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All Journal Paramita: Historical Studies Journal Journal of Basic Education Research 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)
Em, Sereyrath
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Humanities 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.
Exploring the Relationships Between Perceived Leadership Style, Job Satisfaction, and Academic Service Quality Among Cambodian Public University Staff Menh, Sophea; Kouy, Sokean; Pok, Visalbot; Mok, Sarom; Em, Sereyrath
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.1944

Abstract

Purpose of the Study: This study aims to investigate the current self-perceptions of public university staff in Cambodia regarding transformational leadership components, job satisfaction, and academic service quality. Methodology: This study employs the quantitative research design. A sample of 336 staff from three selected public universities located in Phnom Penh completed the Multifactor Leadership Questionnaire (MLQ) to measure transformational leadership (TRL) dimensions, the Minnesota Satisfaction Questionnaire (MSQ) to measure the level of job satisfaction (JOS), the Service Quality (SERVPERF) to measure academic service quality (ASQ), and a demographic survey. The collected data were analyzed using descriptive and inferential statistics. Main Findings: The study found that public university staff in Cambodia perceived TRL, JOS, and ASQ were at high levels. Ranking from the highest to the lowest mean scores were TRL, JOS, and ASQ, respectively. It was also revealed that there were favorable correlations between TRL dimensions, JOS, and ASQ. This indicates that the TRL dimensions exhibited stronger positive relationships. Every correlation was statistically significant at the 0.01 level. Novelty/Originality of this Study: Through this study, the significance of transformative leadership behavior and its connection to job satisfaction and academic service quality were better understood. The findings of this study offer empirical research on this subject in higher education, which advances the field of leadership studies
Impact of Transformational Leadership on Innovation among Managerial Employees in the Banking Sector in Cambodia Chea, Sopheak; Mok, Sarom; Chey, Sarin; Em, Sereyrath
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 Pheng, Sophea; Mok, Sarom; Pok, Visalboth; Em, Sereyrath
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.
Colonization is Opposed to Freedom: Anti-Dutch Memories and the Didactic Practice of Indonesian History Teachers Purnomo, Arif; Kurniawan, Ganda Febri; Em, Sereyrath; Mulianingsih, Ferani
Paramita: Historical Studies Journal Vol 34, No 1 (2024): The Election and Political History
Publisher : History Department, Semarang State University and Historian Society of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v34i1.47560

Abstract

This research examines the complexity of anti-Dutch memory in Indonesia by focusing on the idea that colonization is opposed to freedom. This research was carried out using qualitative methods. Data was collected using interview techniques, observation, and document study. The collected data was analyzed using a thematic analysis approach. An in-depth analytical exploration reveals how Dutch colonialism practices limited freedom. The concept of freedom in the context of colonialism includes restrictions on human rights, detrimental economic systems, and oppression of local culture. Anti-Dutch memory records persistent resistance through rebellion and war as a manifestation of freedom. The idea of independence was reflected in the Proclamation of Indonesian Independence in 1945, and liberator figures such as Soekarno became symbols of the struggle against colonialism. Anti-Dutch memory plays a central role in forming Indonesian national identity, constructing collective memory as a cultural heritage passed down through generations. This analysis enriches historical and social understanding, shows the complexity of teaching history, and emphasizes the importance of a contextual approach. This analytical exploration guides reflection on general statements and provides a basis for a deeper understanding of how essential freedom was in the struggle against colonialism. This article contributes to the Indonesian history education research literature. It opens space for further discussion about the impact of anti-Dutch memory on national identity and actual freedom in Indonesia.Penelitian ini mengkaji kompleksitas memori anti-Belanda di Indonesia dengan berfokus pada gagasan bahwa penjajahan bertentangan dengan kebebasan. Penelitian ini dilakukan dengan menggunakan metode kualitatif. Data dikumpulkan dengan menggunakan teknik wawancara, observasi, dan studi dokumen. Data yang terkumpul dianalisis dengan menggunakan pendekatan analisis tematik. Eksplorasi analitis mendalam mengungkap bagaimana kolonialisme Belanda mempraktikkan kebebasan yang terbatas. Konsep kebebasan dalam konteks kolonialisme mencakup pembatasan hak asasi manusia, merugikan sistem ekonomi, dan penindasan terhadap budaya lokal. Memori anti-Belanda mencatat perlawanan yang gigih melalui pemberontakan dan perang sebagai wujud kebebasan. Ide kemerdekaan tercermin dalam Proklamasi Kemerdekaan Indonesia tahun 1945, dan tokoh pembebas seperti Soekarno menjadi simbol perjuangan melawan kolonialisme. Memori anti-Belanda berperan sentral dalam pembentukan jati diri bangsa Indonesia, mengkonstruksi memori kolektif sebagai warisan budaya yang diwariskan secara turun-temurun. Analisis ini memperkaya pemahaman sejarah dan sosial, menunjukkan kompleksitas pengajaran sejarah, dan menekankan pentingnya pendekatan kontekstual. Eksplorasi analitis ini memandu refleksi atas pernyataan-pernyataan umum dan memberikan dasar untuk pemahaman yang lebih mendalam tentang betapa pentingnya kebebasan dalam perjuangan melawan kolonialisme. Artikel ini berkontribusi pada literatur penelitian pendidikan sejarah Indonesia. Hal ini membuka ruang untuk diskusi lebih lanjut mengenai dampak memori anti-Belanda terhadap identitas nasional dan kebebasan aktual di Indonesia.
Impact of High School Directors’ Digital Leadership Practices on Teachers’ Self-Efficacy: A Case Study in Phnom Penh, Cambodia Kim, Seila; Mok, Sarom; Lim, Sothea; Em, Sereyrath
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 Arif Purnomo Chau, Linn Chea, Sopheak Chey, Sarin Chhourn, Bunhoeun Chin, Pisith DY, Putheara Ferani Mulianingsih Ganda Febri Kurniawan Heng, Sereyrathana Hill, Sothea Khan, Somphors Kim, Seila Kouy, Sokean Lim, Sothea Loch, Ratana Menh, Sophea Mok, Sarom Nou, Hanrith Nut, Vatheana Pagilagan, Alberto Pen, Dina Pheng, Sophea Phon, Sokwin Pok, Visalbot Pok, Visalboth ROS, Ravuth Sam, Rany Seng, Sacha Serey, Mardy