The Development of Psychology-Based Learning Activities for Teachers to Promote Effective Classroom Management Skills among Pre-Service Teachers at Ubon Ratchathani Rajabhat University

Abstract

This study aimed to examine: 1) digital leadership of school administrators, 2) technology learning resource management in schools, and 3) the relationship between administrators' digital leadership and technology learning resource management in schools under Phitsanulok Primary Educational Service Area Office 1. The sample comprised 22 school administrators and 284 teachers, totaling 306 participants selected through stratified random sampling proportional to educational positions. Data were collected using a 5-point Likert scale questionnaire with overall reliability of 0.96. Statistical analyses included frequency distribution, percentage, mean, standard deviation, and Pearson product-moment correlation coefficient. The findings revealed: 1) School administrators' digital leadership was at a high level overall. By dimension, digital communication ranked highest, followed by digital culture creation, while digital knowledge ranked lowest. 2) Technology learning resource management in schools was at a high level overall. By dimension, plan implementation ranked highest, followed by improvement and correction, while computer equipment systems ranked lowest. 3) A significantly positive high-level correlation (p < .01) existed between administrators' digital leadership and technology learning resource management in schools under Phitsanulok Primary Educational Service Area Office 1.