The Administration of Community Relations Affairs of Ban Pangkhon School, Huaichomphu Sub-district, Mueang District, Chiang Rai Province under Chiang Rai Primary Educational Service Area Office 1

Abstract

The objectives of this study were: 1) to examine the circumstance of community relations affairs of Ban Pangkhon School under Chiang Rai Primary Educational Service Area Office 1; 2) to investigate factors affecting the community relations affairs of Ban Pangkhon School; 3) to develop the guidelines developing the community relations affairs of Ban Pangkhon School. The research design employed mixed-method covering quantitative and qualitative approach. The research instruments were questionnaire and focus-group discussion. The population was 33 participants recruited by purposive sampling that included school principal, teachers, parents representatives, and basic education board of committee. The findings showed that: 1. The circumstance of community relations affairs of Ban Pangkhon School revealed that: 1) Community service, in overall, was found operated at the highest level. 2) Service reception from community, in overall, was found operated at the highest level. 3) Community’s relationship with other agencies, in overall, was found operated at the highest level. 4) Setting-up groups, clubs, association, funds, foundation in school, in overall, was found at the highest level. 5) Basic education board of committee, in overall, was found operated at the highest level. 6) School public relations affairs, in overall, was found operated at the highest level. 2. The factors affecting the administration of community public relations of Ban Pangkhon School involved 12 factors. The 4 M’ s factors were reported. Man: Shortage of teachers. Money: Difficulties in payment system. Material: Constraints in communication technology. Management: Discontinuous management. The external factors were problems in the relationship and participation between school and community. The student factors were that majority of students were ethnic people and having problems with communication and critical thinking abilities. The parents factors were that parents ignored importance of education. Socio-economic factors were that agencies involved with education did not pay attention to participate in education administration and coordination with school and community.