The document summarizes a study on the relationship between secondary schools and local communities in Suphanburi Province, Thailand. It examines the current state of relationships across 6 areas and any problems. It finds the relationships are generally good, except for community support and evaluation. It also finds no significant difference between administrator and teacher views on problems. Finally, it provides suggestions to strengthen relationships, such as improving planning, budgeting, communication, training, and evaluation.

1. ABSTRACT
The Title A Study of the State and Problems of School and
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Community Relationship Administration in
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Secondary Schools under the Jurisdiction of the
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Department of General Education in Suphanburi
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Province
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The Author Mrs. Rattanaporn Sukunee
Program
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Educational Administration
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โล ุรี
Year 2003
Chairman Thesis Advisor Choochat Phuangsomjit, Ph.D.
Thesis Advisor
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Pramote Chanruang, Ph.D.
จน
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The purposes of this research were to study the state and problems of
administration of the relationships between secondary schools under the Jurisdiction of
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the Department of General education in Suphanburi province and the local communities,
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to compare the opinions of school administrators and teachers towards the problems in
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administrating the relationships between schools and communities and to understand
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problems and give some suggestions on how to fortify their relationship.
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The sample group in this study comprised 313 school administrators and
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teachers. The instruments for collecting data were multiple choice and rating scale
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questionnaires. The data were analyzed by using percentage, mean, standard
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deviation, and t-test , using SPSS for Window Version 10.0.
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The results were as follows:
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The state of schools and communities relationships, according to the
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administrators and teachers opinions, made up of 6 areas:
1) Planning to construct the relationship between schools and communities.
Schools staff surveyed working places, learning resources, and key persons in
communities by giving questionnaires to students, parents and community school
boards. Additionally, the staff set up information systems with the school personnel in
charge. Parents representatives and students also took part in the planning.
2) Building and disseminating schools reputation to communities. It was
discovered that the communities acknowledged schools influence on sports more than
other aspects.

2. 3) Giving services to communities. Schools sent out news, academic knowledge,
job promotion and health promotion to parents through students.
4) Taking part in developing communities. Schools were developed to set
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models for communities. School personnel and students participated in developing
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communities.
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5) Getting support from communities. Schools received support from the Basic
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Education Commission in imparting local wisdom to school personnel and students and
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giving scholarship to students. Moreover, the Commission took part in approving school
curriculum.
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6) Evaluating the relationship between schools and communities. Schools
evaluated the satisfaction of communities by observation. The heads of schools and the
information system.
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heads of communities were responsible for this task. The results were kept in the school
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Regarding the problems, it was found that overall they were minimal for the 6
areas, except for getting support from the communities and evaluating the relationship
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between schools and communities , which, even so, were at a fairly low level.
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Comparing the opinions of administrators and teachers toward the problems, it was
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discovered that there was no statistical significance at the level of 0.05 in overall and
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each area.
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Understanding the state and problems, suggestions to strengthen their
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relationship in 6 areas were given; 1) there should be a data collection and a data
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analysis of information as needed by the communities, 2) there should be a systematic
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method of information gathering for reference, 3) there should be a clear planning policy
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with the communities participating in planning, 4) there should be a budget recruitment
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from communities and from outside , 5) there should be a fast and effective method of
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sending message to parents through students, 6) schools should work with involved
organizations to have professionals give job training to communities. Besides, health
officials should come and give knowledge to communities, 7) school administrators
should specify the roles of schools to the communities, and 8) schools should
systematically survey problems and needs of communities. There should be a work
follow up and evaluation and the results kept for future reference. Finally, schools should
notify the communities of that evaluation from time to time.