The Effects of Program The Relationship between Digital Leadership of School Administrators and Organizational Commitment Under Phichit Primary Educational Service Area Office 2

Abstract

The purposes of this research were: 1) to study the level of digital leadership among school administrators, 2) to study the level of organizational commitment, and 3) to study the relationship between the digital leadership of school administrators and organizational commitment. The sample group consisted of 361 directors and teachers determined by using the table of Krejcie and Morgan, who were selected through a multistage random sampling method. The instrument of this research was a questionnaire on the digital leadership of school administrators, which had a content validity index ranging from 0.67 to 1.00 and a reliability coefficient of 0.89. The second questionnaire measured organizational commitment and had a content validity index ranging from 0.67 to 1.00 and a reliability coefficient of 0.91, respectively. The statistics used in this study were the mean, standard deviation, and Pearson’s product-moment correlation coefficient. The research findings were as follows: 1) The level of digital leadership among school administrators was overall at a high level (x-bar = 4.20, S.D. = 0.64). When considering each aspect, it was found that the highest was digital visionary leadership at a high level (x-bar = 4.28, S.D. = 0.64). The second highest aspect was creating a digital learning culture at a high level (x-bar = 4.20, S.D. = 0.63). The lowest aspect was digital technology knowledge at a high level (x-bar = 4.14, S.D. = 0.64). 2) The level of organizational commitment was overall at a high level (x-bar = 4.32, S.D. = 0.62). When considering each aspect, it was found that the highest was the intention to be a good member at a highest level (x-bar = 4.35, S.D. = 0.60). The secondary aspect was the willingness to sacrifice time at a high level (x-bar = 4.32, S.D. = 0.61). The lowest aspect was persistence at a high level (x-bar = 4.28, S.D. = 0.65). And 3) the relationship between the digital leadership of school administrators and organizational commitment was overall positive at a moderate level (r_xy = 0.63). When considering each aspect, it was found that the highest correlation was creating a digital learning culture at a moderate level (r_xy = 0.59). The secondary correlation was digital technology knowledge at a moderate level (r_xy = 0.57). The lowest correlation was digital visionary leadership and creativity and digital technology innovation at a moderate level (r_xy = 0.51). All aspects were statistically significant at the 0.01 level.