The Collaborative Management Model for Constructive Conflict Reduction in Primary Schools under the Office of Basic Education Commission in Northern Thailand DOI:

Abstract

The purposes of this research were to (1) study the components, the guidelines, the conditions, the problems and analyze the components of the collaborative management model for constructive conflict reduction in primary schools under the Office of Basic Education Commission in northern Thailand, (2) create the collaborative management model for constructive conflict reduction in primary schools under the Office of Basic Education Commission in northern Thailand, and  (3) evaluate the collaborative management model for constructive conflict reduction in primary schools under the Office of Basic Education Commission in northern Thailand. This research was mixed methods research. The samples consisted of 381 school administrators and teachers. The samples were obtained by Krejcie &Morgan Tables with multi-stages sampling. The research instruments were1) structured interview 2) a questionnaire 3) notes. Data collection was done questionnaire, workshop, connoisseurship and public hearing. The data were analyzed using mean, standard deviation, shewness (SW), kurtosis (KS), kurtosis (KS), correlation coefficient (r), Kaiser-Meyer-Olkin (KMO) test, and confirmatory factor analysis (CFA).

          The results were shown with the purpose as follows : the first purpose, there were 7 components of 1) awareness of necessity, 2) management, 3) role, 4) coordination and network, 5) relationship maintenance, 6) situational analysis for conflict reduction, 7) evaluation. 2) the second purpose, after the expert workshop, 5 components were corrected and rearrange as follows: 1) awareness of necessary collaborative management, the methodology of constructive conflict reduction, 3) role-based management, 4) sacking and relationship maintenance of network, 5) evaluation. In general, the conditions and the problems were at the high levels. The components were consistent with empirical data at the good level. The correction and the appropriateness were at the highest levels. The model consisted of 1) principles, 2) objectives, 3) input, 4) process, 5) output, 6) outcomes, 7) Impacts, 8) conditional success and the third purpose, the possibility and the utility of the model were at the highest levels.