index. For the qualitative study, the data sources included 7 interviewees and 12 focus group participants. The research instruments were semi-structured interview forms and focus group discussion guidelines. Data were analyzed using content analysis.

               The research found that the needs were at the highest level in the area of multicultural knowledge. The factor in developing was internal factors which were personnel and equipment, and external factors which were society and technology. The guidelines for developing multicultural leadership in early childhood teachers in the digital era consisted of four steps as follows: 1. Planning phase, educational institutions should conduct a needs assessment to identify the requirements of early childhood teachers regarding the use of essential resources and technology. 2. Implementation Phase, continuous training programs should be organized to enhance teachers' knowledge and skills in multicultural education. 3. Evaluation Phase, supervision and follow-ups should be conducted by school administrators and relevant agencies to assess the application of the training, ensuring improvements and further development of learning activities. And 4. Revision Phase, teachers should be encouraged to develop and integrate technological media into their teaching practices to enhance instructional effectiveness.