CAPACITY OF EDUCATIONAL INSTITUTION ADMINISTRATORS IN DIGITAL AGE, UNDER BUREAU OF SPECIAL EDUCATION ADMINISTRATION, CHIANG MAI PROVINCE

Abstract

The objectives of this research were: 1) to investigate the capacity of educational institution administrators 2) to explore strategies for enhancing the competency of school administrators in the digital age 3) to assess the effectiveness of the methods employed for enhancing the capacity of educational institution administrators in the digital age under the Bureau of Special Education Administration in Chiang Mai. The study employed a mixed-methods approach involving both quantitative and qualitative methods. The research population included 17 educational institution administrators and 143 teachers, totaling 160 participants from four schools. Additionally, insights were gathered from six experts. The primary research tool utilized was a questionnaire. Data collected were analyzed using percentage distribution, mean, and standard deviation. Information obtained from interviews was analyzed, synthesized, evaluated in terms of percentage, and summarized descriptively.

The results of this research found that:

1. The overall capacity of educational institution administrators in the digital age under the Bureau of Special Education Administration, Chiang Mai, was rated as high. Proficiency in utilizing and managing information technology for educational and operational purposes was notably high. Similarly, the ability to encourage and facilitate the use of information technology for educational purposes received a high rating. However, the capacity to evaluate the effectiveness of information technology usage was assessed as being at a medium level.
2. Strategies for enhancing the capacity of educational institution administrators in the digital age include the following: formulating policies and training regulations aligning with the Computer Crime Act, designing evaluations for information technology and communication usage in accordance with the context of educational institutions, adopting a PDCA approach for information technology and communication utilization planning, and providing systems and resources for information technology and communication tools, equipment, and networks to facilitate efficient learning environments.
3. The evaluation of strategies for enhancing the capacity of educational institution administrators in the digital age, under the Bureau of Special Education Administration, Chiang Mai, indicated a high level of suitability and feasibility, both rated at 100 percent.