AN EVALUATION OF THE SUFFICIENCY ECONOMY PROJECT OF SCHOOLS IN THE PHAWOR- DANMAELAMAO SCHOOL GROUP UNDER THE TAK PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The objectives of this independent study were to evaluate the Sufficiency Economy Project by assessing Input, Process, and Output, based on the System Approach Model and to identify guidelines for developing the Sufficiency Economy Project of schools in the Phawor-Danmaelamao School Group under the Tak Primary Educational Service Area Office 2. The sample consisted of 274 administrators, teachers, students, parents, and school board members, determined by the Krejcie and Morgan table and selected through multi-stage random sampling. The key informants included 17 experts. The research instruments were questionnaires and interview forms. The statistics used for data analysis were frequency (f), percentage (%), mean (\bar{x}), standard deviation (S.D.), and content analysis.

          The research findings revealed that: (1) The overall evaluation of the Sufficiency Economy Project was at a high level of appropriateness and passed the evaluation criteria. When considering each dimension, the dimension with the highest mean was Output ( =4.31, S.D.=0.48), followed by Process ( =4.18, S.D.=0.54) and Input ( =4.12, S.D.=0.48), respectively. (2) Regarding the guidelines for developing the Sufficiency Economy Project, according to the experts' opinions, the guidelines were as follows: 1) For Input, personnel capacity should be developed through experiential learning, with an emphasis on efficient resource utilization. Indicators that reflect outcomes in alignment with the Philosophy of Sufficiency Economy should be clearly established, alongside the promotion of resource mobilization to ensure sustainability. 2) For Process, the role of administrators as coaches should be enhanced to support systematic operations, with concise communication and monitoring mechanisms. Lesson learned synthesis should be conducted to facilitate the development of best practices and continuous improvement. 3) For Output, understanding and application of the Sufficiency Economy principles should be strengthened among all stakeholders through participatory processes and knowledge sharing, together with the cultivation of an organizational culture that fosters role modeling and sustainable implementation in both school and community contexts.