Abstract

• This research aimed to study collaborative school culture and student achievement in Basic Education High Schools, Thanphyuzayet Township, Mon State. The sample of the present study was composed of 230 teachers from eight different high schools from Thanphyuzayet Township, Mon State. For the data collection, the only instrument, collaborative school culture questionnaire was used. Quantitative and qualitative research method was used in this study. Collaborative school culture at Basic Education High Schools in this study was moderately strong according to the mean scores responses on the questionnaire items (mean=3.17, SD=.24). According to the results of Oneway ANOVA, there were significant differences among schools in all six dimensions (F=3.44, p<.01, F=3.75, p<.01, F=8.81, p<.001, F=7.40, p<.001, F=8.22, p<.001, F=3.03, p<.01). According to the results of the Independent Samples t Test, there were significant differences in all six dimensions in terms of student achievement (t=-2.40, p<.05, t=-3.82, p<.001, t=-3.27, p<.01, t=-3.95, p<.001, t=-2.86, p<.01, t=-3.77, p<.001). Pearson product-moment correlation coefficient indicated that collaborative school culture was correlated with student academic achievement at (r=.309, p<.01).