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This is a Quantitative Study study (also classified as: Mixed-Methods).

September 12, 2025Open Access

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

PSPatamawadee SrichanaBandung Institute of Technology KBKhajornsak BuaraphanMahidol University

Key Points

Teachers' EE–SEP understanding improved significantly following the model's implementation, indicating effective training.
Quantitative and qualitative analyses revealed significant increases in teachers' lesson plan quality and competencies.
Five experts rated the administration model highly valid, with an average score of 4.51 out of 5.
Students' EE–SEP comprehension also increased significantly post-instruction, demonstrating the model's effectiveness.

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.

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