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All 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)
Mok, Sarom
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Teachers’ self-regulated learning instructional practices: Differences in perception among TVET students in Cambodia Sok, Chamnan; Mok, Sarom; Som, Somony; Hor, Mengheang; Em, Sereyrath
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.v5i2.866

Abstract

A rising number of Cambodian students at all levels are attempting to improve their English language proficiency as a result of the growing demand for English language instruction. Self-Regulated Learning (SRL) techniques are crucial for student progress, yet their effective teaching in classrooms is frequently absent. This study used a unique methodology that concentrated on TVET students’ perception of their teachers’ encouragement of SRL techniques. In order to promote SRL during regular classroom instruction, ten TVET center teachers completed a professional learning program and sent in a video clip of their lessons. Thirty students participated in semi-structured stimulated recall interviews with these videos as stimuli. Students were instructed to use “What, When, Why, and How?” to explain how their teachers taught SRL strategies. It looked at relationships between teachers’ behaviors, methods of promotion, and choice of strategy type and situations in which students gave a clear explanation of the goal and potential for transfer of SRL strategies. The findings show that students were most aware of SRL instruction when it included the strategy’s name, a clear application procedure, teacher explanations of how and why the strategy enhances learning, and prompts to encourage students to give examples of transfer. These findings are presented in relation to how educators may effectively encourage SRL in the classroom.
The influence of academic leadership styles on school culture within secondary resource schools in Cambodia Chamraeun, Sreytouch; Mok, Sarom; Hor, Mengheang; Chhun, Ramy; Em, Sereyrath
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.
Leadership and good governance practices in the public sector: The case of district administration in Cambodia Ouk, Samnang; Mok, Sarom; Chey, Sarin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1283

Abstract

The lack of leadership research in the public sector has left a gap in the literature. Sub-national administrations in Cambodia struggle with leadership in governance; even after reforms in 1993, the nation still lacks sound governance and the corresponding socioeconomic development. The fundamental purpose of this qualitative case study was to investigate an ethical leadership paradigm and determine whether it may inspire and sustain good governance in district administrations in Cambodia. The design of a case study aids in understanding complex social phenomena, particularly the nature of the case under consideration, and in producing knowledge about an individual, a group, and an organization. The theoretical frameworks for this study included utilitarian, deontological, and virtue ethics theories. The research focused on how Cambodian district administration officials worked to promote and sustain good governance through ethical leadership. Face-to-face interviews with open-ended questions were conducted with 25 district administration officials (DAOs), carefully selected from the target district administration. The data were analyzed by identifying themes through constant comparison, including honesty, concern for people, citizen engagement, accountability, transparency, and the rule of law. The results showed Honesty, concern for people, ethics infrastructure, ethics training, public involvement, access to information, openness, responsibility, rule of law, competency, and autonomy were among the main themes. Most participants said leaders were dishonest (88%) and indifferent about the general good (80%). All DAOs ranked ethics infrastructure, information availability, transparency, accountability, and the rule of law as top priorities (100%). Competency was rated well (88%). Ethics training (32%) and autonomy (16%) were less commonly mentioned, but they were nevertheless acknowledged as significant enabling characteristics. Ethical leadership has the potential to improve good governance in Cambodia’s district administration system and throughout the administrative hierarchy.
The impact of district administration leadership characteristics on community resilience: Evidence from Kampong Thom provincial administration in Cambodia Khoem, Bopha; Mok, Sarom; Onn, Sivutha; Kao, Boumony
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1303

Abstract

Even though community resilience (CORE) has been studied extensively, scholars have offered different definitions of CORE. The majority of current measures and tools are unable to view CORE in its entirety. The relationship between district administration (DIA) and CORE has not been thoroughly examined in empirical research on CORE assessment methods. Understanding the relationship between several DIA features, including leadership tenure, staff retention, leadership competencies, leadership styles, and CORE measurement, is crucial given DIA’s impact on CORE indicators. This study explored the relationship between district administration leadership (DIAL) attributes and CORE levels. The survey was completed by 111 samples. District governors, deputy district governors, and head and deputy heads of office were included in the survey sample. SPSS was used to analyze the collected data using both descriptive and inferential statistics. Distributed leadership was positively correlated with CORE levels but negatively correlated with knowledge scores on the CARL. There was no statistically significant relationship between CORE levels and leadership tenure or declared disaster experience, although there was a weak-to-moderate negative association between CARL self-awareness ratings and CORE levels. When interpreting a holistic CORE assessment, DIAL and staff characteristics should be considered as custodians of community resources and resilience. Research on this subject should pay more attention to the relationship between distributed leadership and CORE.
The Impact of TVET Institute Directors’ Servant Leadership Style on Teachers’ Job Commitment in the Cambodian Context Sok, Chamnan; Mok, Sarom; Thay, Kosal; Sokha, Morn; Um, Saravuth
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1319

