Guidelines for Developing Teachers’ Learning Leadership in the Digital Age under the Khon Kaen Primary Educational Service Area Office 1

Abstract

This study, titled "Guidelines for the Development of Teachers' Learning Leadership in the Digital Age under the Khon Kaen Primary Educational Service Area Office 1," employed a mixed-methods research design. Its objectives were: 1) to investigate the current state, desirable state, and priority needs for the development of teachers' learning leadership in the digital age, and 2) to study and propose appropriate development guidelines for the context of the specified area. The research was conducted in two phases. Phase 1 involved quantitative research, collecting data from a sample of 317 teachers, obtained through stratified random sampling, using a 5-level rating scale questionnaire. The data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI modified) . Phase 2 was qualitative research, conducted through semi-structured interviews with 5 key informants, comprising experts and model teachers selected via purposive sampling, with data analyzed using content analysis.

The research findings revealed that the overall current state of teachers' learning leadership was at a moderate level ( x=3.038), whereas the desirable state was at the highest level ( x=4.309), indicating a significant development gap. The analysis of priority needs, ranked from highest to lowest, was as follows: 1st, Digital Competencies for Learning (PNI modified =0.462); 2nd, Fostering Student Learning (PNI modified =0.431); 3rd, System Support and Context Management (PNI modified=0.397); and 4th, Digital Visionary (PNI modified =0.387).

The qualitative findings confirmed and elaborated on the quantitative results, with experts suggesting a focus on developing skills in designing blended learning, shifting the teacher's role from "instructor" to "learning experience designer," and establishing a robust systemic support structure. Based on these findings, development guidelines consisting of 4 main components and 20 sub-guidelines were synthesized . These guidelines were validated by experts and found to have the highest level of appropriateness ( x=4.34) and feasibility ( x=4.28). The most urgent guidelines for implementation include: 1) organizing "Digital Teacher" development activities focusing on practical workshops with continuous monitoring and supervision; 2) encouraging teachers to practice designing blended learning lesson plans through Professional Learning Community (PLC) processes; and 3) developing teachers' roles to enable the use of technology and Artificial Intelligence (AI) to genuinely support learning that addresses individual student differences.

The evaluation of the appropriateness and feasibility of the guidelines by experts found that the developed guidelines are appropriate and feasible at a high to the highest level. This reflects that these guidelines can be practically applied in the context of schools under the Khon Kaen Primary Educational Service Area Office 1, which will help teachers develop their learning leadership in the digital age effectively and sustainably.