Teaching Factory Implementation and Students’ Entrepreneurial Motivation

Abstract

This study aimed to evaluate the implementation of the Teaching Factory and examine students’ entrepreneurial motivation in vocational education. A mixed-methods approach with a concurrent embedded design was employed using the Context, Input, Process, and Product (CIPP) evaluation model. Qualitative data were collected through interviews, observations, and documentation involving the school principal, Teaching Factory coordinator, teachers, and students, while quantitative data were obtained through an entrepreneurial motivation questionnaire administered to 37 students. The findings showed that the Context component was supported by the school’s vision, mission, and institutional policies. The Input component demonstrated support from teacher competencies, an industry-aligned curriculum, learning facilities, and industry partnerships, although limitations in practical equipment remained. The Process component involved a systematic work cycle comprising planning, production, quality control, marketing, and financial management. In the Product component, students’ entrepreneurial motivation reached 77.45% and was categorized as high. The integration of qualitative and quantitative findings showed that Teaching Factory provided authentic workplace-oriented learning experiences that connected vocational competencies with production and business practices. These findings suggest that Teaching Factory supports the development of students’ entrepreneurial motivation through their direct involvement in authentic work and business-related activities.