Digital Leadership Development Model for Science School Administrators in Thailand
The objectives of this research were to (1) examine the current and desirable conditions of digital leadership development of science school administrators in Thailand, and (2) propose a digital leadership development model for science school administrators in Thailand. The population in this research was personnel of 18 science schools in Thailand, in two groups--the administrators and the teachers. The first group--18 executive directors and 18 deputy directors--was purposively selected, and the second group--246 teachers as school human resources—was selected by a multi-stage random sampling. The two instruments used in the study were a self-rating questionnaire and a semi-structured interview guide, covering the current and desirable conditions of digital leadership in science school operations, and suitability and feasibility assessment of the proposed model. The obtained data were analyzed by mean, standard deviation, Priority Need Index (PNI Modified Index), followed by content analysis. The results showed that the whole current condition of digital leadership development was perceived by the respondents at a high level (=3.61, SD=0.60), and the overall desirable condition was rated at a very high level ( 4.66, SD=0.52). The digital leadership development model carried four components, namely, (1) The main components consisted of five dimensions: (i) visionary leadership, (ii) communication strategy, (iii) management system integration, (iv) educational innovation organization, and (v) culture of digital learning. (2) The development methods held five dimensions: (i) digital self-learning, (ii) online self-learning, (iii) online training, (iv) online study and certificate, (v) AI-learning via human resource management system. (3) The development goals contained five dimensions: (i) motivation, (ii) building confidence, (iii) allocation of access time, (iv) leading to change, and (v) virtualization. (4) The characteristics comprised seven dimensions: (i) diversity awareness, (ii) influencing ability, (iii) good governance, (iv) information management, (v) clear targeting, (vi) aim for achievement, and (vii) learning agility respectively.
Keywords: Leadership development model, digital leadership, science school administrators, science school management, Thai science school teachers