THE GUIDELINES FOR DEVELOPING THE DIGITAL LEADERSHIP OF EDUCATIONAL ADMINISTRATORS IN THE NATIONAL INSTITUTE FOR DEVELOPMENT OF TEACHERS, FACULTY STAFF AND EDUCATIONAL PERSONNEL

Abstract

The objectives of this research were to 1) study the level of guidelines for developing the digital leadership of educational administrators in the national institute for development of teachers, faculty staff and educational personnel, and 2) to propose guidelines for developing the digital leadership of educational administrators in the national institute for development of teachers, faculty staff and educational personnel. The sample consisted of 56 educational administrators, teachers, and educational personnel affiliated with the National Institute for Development of Teachers, Faculty Staff and Educational Personnel. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis based on in-depth interviews with experts in educational administration and school management. The research findings revealed that: The overall level of digital leadership of educational administrators under the National Institute for Development of Teachers, Faculty Staff and Educational Personnel was at a high level across all dimensions. The guidelines for developing the digital leadership of educational administrators comprised five key approaches: (1) Digital Vision, emphasizing a clear, up-to-date vision aligned with educational policies and the context of educational institutions; (2) Technology Management, encompassing planning, resource allocation, infrastructure development, system security, and monitoring and evaluation; (3) Promoting Learning Innovation, focusing on integrated information systems that enable data linkage across units to enhance transparency, accuracy, and effective planning and evaluation; (4) Data – Driven Decision Making, encouraging experimentation with new practices, knowledge sharing, and learning from mistakes to improve student outcomes and enhance personnel performance; and (5) Overseeing Digital Ethics, emphasizing responsibility, security, and respect for personal data and privacy. Ethical use of digital technology contributes to credibility, trust, and the long-term sustainability of educational institutions.