Abstract

The quality, cost-effectiveness and leadership responsiveness necessary for Technical and Vocational Education and Training (TVET) are affected by the lack of active leadership, stakeholder participation and staff commitment. Also, TVET Institutes are not very valuable and are not regarded by some Cambodians as a form of higher education, such as college or university education. In light of that, the primary purpose of this study was to analyze the impact of TVET Institute directors' servant leadership (S-LEA) style in promoting TVET teachers’ job commitment (J-COM) in Cambodia. To achieve the study’s purpose, the three research questions were developed at the levels of S-LEA style practice, teachers’ J-COM, and the influence of S-LEA style practices on teachers’ J-COM. The quantitative research approach and correlational study design were employed. A total of 225 TVET teachers from 8 TVET Institutes in Phnom Penh City participated in this study, using a simple random sample that provided all teachers an equal chance of selection through the [1] sample size determination procedure. The research data were collected via a questionnaire and analyzed using quantitative methods, including one-sample t-tests, correlation analyses, and simple linear regression. The research found that S-LEA practice and teachers’ J-COM were at moderate levels. It was also revealed that a significant correlation existed between TVET Institute directors’ S-LEA style and TVET teachers’ J-COM (r(225) = 0.77, p < 0.01). As a result, the regression model shows that S-LEA practices are a significant predictor of teachers’ J-COM (f(1,222) = 157.792, p<0.01). This study makes significant contributions both theoretically and practically. TVET Institutes offer a number of advantages to all Cambodians. As a national technical training program, TVET Institutes have performed a number of vital functions, including boosting the economy, benefiting the private sector, supporting the educational system, and fostering the development of both professional and personal traits.
Examining the Relationship Between Health Service Quality and Patient Satisfaction in Cambodian Public Hospitals: A SERVPERF-Based Study Thay, Kosal; Mok, Sarom; Hor, Mengheang; Som, Somuny
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1321

Abstract

The quality of health services in Cambodia continues to face multiple challenges. Despite ongoing reforms, gaps remain in meeting the expectations of key stakeholders. The purposes of this study were threefold: (1) to find out the level of service quality practice; (2) to determine the relationship between health service quality and patient satisfaction; (3) to examine the effect of each dimension of service quality on patient satisfaction. A quantitative approach was adopted, with structured questionnaires used to collect data, with a reliability between 0.82 and 0.96. A total of 220 patients visiting 11 public hospitals across Cambodia participated in this study, which used a purposive sampling method. The collected data were analyzed using descriptive and inferential statistics in SPSS. The results showed that overall service quality practice was perceived at a high level (M = 4.22, S.D. = 0.60). Among all SERVPERF dimensions, empathy and assurance had the highest mean scores (4.26 and 4.25, respectively), followed by reliability, tangibles, and responsiveness. The results also showed that all dimensions are positively and significantly associated with patient satisfaction at the 0.01 level, with overall correlation coefficients ranging from r = 0.62 to r = 0.89. This finding provides empirical validation of the SERVPERF model in Cambodian public hospitals, with empathy and assurance as key dimensions for enhancing patient satisfaction. Policymakers and health educators working in Cambodia are given recommendations. The Ministry of Health and international health partners may find this study useful.
Developing and Validating an Innovative Vision Leadership Model for High School Directors in Cambodia Hab, Tonghor; Mok, Sarom; Lek, Chumnor
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1323

Abstract

An innovative vision is considered critical to school development, as it enables school directors to anticipate future outcomes and challenges and to inform strategic and operational planning. It can also be incorporated into the creation of the school's strategic plan and annual operational plan. The present study aimed to validate a scale that reflects innovative vision in high school. The study surveyed 820 teachers to assess their perceptions of the innovative vision of high school principals in the four Cambodian provinces, who were all asked to complete a survey on their perceptions of implementing the tasks of high school directors. This 5-point Likert scale assessed school directors' ability to create, implement, disseminate, and serve as role models in Cambodia. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were adopted in this study. The EFA results demonstrated that the scale contains four dimensions with good indicators with model fit χ2 (84) = 216.587, χ2/df=2.58, P < 0.001. Good model fits derived from CFA supported the four-dimensional structure. Further analysis revealed positive correlations between this scale and the other scales, indicating convergent validity. These findings confirmed that this scale is a reliable and valid tool for innovative vision in Cambodia. In future studies, researchers may extend its use in other educational levels by examining its reliability and validity.
Co-Authors Chamraeun, Sreytouch Chea, Sopheak Chey, Sarin Chhourn, Bunhoeun Chhun, Ramy Em, Sereyrath Hab, Tonghor Heng, Sereyrathana Hor, Mengheang Kao, Boumony Khan, Somphors Khoem, Bopha Kim, Seila Kouy, Sokean Lek, Chumnor Lim, Sothea Loch, Ratana Menh, Sophea Nou, Hanrith Onn, Sivutha Ouk, Samnang Pheng, Sophea Pok, Visalbot Pok, Visalboth Sam, Rany Sok, Chamnan Sokha, Morn Som, Somony Som, Somuny Thay, Kosal Um, Saravuth