ADMINISTRATIVE MODELS FOR ENHANCING RELATIONSHIPS BETWEEN PRIMARY SCHOOLS AND COMMUNITIES: A CASE STUDY OF THE CHANTHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This academic article aims to examine the models and approaches of school administration for enhancing community relations in primary schools under the supervision of the Chanthaburi Primary Educational Service Area Office. The study considers the roles of school administrators, administrative processes, participation of school personnel, and the effectiveness of school–community relationship development. The content focuses on analyzing administrative processes that emphasize community participation across planning, implementation, evaluation, and continuous development stages. The article highlights the importance of two-way communication between schools and communities, as well as the engagement of community leaders, parents, local organizations, and other stakeholders in co-thinking, co-creating, and co-developing educational initiatives.

Findings reveal that effective administrative models consist of three core components 1) continuous two-way communication between the school and the community, 2) participatory planning at all levels, which fosters a sense of ownership and ensures the sustainability of projects, and 3) partnership linkage through collaborative network structures. Three prominent administrative models were identified: 1) Policy Co-creation Model – involving joint policy formulation with local administrative organizations, 2) vertical Network Model – focusing on strategic coordination with central or affiliated agencies, and 3) local Stakeholder Participation Model – opening space for local partners to actively engage in educational development. These models are aligned with the cultural context and social structures of Chanthaburi province. Thus, administration aimed at fostering school–community relationships must go beyond basic coordination. It requires goal-oriented planning, a clear vision, and sustained participatory mechanisms to truly position the school as a center for learning and community quality-of-life development.