MANAGEMENT COMPETECIES OF SCHOOL ADMINISTRATORS IN THE DIGITAL ERA UNDER CHIANGRAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3
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Abstract
This research aimed to (1) investigate the management competencies of school administrators in the digital era under the Chiang Rai Primary Educational Service Area Office 3 and (2) compare these competencies based on personnel status and school size. The population comprised 142 school administrators and 1,933 teachers, with a sample of 331 participants selected through stratified random sampling. The research instrument was a five-point Likert-scale questionnaire with an Item-Objective Congruence (IOC) index of 1.00 for all items and an overall reliability coefficient of 0.96. Data were analyzed using percentage, mean, standard deviation, t-test, one-way analysis of variance (ANOVA), and Scheffé’s post hoc test.
The findings revealed that (1) the overall digital-era management competencies of school administrators were at the highest level, with digital awareness and understanding, problem-solving, and digital safety and ethics receiving the highest ratings, respectively; and (2) significant differences in management competencies were found based on personnel status and school size at the .05 significance level. Administrators in extra-large schools demonstrated significantly higher competencies than those in medium- and small-sized schools, which was attributed primarily to greater resource availability and more systematic management infrastructure.
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