760
M. Saratun and P. Dharmapiya (Piboolsravut)
and the personnel development process. This is partly because the schools in this
research have been SELCs for a long time (eight schools since 2011, two schools
since 2015). Therefore, SEP mindset cultivation may have become part of the school
culture, especially among teachers. And this provided them with some immunity
from negative change, especially when new principals interfered with the cultivation
of the SEP mindset.
II. Critical Success Factors influencing the sustainability of SEP mindset cultivation
Two factors were common to all schools: (1) workshops/camps of SEP teacher leaders
and student leaders by the Sufficiency Education Center, Foundation of Virtuous
Youth; and (2) professional development activities for SEP teacher leaders.
Four factors influenced eight schools: (1) school principal training, (2) new teacher
development, (3) Dissemination knowledge to other teachers, and (4) teacher collaboration.
Three factors influencing five schools were: (1) SEP student leaders, (2) the cooperation of all parties, including the school principal, teachers, students, and the community, and (3) the school principal having the correct understanding from previous
positions with sufficiency-based schools. One interesting case of another success
factor is at SC2, where the sustainability effort came from the Educational District
Authority and the educational superintendent in terms of providing budget and public
recognition.
6 Discussion and Conclusion
First, during the change of school principals, the majority of the interviewed schools
still continued five key processes necessary for sustaining the cultivation of an SEP
mindset. The only key process that was sustained at all schools was the integration
of SEP into the curriculum. This might be because it could be carried out by teachers
without additional budgeting, or support from school principals, since the SEP curriculum was already integrated in the daily work of the teachers. This is in line with
the argument by Datnow and Stringfield (2000) that integrating change structures
into the daily lives of the school community is important for the sustainability of
school change.
In a few schools, key processes negatively affected by the change of the school
principal were school management, SEP student development activities, and network
expansion. School management was affected, especially in the areas of policy and
budgeting. This is similar to the notion offered by Bambara et al. (2009), who suggested that factors negatively affecting the sustainability of change in schools include
the policy and management system regarding time and resources used. Furthermore,
the reduced SEP budget in turn negatively affected SEP student development activities (action/learning station-based), and network expansion (receiving visitors to
SEP learning stations). These require funding to implement or maintain the relevant
M. Saratun and P. Dharmapiya (Piboolsravut)
and the personnel development process. This is partly because the schools in this
research have been SELCs for a long time (eight schools since 2011, two schools
since 2015). Therefore, SEP mindset cultivation may have become part of the school
culture, especially among teachers. And this provided them with some immunity
from negative change, especially when new principals interfered with the cultivation
of the SEP mindset.
II. Critical Success Factors influencing the sustainability of SEP mindset cultivation
Two factors were common to all schools: (1) workshops/camps of SEP teacher leaders
and student leaders by the Sufficiency Education Center, Foundation of Virtuous
Youth; and (2) professional development activities for SEP teacher leaders.
Four factors influenced eight schools: (1) school principal training, (2) new teacher
development, (3) Dissemination knowledge to other teachers, and (4) teacher collaboration.
Three factors influencing five schools were: (1) SEP student leaders, (2) the cooperation of all parties, including the school principal, teachers, students, and the community, and (3) the school principal having the correct understanding from previous
positions with sufficiency-based schools. One interesting case of another success
factor is at SC2, where the sustainability effort came from the Educational District
Authority and the educational superintendent in terms of providing budget and public
recognition.
6 Discussion and Conclusion
First, during the change of school principals, the majority of the interviewed schools
still continued five key processes necessary for sustaining the cultivation of an SEP
mindset. The only key process that was sustained at all schools was the integration
of SEP into the curriculum. This might be because it could be carried out by teachers
without additional budgeting, or support from school principals, since the SEP curriculum was already integrated in the daily work of the teachers. This is in line with
the argument by Datnow and Stringfield (2000) that integrating change structures
into the daily lives of the school community is important for the sustainability of
school change.
In a few schools, key processes negatively affected by the change of the school
principal were school management, SEP student development activities, and network
expansion. School management was affected, especially in the areas of policy and
budgeting. This is similar to the notion offered by Bambara et al. (2009), who suggested that factors negatively affecting the sustainability of change in schools include
the policy and management system regarding time and resources used. Furthermore,
the reduced SEP budget in turn negatively affected SEP student development activities (action/learning station-based), and network expansion (receiving visitors to
SEP learning stations). These require funding to implement or maintain the relevant