ADMINISTRATION OF DIGITAL CULTURE IN SCHOOL UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

               There were three objectives of the research. The first was to study the current condition, the desirable condition, and the modified priority needs index of the digital culture in schools. The sample group was a total of 389 respondents, accounting for ninety-five school administrators and 291 teachers, selected by Krejcie & Morgan's sample size calculating table, including the stratified random sampling from the school size. The research instrument was the 5-level rating scale questionnaire. The second was to study the guidelines. At this step, there were two steps; the first step on the qualitative data collection from the target group of three school administrators with the in-depth interview, and the second step on the data collection from eight experts, divided into two groups of four academic scholars and four practitioners by the multi-attribute consensus reaching (MACR). The third was to assess the guidelines for the digital culture in schools by eight experts. The qualitative data were analyzed by the descriptive analytics. The research finding revealed that the current condition was at a high level (x̅ = 4.09, S.D. = 0.65), the desirable condition was at the highest level (x̅ = 4.86, S.D. = 0.29), and the top three modified priority needs indices were as follows: the learning value with technology media (PNI_modified = 0.21), the innovation practice (PNI_modified = 0.20), and organizational atmosphere (PNI_modified = 0.19). The other finding disclosed that the guidelines for digital culture in schools consisted of five components; 1) Learning Values with Technology Media. 2) Innovation Practices. 3) Organizational Atmosphere. 4) Digital Vision, and 5) Digital Networks. There were fifteen operational methods, fifteen practices, and fifteen successful indicators. Another finding demonstrated that assessment results of the guidelines consisted of five components, fifteen operational methods, fifteen practices, and fifteen successful indicators. The top three with the descending order of mean scores demonstrated that (1) the administrators had a way to take the technology to help solve problems in the organization with valuable projects, (2) the school had a strategy in line with the digital transformational goal, and (3) the school could operate successfully according to the given vision.