Abstract

This study examines the development of digital competence among lower secondary school administrators in Dong Hoa Commune, An Giang Province, focusing on awareness, development objectives, and management functions. An online survey conducted from August to October 2026 involved 70 participants, including 10 administrators and 60 teachers. Interviews with the 10 administrators were used to contextualize the survey findings. Data were analyzed using descriptive statistics based on a five-point Likert scale. Awareness of the importance of digital competence development was rated high (M = 3.62), whereas the implementation of development objectives received a moderate rating (M = 3.01). Planning, organizing, directing, and monitoring and evaluation scored 3.01, 2.99, 2.96, and 3.00, respectively. Major limitations involved differentiated objectives, specification of outcome evidence, guided practice, product-based feedback, and continuous assessment. The findings highlight the need to align professional development with management responsibilities, individual development plans, and evidence of workplace application. Given the purposive sample and descriptive design, the study does not support causal conclusions or statistically significant group comparisons.

Keywords: Digital competence, digital competence development, Dong Hoa Commune, lower secondary education, school administrators.