THE INFLUENCE OF SCHOOL ADMINISTRATORS’ TECHNOLOGICAL LEADERSHIP ON TEACHERS’ LEARNING MANAGEMENT COMPETENCIES IN THE DIGITAL ERA IN SCHOOLS UNDER THE SAMUT SAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This study aimed to: (1) examine the level of technological leadership among school administrators under the Samut Sakhon Primary Educational Service Area Office; (2) investigate the level of learning management competencies in the digital era of school teachers under the Samut Sakhon Primary Educational Service Area Office; and (3) determine the influence of school administrators’ technological leadership on teachers’ learning management competencies in the digital era in schools under the Samut Sakhon Primary Educational Service Area Office. The sample consisted of 333 school administrators and teachers from schools under the Samut Sakhon Primary Educational Service Area Office during the 2025 academic year. Participants were selected using stratified random sampling. The research instrument was a questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.

The findings revealed that: (1) Technological leadership of school administrators under the Samut Sakhon Primary Educational Service Area Office was rated at the highest level overall. Among the dimensions, infrastructure and resource management, together with leadership learning and adaptation for organizational development, received the highest mean scores. In contrast, the dimension of creating a shared vision and goals for digital learning received the lowest mean score. (2) Learning management competencies in the digital era of school teachers under the Samut Sakhon Primary Educational Service Area Office were rated at the highest level overall. Among the dimensions, the use and management of digital resources received the highest mean score, followed by technology-enhanced learning management, whereas professional participation received the lowest mean score. (3) Administrators’ technological leadership significantly influenced teachers’ learning management competencies in the digital era in schools under the Samut Sakhon Primary Educational Service Area Office at the .01 significance level. The strongest predictors, in descending order of influence, were: creating a shared vision and goals for digital learning (X₁), building collaborative networks (X₅), and leadership learning and adaptation for organizational development (X₄). Together, these variables explained 47.90% of the variance in teachers’ learning management competencies in the digital era   (R² = 0.479).