Abstract:
The purposes of this research were: 1) to construct ICT leadership indicators for staff in basic education institutions, and 2) to test the validity of the linear-structured model of ICT leadership indicators for staff in basic education institutions with explicit information. The samples were 960 educational personnel in one-district one-lab school project at southeastern, derived from 160 institutions, selected by using multi-stage random sampling technique. The research instrument was a 5-rating scale ICT leadership indicators questionnaire. The statistics used for analyzing the collected data were descriptive statistics by using frequency, percentage, standard deviation, and Pearson product-moment coefficient correlation. The first and second confirmatory factor analysis components were used by advanced statistical software packages.
The findings of this study provided ICT leadership indicators which focus on six main important components. These six components are leadership and vision, learning- teaching, modeling organizationship and professional expertise, concept and technology provision process, assessment and evaluation, and social, Legal and ethics Issues. Those components are the crucial elements of ICT leadership indicators for staff in basic education institutions. The ranking elements from the highest to the lowest percentage were learning and teaching (0.95), assessment and evaluation (0.94), productivity and professional practice (0.94), support management and operation (0.92), leadership and vision (0.88), and social, legal and ethical issues (0.86), respectively. The main six components must be practiced via 48 variables which were the ICT leadership indictors. These indicators consist of 9 leadership and vision indicators, 9 learning teaching indicators, 7 modeling productivity and professional practice indictors, 8 support management and operation indicators, 8 assessment and evaluation indicators, and 7 social, social, legal and ethical issues indicators.
The findings from the validity test of the linear-structured model of ICT leadership indicators for staff in basic education institutions by using Chi-square value, concordance-measured index, and revised concordance-measured index were found that the model was validated with explicit data statistically significant different. Also, the convergent validity test indicated that the indicators was able to measure the validity of latent variables. The discriminant validity then found that each of latent variable indicator be able to specific measure separately and did not mix with other gauges.
