GIUDELINES FOR LEADERSHIP DEVELOPMENT IN DIGITAL AGE BASED ON DUTIYAPAPANIKASUTTA OF SCHOOL ADMINISTRATORS OF MUEANG SURIN SCHOOL NETWORK 4 UNDER SURIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The objectives of this research were 1) to study the academic leadership of administrators in digital age, 2)to compare the academic leadership of administrators in digital age classified by position and working experience, and 3) to propose guidelines for academic leadership development of administrators in digital age based on Dutiyapapanika Sutta of schools of Mueang Surin school network 4 under Surin  primary educational service area office 1.The research design was a mixed method between quantitative and qualitative research. The tools used were questionnaires to collect data from 159 samples and interview form to collect data from 7 key informants. Statistics used were percentage, mean, standard deviation, frequency, t-test, one-way ANOVA test, and content analysis.

          The results of the study were found that:

          1) The academic leadership of administrators in digital age of schools in   Mueang Surin school network 4 was at a high level both in overall and in aspects and ranked from highest to lowest as follows: Professional Practice, Visionary Leadership, Data Driven, Talent Management and Digital Age Learning Culture.

          2) The results of the academic leadership of administrators in digital age, classified by position, showed no significant differences in opinions. However, when classified by work experience, there were significant differences in opinions at the 0.05 level, which were consistent with the proposed hypothesis.

          3) The guidelines for academic leadership development of administrators in digital age based on Dutiyapapanika Sutta of schools in Mueang Surin school network 4 consisted of 5 aspects with 10 guidelines i.e. 1) Visionary Leadership and understanding of morality consisted of 2 giudelines. The key giudeline was school administrators possessing knowledge and understanding of digital technology and focusing on skill development, promoting, and supporting the effective integration of technology in the teaching and learning process. 2) Professional Practice and understanding of morality consisted of 2 giudelines. The key giudeline was school administrators developing their own digital skills, promoting and supporting the use of technology, and creating an environment that facilitates technology use. 3) Data Driven and understanding of morality consisted of 2 giudelines. The key giudeline was school administrators utilizing data obtained through analysis to plan and improve organizational development for the benefit of the institution. 4) Talent Management and understanding of morality consisted of 2 giudelines. The key giudeline was school administrators acting as leaders and role models in the careful and secure use of technology, with a strong emphasis