THE RELATIONSHIP BETWEEN DIGITAL LEADERSHIP OF SCHOOL ADMINISTRATORS AND DIGITAL COMPETENCY OF TEACHERS IN MUANG NON 2 NETWORK UNDER NONTHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

          This research aimed to: 1) examine the level of digital leadership among school administrators; 2) investigate the level of digital competency among teachers; and 3) analyze the relationship between the digital leadership of school administrators and the digital competency of teachers within the Muang Non 2 school network under the Nonthaburi Primary Educational Service Area Office 1. This quantitative research focused on four dimensions of digital leadership: digital vision development, driving the organization through digital technology, creating a digital culture, and digital communication. Additionally, it examined five dimensions of teachers’ digital competency: digital utilization, digital literacy, digital problem-solving, digital communication and interaction, and digital assessment and evaluation. The population consisted of 473 teachers from 11 schools during the 2025 academic year, with a sample size of 212 participants determined using Krejcie and Morgan’s sample size determination table and selected through proportionate stratified random sampling. The research instrument was a questionnaire with a reliability coefficient of 0.96. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as Pearson’s product-moment correlation coefficient. The findings revealed that the digital leadership of school administrators was at a high level (𝑥̅ = 4.39, S.D. = 0.39), while the digital competency of teachers was at the highest level (𝑥̅ = 4.50, S.D. = 0.48). Furthermore, a high positive correlation was found between the digital leadership of school administrators and teachers' digital competency, which was statistically significant at the .01 level (r = .753, p < .01). This indicates that administrators with strong digital leadership can effectively promote and support the development of teachers’ digital competency, leading to improved quality of teaching and learning in the digital age. The knowledge gained from this study highlights the significant role of digital leadership in fostering teachers' digital development, serving as a guideline for enhancing school administration and elevating educational quality in the digital era.