Abstract

This research aims to develop and validate the coherence of the structural model of school administration factors influencing the effectiveness of information systems through intelligent technology of schools under local administrative organizations. This research used the mixed-methods approach, incorporating both quantitative and qualitative data. Regarding the quantitative research, in-depth interviews were performed with nine experts in order to analyze and develop a draft structural model. Subsequently, this model was used to formulate a questionnaire for qualitative research. The sample group consisted of 640 municipal school teachers who were under the local administrative organizations throughout the country. Data were gathered via distributing questionnaires through postal mail, which included a QR code for responders to access the questionnaire in Google Forms format. The gathered data were analyzed utilizing statistics, including frequency, percentage, mean, standard deviation, Pearson’s correlation coefficient, and structural equation modelling. The research findings revealed as follows: 1) The development of a structural equation model of school administration factors, consisting of four components: (1) School Administrators’ Leadership, (2) Teachers and Personnel Development, (3) School Management, and (4) Information Technology. In addition, the components of information systems effectiveness through intelligent technology, comprising five components: (1) Information Quality, (2) System Quality, (3) Service Quality, (4) User Intention, and (5) User Satisfaction. 2) The structural equation model of school administration factors affecting the effectiveness of information systems through intelligent technology was aligned with the empirical data, whereby the model fit statistics were as follows: Chi-Square was 120.56, with degrees of freedom (df) was 101; P-Value was 0.08976, which was greater than 0.05, indicating that it had a close fit; Relative Chi-Square (χ²/df) was 1.19; RMSEA was 0.017; GFI was 0.98; AGFI was 0.96. The external latent variable in terms of school administrators’ leadership influenced the internal latent variables, which included the effectiveness of the information systems through intelligent technology, teachers and personnel development, school management, and information technology. The variables within the model were able to explain the variance of each internal latent variable, accounting for 61.00%, 60.60%, 84.60%, and 83.00%, respectively.

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