Sustainability of Sufficiency-Based Schools
763
are Subject Matter Experts in driving SEP in educational institutions in order to
be a team of trainers and experts.
8 Managerial Implications
The managerial implications of this study of the sustainability of SELCs are:
1. SELCs and Best-practice sufficiency-based schools should do a forecasting analysis of retirements and personnel resignations, in order to have sufficient preparation for the development of new SEP teacher leaders.
2. SELCs and Best-practice sufficiency-based schools should organize a teacher
development system in order for teachers to be able to apply the SEP in their
daily lives. This will enable them to see results and have faith and effort to
maintain the sustainability of the SEP mindset in their school amidst various
changes that may happen.
3. SELCs should provide all teachers in the school with knowledge in order for
each teacher to write a SEP-integrated lesson plan (at least one plan per teacher).
Encouragement is needed for all teachers to link their curriculum plans to SEP
learning stations/SEP student development activities.
4. SEP teacher leaders should try to practice SEP in their own lives and teaching,
and see changing results in students. This is in order be able to gain credibility
so they can confidently teach and coach other teachers in the school.
5. Sustainability resulting from the strong development of personnel within the
school is truly sustainable. Based on our research, the origin of the development
came from the Sufficiency School Center, Foundation of Virtuous Youth, which
has continuously conducted principal/SEP teacher leader/student leaders training
every year. But in order to increase self-reliance and true sustainability, networks
of schools should have the ability to provide these programs for themselves, and
be less dependent on the foundation.
References
Avery GC (2005) Leadership for sustainable futures: achieving success in a competitive world.
Edward Elgar, Cheltenham, UK, p 288p
Bambara LM, Nonnemacher S, Kern L (2009) Sustaining school-based individualized positive
behavior support: perceived barriers and enablers. J Positive Behav Interv 11(3):161–176
Benitez JL, Garcia-Berben A, Fernandez-Cabezas M (2009) The impact of a course on bullying
within the pre-service teacher training curriculum. Electron J Res Educ Psychol 7(1):191–208
Bezzina C (2006) What works? The road to improvement in a Maltese catholic school. Int Stud
Educ Adm 34(3):77–88
Brownell MT, Adams A, Sindelar P, Waldron N, Vanhover S (2006) Learning from collaboration:
the role of teacher qualities. Except Child 72(2):169–185
763
are Subject Matter Experts in driving SEP in educational institutions in order to
be a team of trainers and experts.
8 Managerial Implications
The managerial implications of this study of the sustainability of SELCs are:
1. SELCs and Best-practice sufficiency-based schools should do a forecasting analysis of retirements and personnel resignations, in order to have sufficient preparation for the development of new SEP teacher leaders.
2. SELCs and Best-practice sufficiency-based schools should organize a teacher
development system in order for teachers to be able to apply the SEP in their
daily lives. This will enable them to see results and have faith and effort to
maintain the sustainability of the SEP mindset in their school amidst various
changes that may happen.
3. SELCs should provide all teachers in the school with knowledge in order for
each teacher to write a SEP-integrated lesson plan (at least one plan per teacher).
Encouragement is needed for all teachers to link their curriculum plans to SEP
learning stations/SEP student development activities.
4. SEP teacher leaders should try to practice SEP in their own lives and teaching,
and see changing results in students. This is in order be able to gain credibility
so they can confidently teach and coach other teachers in the school.
5. Sustainability resulting from the strong development of personnel within the
school is truly sustainable. Based on our research, the origin of the development
came from the Sufficiency School Center, Foundation of Virtuous Youth, which
has continuously conducted principal/SEP teacher leader/student leaders training
every year. But in order to increase self-reliance and true sustainability, networks
of schools should have the ability to provide these programs for themselves, and
be less dependent on the foundation.
References
Avery GC (2005) Leadership for sustainable futures: achieving success in a competitive world.
Edward Elgar, Cheltenham, UK, p 288p
Bambara LM, Nonnemacher S, Kern L (2009) Sustaining school-based individualized positive
behavior support: perceived barriers and enablers. J Positive Behav Interv 11(3):161–176
Benitez JL, Garcia-Berben A, Fernandez-Cabezas M (2009) The impact of a course on bullying
within the pre-service teacher training curriculum. Electron J Res Educ Psychol 7(1):191–208
Bezzina C (2006) What works? The road to improvement in a Maltese catholic school. Int Stud
Educ Adm 34(3):77–88
Brownell MT, Adams A, Sindelar P, Waldron N, Vanhover S (2006) Learning from collaboration:
the role of teacher qualities. Except Child 72(2):169–185