THE ROLE OF EDUCATIONAL INSTITUTIONS IN SUSTAINABLE COMMUNITY DEVELOPMENT: EVIDENCE FROM THE ROI KAEN SARASIN PROVINCIAL CLUSTER

Abstract

This study examined whether schools genuinely contribute to community development across the Roi Kaen Sarasin cluster in northeastern Thailand. Data were collected from 345 school administrators across four provinces using stratified proportional sampling and a structured questionnaire with high reliability (Cronbach’s α = 0.927). The findings confirm that schools play a significant role in community development, although the degree of influence varies considerably among provinces. Multiple regression analysis produced a correlation coefficient of R = 0.964 and a coefficient of determination of R² = 0.884, indicating that the model explains approximately 88% of the observed variance. Among the provinces studied, Kalasin demonstrated the strongest influence on community development (β = 0.210), followed by Khon Kaen (β = 0.184), Mahasarakham (β = 0.163), and Roi Et (β = 0.159).
Importantly, the findings reveal not only differences in provincial rankings but also substantial disparities in the magnitude of institutional influence. The gap between the highest- and lowestperforming provinces was more than twofold, suggesting that these differences are not merely statistical variations but instead reflect meaningful distinctions in institutional practices and community engagement. Specifically, the results indicate that schools with stronger community responsiveness, broader collaborative networks, and a sustained commitment to the practical implementation of sustainability initiatives tend to exert a greater developmental impact. Although predictive equations were developed in this study, the broader implication is that institutional influence does not occur automatically; rather, it must be intentionally cultivated through continuous engagement, collaborative partnerships, and sustainable educational practices.