The objectives of the study were: (1) To study the social changes that took place in the society of Thailand. (2) To study the educational reforms of secondary schools in Thailand. (3) To study the factors effecting educational reforms of secondary schools in Thailand.

The hypothesis of the study were: (1) The social change has taken place in the society of Thailand. (2) The educational reforms in different aspects i.e. the knowledge and understanding of educational reforms, the perception of educational reforms, the implementation of educational reforms and opinion of teachers about educational reforms are in the medium level. (3) There is no significant difference between the mean scores of level of educational reforms of the schools belonging to different groups of types of schools. (4) There is no significant difference between the mean scores of level of educational reforms of the schools belonging to different groups of size of schools. (5) There is no significant difference between the mean scores of level of educational reforms of the schools belonging to different groups of area of schools. (6) There is no significant difference between the mean scores of level of educational reforms of the schools belonging to different groups of leadership of leaders. (7) There is no significant difference between the mean scores of level of educational reforms of the schools belonging to different groups of participation of teachers. (8) There is no significant difference between the mean scores of level of educational reforms of the schools belonging to different groups of collaboration of societies.

Tools used for data collection were constructed by the investigator. These were: the Questionnaire to enquire about the social change (test-retest reliability =0.96), Questionnaire to enquire about school’s information (test-rtest reliability =0.98), the Questionnaire to measure the knowledge and understanding (test-retest reliability =0.92), the scale to measure about the educational reform (co-efficient of correlation =0.93), the scale to measure the leadership of leaders on educational reforms (co-efficient of correlation =0.98), the scale to measure the participation of the teaches on educational reforms (co-efficient of correlation= -0.91) and the scale to measure the collaboration of the society on educational reforms (co-efficient of correlation =0.85).

Random sampling was used and it comprised of 800 teachers from Thailand.

Techniques of data analysis were mean, SD, t-test, Analysis of variance (ANOVA), standardized range statistic test (q) and percentage.

The findings of the study were: (1) The majority of the respondents in different kinds of occupations agreed with the change in Thai society. There were different types of changes – change in family, in administration, in education, in economy, in religions in recreation and change in culture. (2) The knowledge and understanding of secondary school teachers regarding the educational reforms was in medium level. Further, The knowledge and understanding of secondary school teachers regarding the educational reforms belong to different variables i.e. types of schools, size of schools, area of schools, level of leadership of leaders, level of participation of teachers and level of collaboration of societies were also in medium level. (3) The perception of secondary school teachers regarding educational reforms was a high level. It was further seen that the teachers belonging to different variables were also in high level. (4) The implementation of educational reforms was in medium level. While the implementation of educational reforms in building the environment was in high level. The implementation of educational reforms (building and environment, personal development, curriculum and instruction, system of educational administration) of secondary schools belonging to size of schools were in medium and high level. The implementation of educational reforms (building and environment, personal development, curriculum and instruction, system of educational administration) of secondary schools belonging to different groups of level leadership of leaders were in medium and high level. The implementation of educational reforms (building and environment, personal development, curriculum and instruction, system of educational administration) of secondary schools belonging to different groups of level of participation of teachers were in medium and high level. The implementation of educational reforms (building and environment, personal development, curriculum and instruction, system of educational administration) of secondary schools belonging to different groups of level of collaboration of societies were in medium and high level. (5) The opinion of secondary school teachers regarding the educational reforms was in high level. It was further seen that the opinion of teachers belonging to different variables were also in high level. (6) There was no significant difference between mean scores of knowledge and understanding regarding educational reforms or secondary school teachers belonging to different groups of type of schools, size of schools, area of school, level of leadership of leader, and level of participation of teacher. Where as teachers belonging to groups level of collaboration of society were significantly differ. (7) There was no significant difference between mean scores of knowledge and understanding regarding educational reforms or secondary school teachers belonging to different groups perception of type of schools and size of school where as teachers belonging to groups of area of school, levels of leadership of leaders, level of participation of teacher and level of collaboration of societies were significantly differ. (8) There were no significant difference between mean scores of knowledge and understanding regarding educational reforms or secondary school teachers belonging to different groups implementation of type of schools, where as there was significant difference between mean scores of implementation reforms of secondary schools teachers belonging to remaining groups. (9) There was no significant difference between mean scores of knowledge and understanding regarding educational reforms or secondary school teachers belonging to different groups opinion of type of schools. Whereas remaining groups showed significant difference on mean scores of opinions.