A STUDY OF COMPETENCY IN DIGITAL ERA OF EDUCATIONAL INSTITUTION ADMINISTRATORS AFFECTING THE TEACHING EFFICIENCY OF TEACHERS IN SARABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1
Article Sidebar
Main Article Content
Abstract
This research aimed to examine (1) the digital-age competencies of school administrators and teachers’ instructional effectiveness, (2) the relationship between administrators’ digital-age competencies and teachers’ instructional effectiveness, and (3) the administrators’ digital-age competencies that influence teachers’ instructional effectiveness in the Saraburi Primary Educational Area Office 1. This study employed a quantitative research design and collected data from 286 teachers selected through stratified random sampling. The research instrument was a five-point rating scale questionnaire with a reliability coefficient of .95. Data were analyzed using mean, standard deviation, Pearson’s correlation coefficient, and multiple regression analysis.
The research findings revealed that:
1) The overall level of digital-age school administrators’ competencies was high, with all dimensions rated at a high level. The competencies ranked from highest to lowest were self-development, teamwork, digital technology use, effective communication, and achievement orientation. Teachers’ instructional effectiveness was rated at the highest overall level, while all dimensions were rated at a high level. The highest-ranked aspects were assessment and evaluation, learning experience management, self-training and professional development, teacher–student relationships, instructional media usage, and learning management.
2) Digital-age school administrators’ competencies were positively correlated with teachers’ instructional effectiveness at the .01 level of statistical significance. Self-development, teamwork, and digital technology use showed moderate to relatively high correlations with instructional effectiveness.
3) Multiple regression analysis revealed that self-development, digital technology use, teamwork, and vision significantly predicted teachers’ instructional effectiveness at the .01 level. The multiple correlation coefficient was 0.609, and these variables explained 37.10% of the variance in instructional effectiveness (R² = 0.371, Adjusted R² = 0.359). Self-development was the strongest predictor, followed by digital technology utilization, teamwork, and vision.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
วิชุดา ทองไพรวรรณ์, สมหญิง จันทรุไทย และ ประพจน์ แย้มทิม. (2568). ภาวะผู้นำดิจิทัลของผู้บริหารสถานศึกษาที่ส่งผลต่อการจัดการเรียนรู้เชิงรุกของครูปฐมวัย สังกัด สำนักงานเขตพื้นที่การศึกษาประถมศึกษาระยอง เขต 1. วารสารสังคมพัฒนศาสตร์, 8(2), 1–13.
European Commission. (2018). The Digital Competence Framework 2.0: DigComp 2.0—The digital competence framework for citizens. Office of the European Union.
Krejcie, R., & Morgan, D. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement - EDUC PSYCHOL MEAS, 30, 607–610.
Mukkrathok, W., & Raksanakorn, K. (2023). Digital Competencies of School Administrators Affecting Academic Administration in Educational Institutions under the Jurisdiction of Saraburi Primary Educational Service Area Office 1. Journal of Educational Technology and Communications Faculty of Education Mahasarakham University (JETC), 6(17), 68–79.
Naewngoendee, P., & Suphakicco, P. S. (2025). Digital Technological Competency of School Administrators under Khon Kaen Primary Educational Service Area Office 3. Journal of Intellect Education, 4(3), 350–371.
Office of the Basic Education Commission. (2022). Guidelines for Developing Teachers’ Digital Competencies for 21st Century Learning. Ministry of Education.
Office of the National Economic and Social Development Council. (2023). Master Plan under the National Strategy (2023–2040) (Revised Edition). Office of the Prime Minister. http://nscr.nesdc.go.th/wp-content/uploads/2023/03/ masterplan_updated2023_080363.pdf
Saraburi Primary Educational Service Area Office 1. (2023). Basic education development plan 2023–2027. Saraburi Primary Educational Service Area Office 1.
Scheerens, J. (2023). Theory on Teaching Effectiveness at Meta, General and Partial Level. ใน A.-K. Praetorius & C. Y. Charalambous (บ.ก.), Theorizing Teaching: Current Status and Open Issues (น. 97–130). Springer International Publishing. https://doi.org/10.1007/978-3-031-25613-4_4
Tapankaew, P., Pienthunyakorn, S., & Phimphabut, C. (2024). Administrators’ Communication Skill Affecting Teacher Professional Standards Performance Under Sakon Nakhon Primary Educational Service Area Office 1. JOURNAL OF EDUCATIONAL ADMINISTRATION AND LEADERSHIP, 12(46), 171–181.
Wanngoen, C., Boonloy, W., & Nilkote, R. (2023). The Competency of School Administrators in the Digital Age Effecting the Academic Affairs Administration in Primary School Under Sakaeo Primary Educational Service Area Office 1. Journal of MCU Nakhondhat, 10(12), 163–172.
Winterton, J., & Turnbow, T. (2020). Chapter 20 What is competence? Theory, policy and practice. https://china.elgaronline.com/edcollchap/edcoll/97 81788975575/9781788975575.00028.xml
Yaemtad, D., & Boonsong, K. (2025). Competency of School Administrators in the Digital Age Affecting the Learning Organization under the Phetchaburi Primary Educational Service Area Office 2. Ratchaphruek Journal, 23(1), 35–50.
