THE RELATIONSHIP BETWEEN DIGITAL INNOVATION AND STUDENT SUPPORT SYSTEM MANAGEMENT IN 21ST CENTURY SCHOOLS UNDER TAK PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This  study aimed (1) to examine the level of digital-innovation adoption and the management of student support systems in the twenty-first century, (2) to analyze the relationships between digital innovation and the management of student support systems in the twenty-first century and (3) To analyze the level of digital innovation that influences the management of student support systems in the 21st century in schools under the Tak Primary Educational Service Area Office 1. The sample comprised 168 grade-level heads selected by simple random sampling. Data were collected using a five-point Likert-type questionnaire and analyzed with descriptive statistics, Pearson’s product–moment correlation, and multiple regression.
Finding:
1.Results indicated that the management of student support systems in the twenty-first century was rated high, particularly for counseling and potential development (M = 4.17, SD = 0.799), screening and behavioral monitoring (M = 4.15, SD = 0.694), and knowing students individually (M = 4.09, SD = 0.788). The overall level of digital-innovation adoption was moderate to high, including information and communication technology (M = 3.73, SD = 0.780), database and analytics systems (M = 3.72, SD = 1.051), and communication and collaboration tools (M = 3.71, SD = 0.980).
2.Correlation analysis showed that the management of student support systems had positive and significant relationships with all three digital-innovation dimensions: information and communication technology (r = .729, p < .01), communication and collaboration tools (r = .689, p < .01), and database and analytics systems (r = .594, p < .01).
3.Multiple-regression results confirmed that all three dimensions were significant positive predictors of the management of student support systems: information and communication technology (b = 0.346, β = .530, t = 12.737, p < .001), database and analytics systems (b = 0.138, β = .233, t = 4.897, p < .001), and communication and collaboration tools (b = 0.119, β = .171, t = 4.213, p < .001). These findings highlight the central roles of information and communication technology infrastructure, data-analytics capability, and communication/collaboration platforms in enhancing the quality of twenty-first-century student support system management in primary schools within this context.