Situations for the Development of Teachers’ Digital Skills in Schools in Ubon Ratchathani Provincial Administrative Organization

Abstract

The objective of this research is to 1) study situations for the development of teachers’ digital skills in schools, 2) compare situations for the development of teachers’ digital skills in schools based on the perspectives of school administrators and teachers, classified by position, educational levels, and work experience, and 3) study on the guidelines of the development of teachers’ digital skills in schools in Ubon Ratchathani Provincial Administrative Organization. The sample used in this research was school administrators and teachers consisted of 214 participants. The target group for interviews consisted of 4 school administrators selected by purposive sampling. The research instruments were the questionnaires with a reliability coefficient of .97 and the structured interviews. The statistical analysis used included frequency, percentage, mean, standard deviation, t-test, and F-test. When significant differences were found, Scheffe's method was used for further testing, and content analysis. Research results were as follows, situations for the development of teachers’ digital skills in schools founded that the overall and each aspect was at high level. Then comparison of the development of teachers’ digital skills in schools based on the perspectives of school administrators and teachers and categorized by position, educational levels, and work experience, revealed that there were no significant differences in overall. For the guidelines for the development of teachers’ digital skills in schools were teachers should be developed knowledge, skills, a positive attitude toward digital technology, and participate in training on the use of digital devices and encouraging the integration of technology into the teaching and learning process and using digital technology safely.