Developing and Validating an EE–SEP Administration Model for Thai Primary Schools
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Issued Date
2025-09-01
Resource Type
eISSN
22277102
Scopus ID
2-s2.0-105017425016
Journal Title
Education Sciences
Volume
15
Issue
9
Rights Holder(s)
SCOPUS
Bibliographic Citation
Education Sciences Vol.15 No.9 (2025)
Suggested Citation
Srichana P., Buaraphan K. Developing and Validating an EE–SEP Administration Model for Thai Primary Schools. Education Sciences Vol.15 No.9 (2025). doi:10.3390/educsci15091178 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/112457
Title
Developing and Validating an EE–SEP Administration Model for Thai Primary Schools
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Abstract
This study aimed to (a) develop a primary school administration model that integrates Entrepreneurship Education (EE) with the Sufficiency Economy Philosophy (SEP), and (b) evaluate its effects on teachers’ EE–SEP instructional competencies. Seven in-service teachers and 31 students participated. Quantitative analyses (means, standard deviations, paired t-tests and ANOVA) and qualitative analyses (thematic analysis) were conducted. Five experts rated the model very highly (M = 4.51, SD = 0.70). Using an explanatory sequential mixed-methods design, teachers completed an EE–SEP conceptual test, submitted lesson plans, and were observed in class. After implementation, teachers’ EE–SEP understanding improved significantly (t = 8.401, p < 0.01). Their lesson plan quality and EE–SEP instructional management competency both increased significantly from the beginning to mid- and end of semester (p < 0.05). Moreover, students’ EE–SEP comprehension increased significantly following instruction (t = 20.380, p < 0.001). These results support the model’s validity and its effectiveness in enhancing EE–SEP pedagogy in Thai primary schools.