A STUDY OF DIGITAL COMPETENCY OF SCHOOL ADMINISTRATORS IN SECONDARY EDUCATIONAL SERVICE AREA OFFICE UBONRATCHATHANI AMNATCHAROEN

Abstract

The purpose of this research were 1) to study the level of digital competency of school administrators in secondary schools under the secondary educational service area office Ubon Ratchathani Amnat Charoen. 2) to compare the level of digital competency of school administrators in secondary schools under the secondary educational service area office Ubon Ratchathani Amnat Charoen. 3) to study guidelines for developing digital competence of school administrators in secondary schools under the secondary educational service area office Ubon Ratchathani Amnat Charoen.  The research samples were 351 school administrators and teachers were selected by stratified random sampling. research tools It was a 5-level estimation questionnaire with 50 items with a reliability of .95 and the statistics used were percentage, mean, standard deviation, t-test and f-test. (F-test) and content analysis. The findings of the research were as follows: 1) Digital competency level of school administrators in secondary schools under the secondary educational service area office Ubon Ratchathani Amnat Charoen., the overall average in all aspects was at a high level. 2) The comparative result of the Digital competency of the administrators view in secondary schools under the secondary educational service area office Ubon Ratchathani Amnat Charoen in terms of position there was significantly difference at a statistical level of .05, but the educational qualification , experience and size of the school was no difference. 3) Guidelines for the development of digital competency of of school administrators in secondary schools under the secondary educational service area office Ubon Ratchathani Amnat Charoen, all 5 aspects are: 1) Digital Vision There should be clear policies and work plans. and how to achieve goals 2) Digital Leadership Teachers should be encouraged to work as a team. using digital technology to increase efficiency and create new innovations. 3. Knowledge of digital skills Equal access to digital technology should be promoted. To access skills, knowledge and competency in digital 4. Digital professional skills It should control, supervise and direct the use of digital technology to develop capabilities and assess performance. 5. Creating digital culture Policies should be established to promote and support the work integrated within the digital network of educational institutions and related personnel supervision systems.