THE RELATIONSHIP BETWEEN ACADEMIC LEADERSHIP AND THE EFFECTIVENESS OF SCHOOL ADMINISTRATION IN THE ERA OF DIGITAL DISRUPTION AMONG EDUCATIONAL PERSONNEL UNDER THE JURISDICTION OF A PRIMARY EDUCATIONAL SERVICE AREA OFFICE AT A PLACE

Abstract

This research aimed to: 1) study the level of academic leadership, 2) examine the level of administrative effectiveness in the era of digital disruption, and 3) explore the relationship between academic leadership and administrative effectiveness among educational personnel in a primary educational service area office. The sample consisted of 385 educational personnel. A questionnaire was used as the research tool, and data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient. The results revealed that: 1) The overall academic leadership was at a high level. By aspect, the highest was vision and goal setting, followed by leadership personality, interpersonal relationships based on understanding and trust, and participatory organizational services. 2) Administrative effectiveness in the digital disruption era was also at a high level. The highest aspect was curriculum and instruction, followed by human resources, and community and educational network participation. 3) The relationship between academic leadership and administrative effectiveness showed a positive, moderate correlation, with statistical significance at the 0.01 level. These findings suggest that strong academic leadership is significantly associated with effective administration, particularly in the context of ongoing digital transformation within educational institutions.