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All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Sarom Mok
The Ministry of Education, Youth and Sport, Phnom Penh
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Impact of Transformational Leadership on Innovation among Managerial Employees in the Banking Sector in Cambodia Sopheak Chea; Sarom Mok; Sarin Chey; Sereyrath Em
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.696

Abstract

Transformational leadership is recognized as a critical factor influencing creativity. This strategy should be executed to create an environment, procedure, and framework that fosters innovation in the banking sector. The current study aims to examine how transformational leadership (TL) influences product and process innovation within ACLEDA Bank Plc. in Cambodia. A total of 262 branch managers from ACLEDA Bank Plc. participated in this study, representing all branches of the bank across Cambodia. A quantitative design was employed in this study. Inspired by the Multi-Factor Leadership Questionnaire (MLQ), the first author of this study created and distributed a Transformational Leadership (TL) questionnaire. To minimize errors and ambiguity, the questionnaire forms were translated into Khmer and back-translated into English by experts, and the instruments were examined to confirm their validity by the field experts, too. The Khmer versions of the questionnaires were deployed in the field for testing, yielding a reliability coefficient of 0.93. The correlation between transformational leadership and innovation was examined using quantitative and explanatory analysis. This study employed structural equation modeling (SEM) using AMOS 20 software. The collected data were analyzed using descriptive and inferential statistics via computer software methods. The findings indicated that transformational leadership is crucial in fostering innovation within ACLEDA Bank Plc. The primary finding reached was that Intellectual Stimulation exerts minimal influence on the originality of products and processes. Individualized Consideration emerged as the foremost predictor of both aspects, succeeded by Idealized Influence and Inspirational Motivation, respectively. The study indicated that a transformational leadership style improves the overall performance of ACLEDA Bank Plc. by encouraging employee participation in creative processes and products. These findings enhance our comprehension of the mechanisms through which TL fosters creativity. Furthermore, they emphasize the benefits of generating more innovative findings and achievements.
Teaching Metacognitive Reading Strategies: Evidence from Cambodian EFL High School Students Sophea Pheng; Sarom Mok; Visalboth Pok; Sereyrath Em
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.700

Abstract

It is widely considered that students of English as a Foreign Language get a significant advantage by employing metacognitive tactics. Research that has been conducted in the past has led to a greater knowledge of metacognitive reading methods in the English as a Foreign Language environment. Nevertheless, only a small number of studies have found statistically significant effects on students' reading abilities. As a result, this study anticipated an opportunity to clarify this topic by focusing on the proficiency of high school students in Cambodia who are learning English as a foreign language. The purpose of this study is to investigate the effects of metacognitive strategy instruction on students’ knowledge of these strategies and on their reading performance on standardised tests. The study was attended by 55 English as a Foreign Language high school students enrolled in a public school in Phnom Penh, Cambodia. The students participated for a total of eight weeks. The instruments used for the research were the SORS, the English proficiency reading test, and the lesson plans. In comparison to before the instruction, the students in the Cambodian EFL high school employed the PRS the most after the SORS instruction, followed by the GRS and then the SRS. Additionally, it demonstrated significant gains in both approach awareness (p < 0.01) and International English Language Testing System reading scores (M = 6.65 to 8.13, p < 0.01). The usefulness of specific strategy training in improving the reading performance of students studying English as a foreign language is underscored by these findings. In addition, these results will guide educational methods in Cambodia in the future.
Co-Authors Sarin Chey Sereyrath Em Sophea Pheng Sopheak Chea Visalboth Pok