EDUCATIONAL ADMINISTRATORS’ DIGITAL LEADERSHIP EFFECT TEACHERS’ TEACHING EFFECTIVENESS, AMNAT CHAROEN PRIMARY EDUCATIONAL SERVICE AREA OFFICE
Keywords:
Digital Leadership, School Administrators, Teaching EffectivenessAbstract
This study aims to study the digital leadership of school administrators affecting the teaching effectiveness of teachers under the Amnat Charoen Primary Educational Service Area Office. The research sample consisted of 345 directors, teachers, and educational personnel. The research instrument was a questionnaire. The statistics used for basic data analysis included frequency, percentage, mean, standard deviation, and correlation coefficient.
The research findings revealed that overall digital leadership had a statistically significant positive correlation with teaching effectiveness at a high level. This was followed by absorbing uncertainty, inspiration, adaptation, and innovation, with correlation coefficients of 0.873, 0.834, 0.696, 0.678, and 0.635, respectively. However, the visionary aspect had a statistically significant correlation with teaching effectiveness at the lowest level, with a correlation coefficient of 0.302. Digital leadership was found to explain teachers' teaching effectiveness by as much as 76 percent. Furthermore, administrators should promote communication skills and a clear vision, particularly by building the capacity to absorb uncertainty and adapt to changing environments to ensure smooth administration in the digital age.
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