GUIDELINES FOR DEVELOPING DIGITAL COMPETENCIES OF TEACHERS IN SCHOOLS UNDER NONTHABURI PROVINCIAL ADMINISTRATIVE ORGANIZATION

Abstract

The objective of this research were to 1) study the digital competency of teachers in schools under the Nonthaburi Provincial Administrative Organization; 2) compare teachers’ opinions on digital competencies in schools under the Nonthaburi Provincial Administrative Organization, classified by educational level, work experience, and school sizes; and 3) explore guidelines for developing digital competency among teachers in schools under the Nonthaburi Provincial Administrative Organization. The sample from purposive sampling consisted of 5 administrators and from stratified random sampling by school sizes consisted of 296 teachers. The research instruments was a questionnaire and an interview form with a validity (IOC values) between 0.67 to 1.00, and a reliability value of .997 The data were statistically analyzed by using percentage, mean, standard deviation, t-test, One-way ANOVA, LSD and content analysis.
          The results of the research were as follows: 1) the digital competencies of teachers in schools under the Nonthaburi Provincial Administrative Organization was at a high level in overall, and particular aspects; the highest average score was in the area of adaptability to digital changes, followed by digital usage, while the lowest average was in problem-solving using digital tools. 2) the comparison of teachers’ opinions on digital competency in schools under the Nonthaburi Provincial Administrative Organization, classified by educational level, work experience, and school sizes, revealed that teachers with over 26 years of work experience had significantly lower opinions on digital competency development than those with 16 - 25 years, 6 - 15 years, and less than 5 years of experience, with statistical significance at the .01 level and 3) the study on guidelines for developing the digital competency of teachers in schools under the Nonthaburi Provincial Administrative Organization found that the organization should support building knowledge and understanding among teachers by organizing training programs and disseminating information. It should also establish teams of digital technology experts and implement supervision, monitoring, and promotion of digital technology usage.