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All Journal Journal of English and Education LLT Journal: A Journal on Language and Language Teaching Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Journal of Social Knowledge Education (JSKE) Indonesian Journal of Education Research (IJoER) International Journal of Management and Business Intelligence (IJMBI)
Sam, Rany
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Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Examining the influence of social factors on Cambodian high school teachers’ self-efficacy and job performance Em, Sereyrath; Mok, Sarom; Sam, Rany
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.
Contextual Factors Shaping First-Year Students’ Academic Adjustment: Evidence from Education Institutions in Battambang, Cambodia Lan, Bunrosy; Sam, Rany; Keo, Vireak; Rouet, Wen
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 3 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i3.1861

Abstract

Purpose of the study: This study investigates the multifaceted factors influencing first-year students' academic adjustment in higher education institutions in Battambang, Cambodia. Specifically, it examines the factors integrating perspectives from educational psychology and sociocultural theory. Methodology: A quantitative research design was employed using a structured questionnaire administered to 350 freshmen from two institutions during the 2023–2024 academic year. Data were analyzed using SPSS version 25 through descriptive statistics, exploratory factor analysis, hypothesis testing, independent sample t-tests, and ANOVA. Main findings: The results show that ICF, SCF, MEF, and AAF significantly predict academic adjustment, explaining for 47.9% of the variance (R² = 0.479, p < .000), while INF showed no significant effect. The findings highlight the importance of both institutional and socio-emotional dimensions in shaping students’ adaptation to academic life. Novelty/Originality of this study: This study adopts an interdisciplinary approach, drawing on educational, psychological, and sociocultural frameworks to provide a more holistic understanding of student adjustment. Its findings can inform socially institutional practices that enhance first-year student support, teaching quality, and cultural responsiveness. Encouraging active student engagement and peer support mechanisms can further contribute to improved academic transition and retention in the Cambodian higher education context
Co-Authors Chhoeurm, Vicheka Chin, Pisith Em, Sereyrath Hill, Sothea Hoeun , Soukea Hour, Ry Keo, Vireak Khan, Somphors Lan, Bunrosy Makara, Sreyleak Mok, Sarom Pagilagan, Alberto Phon, Sokwin Ra, Reatrey Roeut, Wen Rouet, Wen Serey, Mardy Soeurn, Chenda Sok , Sreyneang Sok, Khorn Soy, Seth Tieng, Morin Touch , Sreynuth Vam, Piseth Vong, Chandarey Yoeng, Hak