DIGITAL INTELLIGENCE QUOTIENT OF SECONDARY SCHOOL ADMINISTRATORS IN AMPHOE TRAKAN PHUETPHON UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE UBON RATCHATHANI AMNAT CHAROEN

Abstract

This research aimed to study 1. the current state, desirable state, and necessary needs of digital intelligence among, and 2. To study recommendations for developing the digital. The sample group consisted of 158 individuals, including 4 school administrators, 127 teachers, and 26 educational support staff. The research instruments used were questionnaires, a 5-level rating scale had item discrimination values ranging from .50 - .86 and .42 - .80, and reliability coefficients of .98 and .97, respectively. The statistics used for basic data analysis include, mean, standard deviation, prioritization of necessary needs (PNI_modified), and content analysis for frequency.

The research findings were as follows: 1) The current state of digital intelligence of school administrators, as a whole was at a moderate level. The desirable state of digital intelligence of school administrators as a whole was at a highest level. The aspect with the highest necessary need for digital intelligence among school administrators was critical analytical thinking, and 2) The recommendations for developing the digital intelligence the top three key recommendations are as follows: (1) Administrators should include an agenda item for sharing data screening techniques in teachers' PLC meetings, so that teachers from each subject group can collaboratively synthesize methods for selecting quality digital teaching materials, and (2) Administrators should encourage teachers to focus on group activities, experiments, or hands-on practices where smartphones are only supporting devices, not the primary medium throughout the entire class, to reduce symptoms of ADHD and screen addiction. (3) Administrators should create anonymous online channels for those who witness online harassment or need assistance to report incidents without revealing their identity.