ABSTRACT
In order to prepare the future teachers with a good quality both in skills and character, they were trained in many activities inside and outside the class where they can practice on their social skills. This study investigates deeper into the social competence of in-service teachers in their communication and collaboration skills as well as identifying factors supporting or impeding their involvement at inside and outside the school communities. This study uses a qualitative research method. The research subjects are five in-service teachers, three principals, and 60 students. The data were collected through interviews, FGD, questionnaires, and field notes. The results show that the in-service teachers are opened to suggestions, willing to collaborate and communicate with the school community, but their contributions outside the school communities are still limited. Teaching load and time management skills are the main issues impeding their contributions outside the school communities.
