Relationship between geographical factors and digital skills development among school administrators: A case study of Pathum Thani Province, Thailand

Pimolpun Phetsombat and Nawhath Thanwiset Thanvisitthpon

Evaluation and Program Planning, 2025, vol. 112, issue C

Abstract: This study investigates how geographical factors influence the digital skills of educational administrators in Thailand’s Pathum Thani province. A digital skills assessment framework, comprising three components: competency, knowledge, and experience, was developed and validated using confirmatory factor analysis. Data from 346 educational staff and 219 school teachers across seven districts were analyzed. The findings revealed significant district-level variation in digital skills, influenced by factors such as student population, student density, and budget support. The assessment framework demonstrated strong reliability and validity, with all model fit indices meeting accepted thresholds. This research contributes by providing a validated tool to assess digital proficiency in educational leadership and by identifying key geographical factors that shape digital skills development. It underscores the need for targeted digital training programs and equitable resource allocation to enhance digital proficiency among school administrators. These insights can inform national policies and guide the design of district-level digital literacy initiatives.

Keywords: Digital skills; Educational administrators; Digital competency; Educational leadership; Professional development; Schools (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:112:y:2025:i:c:s0149718925001302

DOI: 10.1016/j.evalprogplan.2025.102663

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