Super-leadership of Educational Administrators in the Digital Age
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Abstract
This research aimed to (1) examine the characteristics of transcendent leadership among school administrators in the digital era, and (2) explore the approaches for developing super-leadership of school administrators in the digital era. The sample consisted of 384 teachers from schools under the jurisdiction of the Office of the Basic Education Commission, selected through multi-stage random sampling. In addition, five key informants were purposively selected for in-depth interviews. The research instruments included a five-point Likert scale questionnaire, which demonstrated a high reliability coefficient of 0.987. Data analysis was conducted using descriptive statistics, including mean and standard deviation. Qualitative data obtained through interviews were analyzed using content analysis.
The findings revealed that (1) the overall level of super-leadership among educational administrators in the digital era was high, and (2) the development strategies included: (1) promoting self-leadership among personnel by clearly planning and encouraging participation, (2) setting a positive example and listening respectfully, (3) motivating staff to set personal goals aligned with the organization’s direction, (4) fostering positive thinking and open communication, (5) providing constructive feedback and fair recognition to boost morale, (6) building collaborative teams through participatory management, and (7) creating a supportive environment and shared values to cultivate a culture of self-leadership within the school.
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References
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