Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Rany SAM
National University of Battambang, Battambang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformational Leadership Style in Higher Education: Scoping Literature Review Da BOU; Rany SAM; Sinoeurn KHEUY
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.313

Abstract

Transformational leadership in higher education plays a crucial role in shaping institutional culture and driving positive change by inspiring faculty and students to achieve shared goals and embrace continuous improvement. The scoping review investigates the application and impact of transformational leadership in higher education institutions. By employing a systematic methodology, the study synthesizes literature published between 2019 and 2024, utilizing databases such as Google Scholar, ResearchGate, Europe PMC, ScienceDirect, CORE, and Scopus. The findings reveal that transformational leadership positively influences vital organizational outcomes, including job satisfaction, employee performance, and innovation within higher education institutions. However, challenges such as shared governance and academic autonomy hinder its implementation. This review highlights the fragmented literature and identifies essential themes, gaps, and future research directions, emphasizing the urgent need for a more comprehensive understanding of transformational leadership tailored to the unique dynamics of higher education. Future studies should explore adaptive strategies for implementing transformational leadership in diverse HEI contexts and investigate its long-term effects on institutional change and performance, highlighting the importance of continued research in this field.
Examining the influence of social factors on Cambodian high school teachers’ self-efficacy and job performance Sereyrath Em; Sarom Mok; Rany Sam
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.601

Abstract

The current study aims to examine the influence of social factors on the self-efficacy and job performance of Cambodian high school teachers, with a particular emphasis on the differences between gender and age groups. To achieve this, a quantitative descriptive method and a causal-comparative analysis were used with data obtained from 639 high school teachers working in four provinces in Cambodia. Specifically, four important social aspects were investigated: the impact of colleagues, education policy, the income of teachers, and the socio-economic background of teachers. The findings indicate that all social determinants have a considerable impact on the self-efficacy and performance of teachers, with salary making the most important contribution. However, there were no statistically significant differences in teachers' perceptions across gender and age groups. This means that all the teachers need additional payments as a priority. Consequently, these findings bring to light the general significance of social effects on teachers' performance and emphasize the necessity of making systemic adjustments in teacher compensation, policy implementation, and support mechanisms. In brief, theoretical and practical implications for educational development in Cambodia are offered, contributing to the expanding body of literature on teachers’ living standards. Finally, future studies should employ a mixed-methods approach better to understand the same or different regions in the country.
Co-Authors Da BOU Sarom Mok Sereyrath Em Sinoeurn KHEUY