Sereyrath Em
The University of Cambodia, Phnom Penh

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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.
Teachers’ self-regulated learning instructional practices: Differences in perception among TVET students in Cambodia Chamnan Sok; Sarom Mok; Somony Som; Mengheang Hor; Sereyrath Em
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.866

Abstract

A rising number of Cambodian students at all levels are attempting to improve their English language proficiency as a result of the growing demand for English language instruction. Self-Regulated Learning (SRL) techniques are crucial for student progress, yet their effective teaching in classrooms is frequently absent. This study used a unique methodology that concentrated on TVET students’ perception of their teachers’ encouragement of SRL techniques. In order to promote SRL during regular classroom instruction, ten TVET center teachers completed a professional learning program and sent in a video clip of their lessons. Thirty students participated in semi-structured stimulated recall interviews with these videos as stimuli. Students were instructed to use “What, When, Why, and How?” to explain how their teachers taught SRL strategies. It looked at relationships between teachers’ behaviors, methods of promotion, and choice of strategy type and situations in which students gave a clear explanation of the goal and potential for transfer of SRL strategies. The findings show that students were most aware of SRL instruction when it included the strategy’s name, a clear application procedure, teacher explanations of how and why the strategy enhances learning, and prompts to encourage students to give examples of transfer. These findings are presented in relation to how educators may effectively encourage SRL in the classroom.