The purpose of this study was to investigate the digital leadership of school administrators that affected quality of students. The participants consisted of 327 administrators and teachers from schools under Sakon Nakhon Primary Educational Service Area Office 1, who were selected using multistage sampling.in the academic year 2024. The instrument was a 5-level rating scale questionnaire, which the part digital leadership indicated validity index ranged between 0.80–1.00, discrimination power index ranged between 0.40–0.91 and reliability index was at 0.96, whereas the part of student quality indicated validity index ranged between 0.80–1.00, discrimination power index ranged between 0.51–0.83 and reliability index was at 0.96. Statistics used in data analysis included frequency, percentage, mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis. The findings were shown as follows. 1. The digital leadership of school administrators comprised four components, namely 1) digital communication, 2) digital vision, 3) digital literacy, and 4) digital culture creation, which showed the overall propriety at the highest level. The student quality also comprised four components, namely 1) students well-being and aesthetic appreciation, 2) students morality, ethics, and desirable values, 3) students self-directed learning skills, and 4) students essential knowledge and skills according to the curriculum., which the overall propriety was also at the highest level. 2. The overall digital leadership of school administrators was at the highest level. 3. The overall quality of students was also at the highest level. 4. The digital leadership of school administrators and the quality of students showed positive correlation with statistical significance at .01. 5. Three variables of digital leadership in digital culture creation (X3) and digital vision (X1) predicted student quality with statistical significance at .01, while digital communication (X4) predicted student quality with statistical significance at .05. These three predictor variables collectively accounted for 51.50% of the variance in student quality, with a standard error of prediction of 0.309. The raw score prediction equation was: Y = 1.359 + .393(X3) + .164(X1) + .147(X4) The standardized score prediction equation was: Zy = .436(Z3) + .201(Z1) + .142(Z4) 6. The guidelines for developing digital leadership of school administrators the affected student quality focused on one key aspect, which was digital culture creation, included 25 proposed development strategies. The overall propriety and feasibility of these strategies were rated at the highest level.
