A STRUCTURAL EQUATION MODEL OF DIGITAL TECHNOLOGY LEADERSHIP OF PRIVATE SCHOOL ADMINISTRATORS IN THE SYSTEM OF GENERAL EDUCATION IN THE SOUTH OF THAILAND
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Abstract
This research aims 1) To study the level of digital technology leadership expression of private school administrators in the southern general education system and 2) To examine the consistency of the structural equation model of factors influencing digital technology leadership of private school administrators in the southern general education system developed from empirical data. This is quantitative research. The sample consisted of 400 directors, deputy directors, or acting directors of private schools in the general education system in the southern region under the Office of the Private Education Commission in the Southern Region. The sample was determined using Taro Yamane's formula, stratified random sampling and proportional sampling. Data were collected using questionnaires. The sample group was determined using Taro Yamane's formula, stratified random sampling and proportional sampling. Data were collected using questionnaires. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Factor analysis using confirmatory factor analysis method to check the consistency between the hypothetical theoretical model and empirical data and to check the consistency of the model using chi-square statistics. The research results found that 1) The administrators of private schools in the southern general education system had the highest level of digital technology leadership expression ( = 4.39). The item with the highest average value was the selection of appropriate digital technology media to reach students, teachers, parents, communities and related persons (
= 4.73) and 2) The structural equation model of factors influencing the digital technology leadership of private school administrators in the southern general education system has the influencing factors consisting of 2.1) Digital technology competence and 2.2) Promotion and development of digital technology. 2.3) Characteristics of school administrators in the digital technology era and 2.4) Citizenship in the digital technology era, which can be applied practically and are consistent with empirical data.
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