Strengthening School-Family Collaboration Through Positive Psychology: An Empirical Study in Thai Secondary Schools
Bibliographic record
Abstract
This research explores enhancing collaboration between schools and families by integrating positive psychology principles based on the PERMA model to strengthen relationships among teachers, students, and parents. The research has two main objectives 1) to develop and implement a school-family collaborative program based on positive psychology; 2) to explore key success factors within the collaborative process that strengthen relationships among educators, students, and parents. The overall goal is to foster holistic development and academic success through structured, psychologically informed engagement strategies. Using an action research design with four phases planning, action, observation, and reflection. The study was conducted in two secondary schools in Thailand, involving 20 school administrators and teachers, 50 parents, and 50 students from each school. During the action phase, structured interventions were implemented, including (1) open-mindedness workshops to foster growth mindset, (2) heart-to-heart communication sessions to build trust, (3) mindset shift strategies to improve adaptability and problem-solving, (4) parental engagement programs encouraging co-learning and mentoring, and (5) school-community partnerships to extend local support. Data were collected via questionnaires, structured interviews, and observational assessments. Quantitative data were analyzed using descriptive statistics, and qualitative data through thematic analysis. Findings show that applying PERMA principles significantly improved communication, engagement, and shared responsibility between schools and families. Key success factors include active involvement of school leaders, clear policies, shared goals, effective management, and a structured framework with dedicated project teams. The study recommends policies and practices to strengthen collaborative efforts, promoting student well-being and academic success through effective school-family partnerships.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.011 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".