A Model for Developing Instructional Leadership of Digital – Era Teachers in Primary Schools in the Northeast Region

Abstract

This research aims to 1) study the components of academic leadership of digital - age teachers, 2) create and develop a model for developing academic leadership of digital - age teachers, and 3) examine the effectiveness of the model for developing academic leadership of digital-age teachers. The research was conducted in three phases: Phase 1, studying the components of academic leadership of digital -age teachers, included steps 1: reviewing relevant literature and research, 2: validating the components of academic leadership of digital - age teachers with nine experts, and 3: studying the needs for developing academic leadership of digital - age teachers. The sample consisted of 370 primary school teachers in the Northeast region during the 2025 academic year. The research instrument was a questionnaire with a discrimination index ranging from 0.31 to 0.96 and a reliability coefficient of 0.98. Phase 2, creating and developing the model for developing academic leadership of digital -age teachers, included steps 1: drafting the model and 2: creating and validating the model. By nine experts, Phase 3 of the study on the effectiveness of the pilot application of the academic leadership development model for digital-age teachers involved the following steps: Step 1: Conducting a pilot test of the model. The target group consisted of 32 primary school teachers from 4 schools under the Nong Khai Primary Educational Service Area Office 1. Step 2: Summarizing the results of the pilot application of the academic leadership development model for digital - age teachers. The results of the research were as follows: 1. The components of academic leadership for teachers in the digital age consist of five elements: 1) Developing learning management using digital technology; 2) Leadership in curriculum development using digital technology; 3) Self-development in the use of digital technology in learning management; 4) Serving as a good role model in measurement and evaluation using digital technology; and 5) Possessing morality and ethics in the use of digital technology in learning management. 2. The model for developing academic leadership skills among teachers in the digital age was found to consist of the following components: 1) principles of the model, 2) objectives of the model, 3) content of the model,    4) development process, and 5) measurement and evaluation. The overall assessment of the appropriateness of these model components showed that they were at the highest level. 3. The evaluation of the effectiveness of the digital - age teacher academic leadership development model showed continuous improvement, with a significance level of 0.79 or a progress rate of 73.15%.

Keywords: Development Model, Instructional Leadership, Digital-Era Teachers