Guidelines For Developing Transformational Leadership In The Digital Age For Educational Administrators In Expanded Opportunity Schools, Mueang Mae Hong Son District, Under The Mae Hong Son Primary Educational Service Area Office 1

Abstract

This study aimed to investigate the current conditions, desired conditions, and the Modified Priority Needs Index (PNImodified), as well as to propose guidelines for developing digital-age transformational leadership among school administrators in opportunity expansion schools in Mueang District, Mae Hong Son Province, under the Office of Mae Hong Son Primary Educational Service Area 1. The sample consisted of 149 participants, including school administrators, heads of academic affairs, and teachers responsible for technology, while nine experts were selected for in-depth interviews. A mixed methods research design was employed. The instruments used included a component synthesis form, questionnaires, and interview protocols. Quantitative data were analyzed using frequency, percentage, standard deviation, and the PNImodified, whereas qualitative data were analyzed through content analysis and descriptive narration.             The findings revealed that the current leadership conditions were rated at a high level, while the desired conditions were at the highest level. The ranking of priority needs from highest to lowest was: Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration. Guidelines for leadership development, based on the highest-priority needs in each domain, included: (1) Idealized Influence – school administrators should exemplify strong moral leadership as role models;  (2) Inspirational Motivation – they should instill meaning and challenge in work; (3) Intellectual Stimulation – they should foster creativity and innovative thinking; and (4) Individualized Consideration – they should provide personalized support and attention to subordinates.