Structural Model of Administrators' ICT Competency
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| Title: | Structural Model of Administrators' ICT Competency |
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| Language: | English |
| Authors: | Wilawan Chaisana, Wan Detpichai, Somsak Lila |
| Source: | Higher Education Studies. 2025 15(4):354-366. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Information Technology, Communications, Administrators, Secondary Schools, Department Heads, Competence, Technology Uses in Education, Technological Literacy, Questionnaires, Structural Equation Models |
| Geographic Terms: | Thailand |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This study aimed to develop a structural equation model for ICT competency in administrators affecting school administration and propose implementation guidelines. The research involved two phases: model development and focus group discussions for guideline formulation. The sample included 310 educational administrators and department heads from secondary schools under the Songkhla and Satun Secondary Educational Service Area Office. A questionnaire was used as the primary research instrument. The findings showed the developed structural equation model had an excellent fit with empirical data (Chi-Square=188.4, df=166, p-value=0.11, GFI=-.95, NFI=0.97, TLI=0.99, CFI=0.99, RMSEA=0.02, RMR=0.00). A key finding was the significant positive direct influence of the competency to appropriately use and manage ICT for education and work performance (influence coefficient = 0.66, p < 0.01). Overall, the ability to use, manage, promote, and support ICT legally, ethically, professionally, appropriately, and safely for administrative improvement collectively explained 72% of the variance in educational institution administration. Recommended guidelines for applying the model include organizing workshops, developing ICT strategic plans, creating learning networks, establishing Professional Learning Communities (PLCs) for administrators, and setting ICT competency indicators. These measures are expected to boost administrative efficiency and quality, aligning with current Ministry of Education policies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488573 |
| Database: | ERIC |
| Abstract: | This study aimed to develop a structural equation model for ICT competency in administrators affecting school administration and propose implementation guidelines. The research involved two phases: model development and focus group discussions for guideline formulation. The sample included 310 educational administrators and department heads from secondary schools under the Songkhla and Satun Secondary Educational Service Area Office. A questionnaire was used as the primary research instrument. The findings showed the developed structural equation model had an excellent fit with empirical data (Chi-Square=188.4, df=166, p-value=0.11, GFI=-.95, NFI=0.97, TLI=0.99, CFI=0.99, RMSEA=0.02, RMR=0.00). A key finding was the significant positive direct influence of the competency to appropriately use and manage ICT for education and work performance (influence coefficient = 0.66, p < 0.01). Overall, the ability to use, manage, promote, and support ICT legally, ethically, professionally, appropriately, and safely for administrative improvement collectively explained 72% of the variance in educational institution administration. Recommended guidelines for applying the model include organizing workshops, developing ICT strategic plans, creating learning networks, establishing Professional Learning Communities (PLCs) for administrators, and setting ICT competency indicators. These measures are expected to boost administrative efficiency and quality, aligning with current Ministry of Education policies. |
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| ISSN: | 1925-4741 1925-475X |
