How Can Primary Teachers Become Effective Entrepreneurship Educators? Insights from the ALLFA Learning Journey Model

Abstract

Entrepreneurship education is increasingly emphasized in primary schools, yet many teachers are not adequately prepared to effectively cultivate students’ entrepreneurial skills. This study investigated primary teachers’ professional development needs for promoting entrepreneurial characteristics among students and developed a tailored learning journey model to address those needs. A mixed-method approach was employed, including a survey of 467 primary teachers in Bangkok, Thailand, and focus group interviews to gather in-depth insights. Results indicated high overall development needs, especially in designing entrepreneurship-oriented learning activities, integrating technology to enhance learning, and understanding entrepreneurial traits. No significant differences in needs were found across teacher demographics. In response to these findings, a five-stage teacher learning journey model—termed ALLFA (Awaring, Learning, Linking, Facilitating, Assessing)—was formulated to guide educators in effectively fostering entrepreneurship in the classroom. This model provides a structured framework for ongoing, flexible teacher training in entrepreneurship education. Overall, the study contributes to the field of entrepreneurship education and teacher development by identifying key competency gaps and presenting the ALLFA model as an actionable framework, with implications for teacher training policy and future research on student outcomes.