Guidelines for English Language Skill Development for Educational Leaders in the Digital Era Under Selected Educational Areas in the Northern of Thailand

Abstract

This qualitative research aimed to: 1) examine the current use of English language skills among educational leaders in the digital age in selected areas of Northern Thailand, 2) explore their needs in using English skills, and 3) propose guidelines for skill development. Participants were 10 school administrators and 13 English teachers selected through purposive sampling. Data were collected through semi-structured interviews that were content-validated by experts, and analyzed using thematic content analysis.The findings revealed that: 1) educational leaders had limited opportunities to use English, mostly for reading documents or information rather than direct communication, while English teachers used the language in broader contexts including teaching and language activities. 2) School administrators primarily needed to improve listening and speaking, while English teachers emphasized speaking skills. 3) The proposed development guidelines highlighted collaboration between schools and regional education offices, with a focus on continuous, systematic, and trackable programs. Practical approaches included workshops, digital tools for practice, professional networks, and active teacher involvement. These guidelines are suitable for administrators at both primary and secondary levels to enhance English communication skills in alignment with the digital education context.