NEEDS OF DIGITAL INTELLIGENCE SKILLS FOR TEACHERS UNDER PHITSANULOK PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The purpose of this research was to study the needs assessment of teachers' digital intelligence skills in Phitsanulok Primary Educational Service Area Office 3. The samples were 33 school administrators and 277 teachers from Phitsanulok Primary Educational Service Area Office 3 in the academic year 2024, totaling 310 participants. Determine the sample size by using Krejcie and Morgan's table. The sample was selected using stratified random sampling proportional to the number of school administrators and teachers. The research instrument was a dual-response questionnaire divided into 5 aspects with 21 items, having an Index of Item-Objective Congruence (IOC) between 0.67-1.0, item discrimination between 0.59-0.88, and reliability of 0.987. Data were analyzed mean, standard deviation, and needs prioritization using modified Priority Needs Index (PNI_modified).

The research findings revealed that the overall needs assessment of teachers' digital intelligence skills had a PNI_modified of 0.48, indicating urgent needs for improvement. When considering individual aspects in order of priority, they were: teachers' digital literacy skills (PNI_modified=0.54), teachers' appropriate digital technology usage skills (PNI_modified=0.53), teachers' digital communication skills (PNI_modified=0.49), digital security management skills (PNI_modified=0.46), and teachers' positive identity maintenance skills (PNI_modified=0.37), respectively. All five aspects were considered urgent needs.