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ข้อมูลการเผยแพร่ผลงาน
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| ชื่อบทความ |
Digital Competencies of School Administrators in Primary Schools: A Qualitative Study |
| วัน/เดือน/ปี ที่ได้ตอบรับ |
14 ธันวาคม 2565 |
| วารสาร |
| ชื่อวารสาร |
NeuroQuantology |
| มาตรฐานของวารสาร |
SCOPUS |
| หน่วยงานเจ้าของวารสาร |
AnKa Publisher |
| ISBN/ISSN |
1303-5150 |
| ปีที่ |
16 |
| ฉบับที่ |
20 |
| เดือน |
December |
| ปี พ.ศ. ที่พิมพ์ |
2565 |
| หน้า |
3749-3757 |
| บทคัดย่อ |
The researchers designed this research aiming to explore the digital competencies of school
administrators in primary schools using in-depth interviews. A total of nine informants consisting of three
educational administrators with more than five years of working experience from the Educational Service
Area Office, three primary school administrators with more than 10 years of working experience, and
three experts in the field of digital competency development were selected using a purposive sampling
technique. This research encompasses two phases. In the first phase, researchers conducted a
documentary review of a total of five documents to identify the components of digital competencies of
school administrators that have been investigated before. The results of the first phase revealed that
there are five components of primary school administrators’ digital competencies, namely digital
leadership, creative problem-solving, digital technology literacy, digital collaboration, and adaptive for
digital transformation. The identified components from the first phase were used to create an interview
protocol comprised of 10 semi-structured interview questions for the second phase. In the second phase,
in-depth interviews were employed to verify the identified components and followed by determining the
related indicators of each component. The final results revealed that a total of 19 indicators were derived
from the five components of digital competencies of primary school administrators as follows: (i) Digital
leadership component consists of four indicators, namely being a role model in digital technology
learning, developing digital skills for personnel, supporting to use of digital technology in operations, and
strategic planning and vision setting; (ii) Creative problem-solving component comprises four indicators,
namely the analysis identifies needs and problems, concept search for solving problems, problem-solving
planning with digital tools, and application and assessment; (iii) Digital technology literacy component
consists of four indicators, namely understanding digital technology, the ability to use digital tools, search
and access to digital technology, and management and operations; (iv) Digital collaboration component
comprises three indicators, namely building a collective agreement through digital technology,
information sharing through digital technology, and collaboration through digital technology; (v) Adaptive
for digital transformation consists of four indicators, namely flexibility and adaptability, creating digital
management innovation, creating digital learning management innovation, and sustainable development
in digital technology. |
| คำสำคัญ |
Digital competencies, primary schools, qualitative study, school administrators. |
| ผู้เขียน |
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| การประเมินบทความ |
มีผู้ประเมินอิสระ |
| สถานภาพการเผยแพร่ |
ตีพิมพ์แล้ว |
| วารสารมีการเผยแพร่ในระดับ |
นานาชาติ |
| citation |
ไม่มี |
| เป็นส่วนหนึ่งของวิทยานิพนธ์ |
เป็น |
| แนบไฟล์ |
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| Citation |
0
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การเผยแพร่ในรูปของบทความวารสารทางวิชาการ
English