Characteristics of Administrators in the Digital Era and Academic Administration Effectiveness of Educational Personnel, Office of Educational Service Area Administration

Abstract

          This research aimed to: (1) examine the level of characteristics of administrators in the digital era, (2) investigate the effectiveness of academic administration in educational institutions, and (3) explore the relationship between the characteristics of administrators in the digital era and the effectiveness of academic administration. The sample consisted of 385 educational personnel under the Office of Educational Service Area Administration, determined using Krejcie and Morgan’s formula (1970). This study employed a quantitative research design using a survey method. The research instrument was a questionnaire, and the data were analyzed using percentage, mean, standard deviation, and Pearson’s correlation coefficient.

          The findings revealed that: (1) the characteristics of administrators in the digital era were at a high level. The highest mean score was found in digital citizenship, indicating that administrators were able to use technology ethically and responsibly. This was followed by systematic improvement, fostering a learning culture in the digital era, having a vision, and the lowest in professional excellence. (2) The effectiveness of academic administration was also at a high level. The highest mean score was in academic planning, followed by educational supervision, instructional management, and the lowest in school curriculum development. This suggests that academic administration was systematically managed and aligned with school goals. (3) There was a moderate positive correlation with statistical significance at the .01 level between the characteristics of administrators in the digital era and the effectiveness of academic administration. The strongest correlation was found with academic planning, followed by curriculum development, instructional management, and educational supervision. These findings indicate that administrators with characteristics aligned with the digital era can more effectively drive academic administration in educational institutions.