The Development on Instructional Leadership of the Administrator in Digital Era at secondary school in the Northeastern, Thailand

Abstract

This research aimed to: 1) examine the components of digital-age instructional leadership of secondary school administrators; 2) investigate the current conditions, desirable conditions, and priority needs for the development of digital-age instructional leadership; and 3) develop a model for enhancing digital-age instructional leadership among secondary school administrators in Northeastern Thailand. The study employed a research and development approach using mixed methods. The population consisted of 1,866 school administrators and deputy directors for academic affairs from 285 secondary schools in Northeastern Thailand. The sample comprised 328 participants from 164 schools. Research instruments included a dual-response questionnaire, a semi-structured interview form, and in-depth interviews with experts for model validation. Data were analyzed using mean, standard deviation, the Priority Needs Index Modified (PNI _Modified), and content analysis.
The findings revealed that:
1. The components of digital-age instructional leadership among secondary school administrators consisted of five dimensions: digital vision, curriculum and instructional management through digital technology, utilization of digital technology for learning, digital learning culture, and inspiration toward a digital organization.
2. The overall current condition was at a high level, while the overall desirable condition was at the highest level. The overall priority need for developing digital-age instructional leadership showed a PNI _Modified value of 0.283. The highest priority need was the utilization of digital technology for learning, followed by digital vision and inspiration toward a digital organization.
3. The model for developing digital-age instructional leadership emphasized enhancing digital competencies, promoting learning innovation, establishing digital visions and goals, fostering professional learning communities, implementing systematic digital technology management, and cultivating motivation and a lifelong learning culture. These strategies contribute to strengthening the effectiveness and sustainability of instructional leadership in the digital era.