Guidelines for Enhancing Educational Collaboration in Secondary Schools Under the Secondary Educational Service Area Office Chiang Rai

Abstract

This study aimed to examine the level of educational collaboration and to propose guidelines for strengthening collaboration among secondary schools under the Secondary Educational Service Area Office Chiang Rai. A descriptive research design was employed. The sample consisted of 320 participants, including school administrators and teachers, selected through stratified random sampling based on school size. Data were collected using a five-point Likert-scale questionnaire covering five dimensions of collaboration: communication, interdependence, problem-solving, evaluation, and action plan development. The data were analyzed using both descriptive and inferential statistics, including mean, standard deviation, t-test, and one-way analysis of variance.
The findings revealed that the overall level of educational collaboration was high across all dimensions. Communication had the highest mean score, followed by action plan development, interdependence, problem-solving, and evaluation, respectively. When compared by professional status, no statistically significant differences were found between administrators and teachers. However, when classified by school size, differences were observed in certain aspects, with larger schools demonstrating higher levels of collaboration than smaller ones.
The study suggests that strengthening educational collaboration should emphasize the development of clear and inclusive communication systems, the establishment of jointly developed action plans with shared goals, and the promotion of resource and knowledge sharing. In addition, systematic mechanisms for collaborative problem-solving, along with continuous monitoring and evaluation, should be reinforced. These measures are expected to enhance the effectiveness of collaboration among schools and contribute to sustainable educational development at the local level.