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All Journal Journal of Basic Education Research Journal of Mathematics Instruction, Social Research and Opinion
Pok, Visalboth
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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How Principals’ Instructional Leadership Influence Teachers’ Self-Efficacy Tep, Sopheng; Loch, Ratana; Pok, Visalboth
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1421

Abstract

Purpose of the Study: This study focuses on evaluating the degree of TEP of PIL on TSE in Cambodia. It also seeks to identify how TEP on PIL varies according to different demographic characteristics. Furthermore, the researcher aims to uncover whether teachers’ demographic characteristics influence their perception of instructional leadership from their principals. Methodology: The researcher employed descriptive statistics to measure TEP on PIL and used independent sample t-tests and one-way ANOVA to examine differences in TEP on PIL across various demographic characteristics. A total of 295 PJHSTs participated in this study, all of whom were pursuing higher education degrees at a private university in Phnom Penh. Main Findings: The results of the research indicate that PJHSTs have diverse perceptions of PIL. These positive perceptions suggest that PIL significantly influences TSE. Additionally, the findings revealed that teachers’ gender had a significant impact on their perceptions of PIL (p < 0.05). However, no significant impact of gender differences on TSE was found. The study also highlighted additional findings, as presented in the results section. Novelty/Originality of the Study: These findings provide valuable insights into fostering TSE through effective PIL in Cambodian school context. PIL emerges as a critical factor in enhancing TSE, as teachers with high self-efficacy tend to perform their teaching tasks more effectively. Consequently, school principals, academic staff, teachers, and other stakeholders can apply these findings to improve institutional success. Future research should explore other leadership styles and additional factors that may influence TSE.
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.
Co-Authors Em, Sereyrath Loch, Ratana Mok, Sarom Pheng, Sophea Tep, Sopheng