The Effective Teachers’ Collaborative Working Model

Surintorn Wangkahad*
Ph.D. Student, Roi-Et Rajabhat University, Thailand.
Yuvatida Yapanya &Vichitt Kommontakhun **
Advisor Commitees, Roi-Et Rajabhat University, Thailand.

Abstract
An emerging trend in education research is the use of social-behavior-organizational theory and methodology to understand how teacher collaboration or an effective teachers’ collaborative working model can constrain teaching, learning and   educational change. The article provides critical key factors to success teachers’collaboration on missing from multi-methodologies use. The literature is more explicit and  holistic attention to diagnostic factors and  intervention of importance by using documentary analysis, the two groups, non-experimental comparison design, factors analysis and model verification done by connoisseurship. Building on exemplary findings of the study revealed that the majority of the pattern of integration social-behavior-organizational theory among teachers may significantly enhance our understanding of the ways in which effective teachers collaboration takes place and contributes to the 21stcentury learning, collaborative practice, relationship and professional learning community, The emphasized of effective teachers’ collaborative working model are all working to the same goal or outcome for an individual or project, communication skills,and problem solving development.

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