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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

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

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

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

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

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.

Technostress Creators, Technostress Inhibitors, and Transformational Leadership among Academic Administrators: Evidence from Preah Sihamoniraja Buddhist University, Cambodia Mok, Sarom; Khath, Bora; Lim, Sothea; Em, Sereyrath; Khim, Darath; Morn, Sokha; Um, Saravuth
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2851

Purpose of the study: This study aimed to examine whether and to what extent Technostress Creators (TSC) and Technostress Inhibitors (TSI) predict the level of Transformational Leadership (TRL) among academic administrators at the Preah Sihamoniraja Buddhist University (PSBU) in Cambodia. Methodology: The study used a quantitative predictive correlational design with 123 PSBU academic administrators (e.g., rectors, deans, and department heads) selected through total population sampling. Data were collected using two instruments: the Technostress Creators and Inhibitors scale (TSC/TSI) and the Multiple-Factor Leadership Questionnaire (MLQ 5X) for transformational leadership. The instruments were back-translated and validated for clarity and reliability. Data were analyzed using descriptive and inferential statistics with computer-based methods. Main Findings: The findings revealed that techno-insecurity (T-INS) was the only statistically significant predictor, negatively associated with TRL. Other TSC and TSI variables were not statistically significant predictors. Overall, regression models for TSC and TSI did not significantly explain variation in TRL levels. Novelty/Originality of this study: This study is significant at the theoretical and practical levels. Theoretically, this study broadens the understanding of technostress and transformational leadership style. Practically, this study can be used to examine how academic administrators in higher education perceive technostress and its effects.

Validating the Teacher Collective Efficacy Scale in the Cambodian Context: Exploratory and Confirmatory Factor Analyses Khan, Somphors; Mok, Sarom; Sam, Rany; Em, Sereyrath
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i2.1479

Purpose of the Study: This study is part of a bigger quantitative research design aiming to extract the initial teacher collective efficacy and convergent validity. Methodology: This study collected data from 619 teachers in secondary resource schools. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were employed using SPSS and Mplus software to assess validity and reliability. Main Findings: EFA identified two factors with eigenvalues of 5.13 and 1.54, accounting for 55.58% of the variation in teacher collective efficacy. The EFA results showed a single-dimensional factor representing teacher collective efficacy. CFA confirmed that all nine indicators had strong, statistically significant loadings (p < 0.001) ranging from 0.65 to 0.78. Fit indices (CFI = 0.97, TLI = 0.96, SRMR = 0.028, RMSEA = 0.057) indicated a very good model fit, supporting the construct validity of the scale. Novelty/Originality of This Study: This study advances knowledge by validating the measurement of teacher collective efficacy through rigorous statistical analysis. It provides empirical evidence supporting the reliability and validity of the scale, contributing to a better understanding of collective efficacy in secondary resource schools.

Transformational Leadership in Education: A Review of Concepts, Roles, Challenges, Practices and their Effects Serey, Mardy; Phon, Sokwin; Hill, Sothea; Sam, Rany; Em, Sereyrath; Pagilagan, Alberto
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 3 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i3.1493

Purpose of the study: This research aims to review the literature on leadership in comparison to transformational leader practices in education and explore the roles, challenges, and its effects. Methodology: This study presents a comprehensive literature review on transformational leadership in education, examining existing knowledge through a wide array of sources, including books, scholarly articles, reports, and credible online sources. Rather than relying on quantitative data and statistical analysis, this research emphasizes an in-depth exploration of the underlying principles and practical applications of transformational leadership in educational contexts. Main Findings: The findings from this study provide policymakers, educators, scholars, and academics with valuable insights into transformational leadership as a powerful driver of organizational change in education. Transformational leaders, through a clear vision for the future, enable staff to elevate organizational performance by moving from low to high achievement levels. By articulating and fostering a shared purpose, transformational leaders empower their teams to implement strategies that directly improve school outcomes. Transformational leadership in education stands as a powerful tool for driving positive change. By inspiring a shared vision, stimulating intellectual growth, building strong relationships, modeling ethical behavior, and empowering individuals, transformational leaders can create a sustainable and impactful legacy in schools. Novelty/Originality of this study: Unlike the other review, this provides uniquely synthesic comparision of transformation leadership style in Western and ASEAN case studies in education with the integration of transformational leadership practices and adaptation with the context of Industry 4.0.

Technostress Creators, Technostress Inhibitors, and Transformational Leadership among Academic Administrators: Evidence from Preah Sihamoniraja Buddhist University, Cambodia Mok, Sarom; Khath, Bora; Lim, Sothea; Em, Sereyrath; Khim, Darath; Morn, Sokha; Um, Saravuth
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2851

Purpose of the study: This study aimed to examine whether and to what extent Technostress Creators (TSC) and Technostress Inhibitors (TSI) predict the level of Transformational Leadership (TRL) among academic administrators at the Preah Sihamoniraja Buddhist University (PSBU) in Cambodia. Methodology: The study used a quantitative predictive correlational design with 123 PSBU academic administrators (e.g., rectors, deans, and department heads) selected through total population sampling. Data were collected using two instruments: the Technostress Creators and Inhibitors scale (TSC/TSI) and the Multiple-Factor Leadership Questionnaire (MLQ 5X) for transformational leadership. The instruments were back-translated and validated for clarity and reliability. Data were analyzed using descriptive and inferential statistics with computer-based methods. Main Findings: The findings revealed that techno-insecurity (T-INS) was the only statistically significant predictor, negatively associated with TRL. Other TSC and TSI variables were not statistically significant predictors. Overall, regression models for TSC and TSI did not significantly explain variation in TRL levels. Novelty/Originality of this study: This study is significant at the theoretical and practical levels. Theoretically, this study broadens the understanding of technostress and transformational leadership style. Practically, this study can be used to examine how academic administrators in higher education perceive technostress and its effects.

Exploring Cambodian Teachers' Views on Transformational Leadership of School Directors Em, Sereyrath; Mok, Sarom; Sam, Rany
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

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.

The Relationship Between Students’ Attitudes Towards Cooperative Learning Strategies and Their Academic Achievement Nou, Hanrith; Mok, Sarom; Lim, Sothea; Em, Sereyrath
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i2.1606

Purpose of the Study: The purpose of this study was to investigate students’ attitudes toward cooperative learning, their levels of academic achievement, the relationship between these two dimensions, and the reasons behind their demonstrated attitudes. Methodology: This explanatory sequential mixed methods design was employed, and the convenient sampling technique was adopted to choose 422 students and 7 teachers studying and working at two Generation Schools (NGSs). A survey questionnaire and interview protocol were utilized to collect the data. The statistics, such as percentage, mean, standard deviation, and the independent samples t-test, were used to analyze the data. Main Findings: The findings indicated that students’ attitudes towards cooperative learning were highly positive. The reason behind students’ attitudes towards cooperative learning focuses on its value and benefits. That is to say, students valued cooperative learning for its benefits, including the development of social skills and cognitive domain, stress reduction, enjoyment, and learning performance. However, they had some concerns, including time-consuming, conflicting interests, and potential grade drawbacks in terms of their final course grade. Novelty/Originality of this study: The study revealed that cooperative learning improves social skills, cognitive growth, and stress reduction, but students are also concerned about efficiency and fairness in grading. Accordingly, this study shed light on the practical and emotional problems of cooperative learning that were generally missed in the literature. The findings would also provide a more complete knowledge of cooperative learning's adoption in education by bridging theoretical advantages and real-world student concerns.

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