Schools, Parents, and Community Partnership Enhancing Students’ Learning Achievement

Abstract

This research aimed to investigate the level of schools, parents and community partnership to enhance the students’ learning achievement classified by school size, and to find guidelines where schools, parents and community participate towards students’ learning achievement. A total of 1,109 respondents constituting school administrators, teachers, parents and community under the Office of Khon Kaen Primary Educational Service Area 1 were involved. This study employed explanatory mixed-method research design. The data analyzed utilizing descriptive type of research and statistical tools such as: mean value, standard deviation and content analysis. The result revealed that in overall, schools, parents and community had participated. It’s found that the most participated part was on implementation, and the least participated part was on evaluation. Regarding school size, it revealed that different size of school caused the difference between the administrating partnership statistically significant at 0.01 level, and after making a comparison of student learning’ achievement, it found that the quality was not statistically significant at 0.05 level. To achieve the students’ learning achievement, the school should provide chances for parents and community to share their ideas, create an evaluating and tracking system to indicate the efficiency of administration, to accelerate, to simplify, and to mobilize the educational resources. The school, parents, and community should show honesty, reliability and respect to each other, and learn to be good leaders and followers which will lead to a good team-working. Improve profession standards and ethics, including establishing teachers’ connection.

 

Keywords: parent-community partnership, students’ learning quality, primary school