Developing and Validating an EE–SEP Administration Model for Thai Primary Schools

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.