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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) Journal of Educational Technology and Learning Creativity
Mok, Sarom
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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

Abstract

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.
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

Abstract

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

Abstract

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

Abstract

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.
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.
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
Co-Authors Em, Sereyrath Khan, Somphors Khath, Bora Khim, Darath Kim, Seila Kouy, Sokean Lim, Sothea Menh, Sophea Morn, Sokha Nou, Hanrith Pheng, Sophea Pok, Visalbot Pok, Visalboth Sam, Rany Um, Saravuth