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All Journal Journal of General Education and Humanities Journal of Social Knowledge Education (JSKE)
Sereyrath Em
The University of Cambodia, Phnom Penh, Cambodia
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The influence of academic leadership styles on school culture within secondary resource schools in Cambodia Sreytouch Chamraeun; Sarom Mok; Mengheang Hor; Ramy Chhun; 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.v5i2.887

Abstract

In Cambodia, Secondary Resource Schools (SRSs) serve a unique purpose that extends beyond academic success to encompass the fostering of character development and spiritual growth. Understanding academic leadership practices is especially important due to the dual focus on academic and spiritual outcomes, as these leaders create the conditions for both cognitive and spiritual development. Given its importance, the fundamental purpose of this study was to explore how academic leadership styles (instructional and servant) influence the internal culture of the SRSs in Cambodia. To collect survey data from 150 teachers at SRSs in Cambodia, this study used a quantitative approach. The Principal Instructional Management Rating Scale (PIMRS), the Servant Leadership Questionnaire (SLQ), and the School Culture Survey (SCS) are well-known tools for assessing servant leadership, instructional leadership, and school culture. Their validation in earlier research ensures the applicability of these instruments to the goals of this study. The study's results demonstrate that instructional and servant leadership have a significant influence on school culture in SRSs in Cambodia. While instructional leadership had a stronger influence on academic and professional growth, servant leadership had a statistically significant influence on aspects of community and collaboration. Each of the two leadership styles had a more noticeable impact on distinct facets of school culture. The study’s conclusions point to several tactical methods for implementing effective leadership practices in SRSs in Cambodia. Based on these findings, conclusions and recommendations for future research are provided.
Exploring Cambodian Teachers' Views on Transformational Leadership of School Directors Sereyrath Em; Sarom Mok; Rany Sam
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 1 (2025): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i1.1364

Abstract

Purpose of the Study: To explore Cambodian teachers’ perceptions of their school directors’ transformational leadership and analyze variations based on gender, age, educational background, and provincial location. Methodology: The study employed ANOVA for statistical analysis, using surveys with 20 statements to assess five aspects of transformational leadership. Data collection involved 639 participants across four provinces. Main Findings: No gender differences were observed. Significant differences existed by age, education, and province. Younger teachers (20–30 years) showed more positive attitudes and educational attainment influenced leadership perception. Novelty/Originality of this Study: This study highlights how age, education, and location shape teachers’ views on directors’ transformational leadership, emphasizing the need for adaptive leadership approaches to address diverse teacher expectations in Cambodia​ , where this type of study has not been done so far.
Impact of High School Directors’ Digital Leadership Practices on Teachers’ Self-Efficacy: A Case Study in Phnom Penh, Cambodia Seila Kim; Sarom Mok; Sothea Lim; Sereyrath Em
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 4 (2025): November
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i4.2127

Abstract

Purpose of the Study: This study aims to investigate the impact of high school directors’ digital leadership practices on teachers’ self-efficacy in Phnom Penh, Cambodia. Methodology: This study employed a quantitative survey design, utilizing an online questionnaire. The sample included 300 teachers from 30 high schools in Phnom Penh City. Data analysis was conducted with SPSS version 30, employing both descriptive and inferential statistical methods to answer the research questions. Main Findings: Findings show that both high school directors’ digital leadership practices and teachers’ self-efficacy, overall and by dimensions, were at high levels. A weak but significant positive correlation was found between digital leadership practices and teachers’ self-efficacy. The results also suggest that strengthening digital leadership can indirectly enhance teaching standards by boosting teachers’ self-efficacy. Novelty/Originality of this Study: This study contributes new knowledge by empirically linking digital leadership practices of school directors with teachers’ self-efficacy in Cambodia’s secondary education sector. It advances existing research by highlighting the contextual role of digital leadership in improving teacher capacity, offering practical insights for policymakers and school leaders to develop targeted leadership and training programs.
Co-Authors Mengheang Hor Ramy Chhun Rany Sam Sarom Mok Sarom Mok Sarom Mok Seila Kim Sothea Lim Sreytouch Chamraeun