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Structural Model of Administrators' ICT Competency

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Title: Structural Model of Administrators' ICT Competency
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Structural Model of Administrators&#39; ICT Competency
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Wilawan+Chaisana%22&quot;&gt;Wilawan Chaisana&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Wan+Detpichai%22&quot;&gt;Wan Detpichai&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Somsak+Lila%22&quot;&gt;Somsak Lila&lt;/searchLink&gt;
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  Data: 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
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  Data: 13
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– Name: Abstract
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  Data: 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 &lt; 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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  Data: EJ1488573
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1488573
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 354
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Communications
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Department Heads
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Structural Equation Models
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Structural Model of Administrators' ICT Competency
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            NameFull: Wilawan Chaisana
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            NameFull: Wan Detpichai
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            NameFull: Somsak Lila
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              Y: 2025
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