A Model for Developing Teacher Leadership in the Digital Era in Secondary Schools under the Provincial Administrative Organization in the Northeastern Region

Abstract

This research aimed to 1) study the components of teacher leadership in the digital era, 2) examine the current state, expected state, and essential needs for developing teacher leadership in the digital era, 3) create and develop a model for developing teacher leadership in the digital era, and 4) study the effectiveness of developing teacher leadership in the digital era. The research employs a research and development approach, divided into four phases with a total of nine steps. The sample group used in this survey research consists of teachers from secondary schools under the provincial administrative organization for the 2024 academic year, totaling 46 schools and 368 teachers. The research tools include a questionnaire with a 5-point Likert scale, which has a Cronbach's alpha coefficient of 0.908. The statistical methods used for data analysis include frequency, percentage, mean, standard deviation, and importance of needs. The target group for testing the model consists of teachers from Phu Dindaeng Wittaya School, under the Sakon Nakhon Provincial Administrative Organization, for the 2024 academic year, totaling 30 participants. The research findings indicate that the components of teacher leadership in the digital era include: 1) expertise in learning management, 2) the use of digital media and technology, 3) self-development to keep up with changes, 4) curriculum development and implementation, 5) professionalism as a teacher, and 6) teamwork. The essential needs for developing teacher leadership in the digital era are ranked in order of importance as follows: 1) self-development to keep up with changes, 2) the use of digital media and technology, 3) expertise in learning management, 4) curriculum development and implementation, 5) professionalism as a teacher, and 6) teamwork. The model for developing teacher leadership in the digital era encompasses principles, objectives, content, development processes, resources, learning media, and measurement and evaluation methods. The assessment results of the effectiveness of the developed model for teacher leadership in the digital era show that 1) the model's appropriateness is rated very high overall, 2) secondary school teachers showed increased knowledge and understanding after participating in the trial of the model, with an effectiveness index value of 0.9158 or 91.58%, and 3) the average evaluation score of teacher leadership in the digital era increased by 1.58, indicating a progress rate of 94.44%.

Keywords: Development Model, Teacher Leadership, Digital Era