The Relationship between Educational Technology Leadership in School Administrators and Learning Organization: A Case Study of Primary Schools under the Office of the Basic Education Commission, Ratchaburi Primary Educational Service Area Office 1

Abstract

The purposes of this research were to: 1) examine the level of educational technology leadership of school administrators; 2) determine the level of learning organization in schools under the Office of Basic Education Commission, Ratchaburi Primary Educational Service Area 1; and 3) identify the relationship between the educational technology leadership and learning organization. Samples included 440 school administrators and teachers under the Office of Ratchaburi Primary Educational Service Area 1. The stratified random sampling techniques were used to select the samples. The research instrument was a 5 point rating scale questionnaire approved by the experts with a reliability coefficient of .80. The statistics used were percentage, mean, standard deviation and Pearson’s Product Moment Correlation Coefficient. The research findings found: 1) the overall level of educational technology leadership of school administrators under the Office of Ratchaburi Primary Educational Service Area 1 was at a high level, in which the highest aspect was ‘learning and teaching’ followed by ‘community laws and ethics’, ‘productivity and professional practice’, ‘avocation of management and operation’, ‘assessment and evaluation’, and ‘leadership and vision’, respectively; 2) the overall level of the state of being a learning organization was at a high level, in which the highest aspect was ‘thinking model’ followed by ‘systematic thinking’, ‘shared vision’, ‘team learning’, and ‘mastery personnel’, respectively; 3) Statistically significant correlation between educational technology leadership and the state of being a learning organization of schools was at.01 (R= 0.768)