In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, two steps were respectively followed by the researcher. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as “teacher communication”, “personal characteristics”, “professional development” and “supporting students in different ways”. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.

The objectives of this research were to: 1) Study the suitability of the indicators to be included in the model, 2) Test the consistency of the model developed from the theories and research studies’ empirical data, 3) Evaluate reliability value of the main components, the sub-components and other related indicators. The population used in the research were the teachers in the schools under the local administrative organization of Thailand. The multistage random sampling was used for the selection of 660 samples from a total population of 30,359 teachers across the country. The following results were observed: 1) All of the 52 indicators used in the research were appropriate according to the specified criteria, 2) The theoretical model was found to have been consistent with the empirical data. All of the statistical figures including; Relative Chi-Square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index: NFI, were found to have met with the specified criteria in both the first and the second confirmation factor analyzes, and 3) The primary element’s factor loading was between 0.73 to 1.48, which is higher than the criteria of 0.70, the sub-element’s factor loading was between 0.67 to 1.72 and the indicators weight was between 0.68 to 1.37, which is higher than the criteria of 0.30. These results indicate that the theoretical model developed in this research can be effectively used with construct validity for the development of the targeted samples in a research study.

Increasing the number of entrepreneurs is not just a school task, it requires joint work between educational institutions and the community. Using structural equation modeling, this research aims to investigate the role of community in promoting entrepreneurial careers for students, by adding achievement motivation, entrepreneurial attitudes, and entrepreneurial intentions as predictor variables. The population of this research was high school students in urban areas, and the sample was taken based on convenience sampling, with a total of 300 students participating. Data were analyzed using EFA, CFA, and structural model evaluation using SPSS 24.0 and AMOS 24.0. The research results show that all hypotheses are accepted, meaning that community support influences students' entrepreneurial career choices, as do other predictor variables. This study can provide guidance for developing educational strategies and policies that support the development of young entrepreneurs in the future, through predictor variables.