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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Srawung: Journal of Social Sciences and Humanities SUJANA: Education and Learning Review
Por Vutha
BELTEI International University
Arts Humanities Education Social Sciences Other

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Exploring Digital Leadership Effectiveness: A Mixed Methods Comparative Study of Cambodian Secondary Schools Por Vutha
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.941

Abstract

This mixed methods study examined digital leadership effectiveness among secondary school principals in Phnom Penh, Kampong Cham, and Kandal provinces, Cambodia. Using an explanatory sequential design, quantitative data were collected from 385 participants including principals, vice principals, teachers, students, parents, educational administrators, policymakers, and private sector representatives through structured questionnaires employing five-point Likert scales. Qualitative data comprised semi-structured interviews exploring digital leadership practices across New Generation Schools and private secondary schools. Results revealed predominantly positive perceptions of digital leadership (M = 3.90, SD = 1.15), with highest consensus on digital collaboration and communication (M = 4.58, SD = 0.49). Reliability analysis demonstrated exceptional internal consistency for knowledge (α = 0.918), skills (α = 0.984), and attitudes (α = 1.000) constructs. However, substantial disparities emerged across school types. New Generation Schools and private institutions demonstrated advanced digital integration through systematic use of Learning Management Systems, Google Classroom, and digital communication platforms, whilst traditional public schools relied predominantly on paper-based administration due to infrastructure deficits and limited professional development access. Hypothesis testing confirmed that leadership dimensions positively influenced principals' knowledge, skills, and attitudes, which subsequently affected teacher performance and student achievement. Teacher readiness, student competence, and school culture moderated these relationships. Findings indicate that 42.1 per cent of principals lacked digital technology training, representing a critical professional development gap. The study concludes that bridging Cambodia's digital divide requires comprehensive interventions addressing infrastructure investment, mandatory digital leadership competencies in preparation programmes, sustained professional development, and supportive policy frameworks to ensure equitable educational quality across all secondary schools.
Student-Centered Approach in Primary Mathematics: Teachers' Perceptions and Practices in Rural Cambodia Pei Miao; Por Vutha
Srawung: Journal of Social Sciences and Humanities Vol. 5 Issue 2 (2026)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v5i2.981

Abstract

The successful implementation of student-centered pedagogy in primary mathematics education is fundamentally contingent upon teachers' perceptions and instructional practices, particularly within developing country contexts undergoing curriculum reform. This study examined the perceptions and classroom practices of primary mathematics teachers regarding the adoption of the Student-Centered Approach (SCA) in rural and remote public primary schools in Siem Reap Province, Cambodia. Employing a qualitative case study design guided by phenomenological principles, data were collected through semi-structured individual interviews and non-participant classroom observations with four purposively selected female primary mathematics teachers representing both experienced and newly qualified practitioners across rural and remote school settings. Thematic content analysis was applied to identify patterns across interview transcripts and observational field notes. The findings indicate that all participants demonstrated a broadly consistent conceptual understanding of SCA principles; however, a notable gap was observed between their stated perceptions and enacted classroom practices. Experienced teachers implemented SCA more effectively and consistently than their newly qualified counterparts, a disparity attributed primarily to differences in professional development access, teaching experience, and individual motivation rather than geographic location or formal educational background. Systemic barriers including classroom overcrowding, insufficient instructional materials, and inequitable distribution of in-service training opportunities were identified as significant constraints on effective SCA adoption. The study concludes that sustainable pedagogical reform in resource-limited primary school contexts requires coordinated investment in teacher professional development equity alongside structural improvements in school-level resources and institutional support.
Co-Authors Pei Miao