Digital Knowledge Leadership of School Administrators under the Office of the Vocational Education Commission, Nakhon Phanom Province

Abstract

The purposes of this research were to: (1) examine the current and desired states of digital knowledge leadership skills of educational institution administrators and (2) assess the needs for digital knowledge leadership skills of these administrators. The sample group consisted of 160 participants including educational institution administrators, teachers, and support staff. The sample size was determined using Krejcie and Morgan table and selected through stratified random sampling. Two questionnaires were employed for data collection: 1) a questionnaire on the current state of digital knowledge leadership of the educational administrators, with a content validity index ranging from .80 to 1.00, the discrimination power of .65 to .88, and overall reliability of .98; and 2) a questionnaire on the desired state of digital knowledge leadership, with a content validity index ranging from .60 to 1.00, the discrimination power of .63 to .95, and overall reliability of .98. The data were analyzed using percentages, mean, standard deviation, and priority needs index (PNI) modification.

The research findings revealed that: 1) the current state of digital knowledge leadership among the educational administrators was overall rated at a high level while the desired state was overall rated at the highest level. 2) The essential needs of school administrators in the digital era, both overall and by specific aspects, ranked from the highest to the lowest, are as follows: vision, digital technology competency, learning organization, teamwork and collaboration, and creative thinking and innovation, respectively.