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All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Banh, Hornmann
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A National Survey on Supporting K–12 Teachers in Cambodia through Professional Development and Teaching Guides Banh, Hornmann
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.441

Abstract

A three-week cross-sectional online survey of 2,199 Cambodian K–12 teachers used descriptive statistics and cross-tabulations, complemented by chi-square tests, to pinpoint (a) pressing classroom challenges, (b) preferred professional-development formats, and (c) needs for instructional guides. Results showed that 59.8% of teachers wanted support for slow learners, 55.8% for classroom management, and 39.2% for low-tech digital integration; an overwhelming 93.3% favoured short workshops (1–2 days) or medium-length hybrid courses (1–3 months) with follow-up coaching via Telegram; and 60.6 % requested step-by-step lesson guides aligned with national textbooks, ideally as portable booklets and mobile-friendly PDFs. Chi-square tests confirmed that the pattern of classroom challenges varied significantly by grade level (χ²(36, n = 2,199) = 108.34, p < 0.001), whereas demand for ready-made guides was statistically uniform across school types (χ²(16, n = 2,199) = 18.01, p = 0.323). The findings support a compact yet sustained professional development model that begins with practice-focused workshops, embeds ongoing online mentoring, and equips teachers with bilingual visual guides—offering a realistic pathway for translating Cambodia’s ambitious education reforms into daily classroom gains.
Exploring Subjective Employability Outcomes Influenced by Curriculum and Personal Factors in the Cambodian Context Banh, Hornmann
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.v4i4.697

Abstract

This qualitative study explores how curriculum quality and personal factors shape TESOL students’ and graduates’ perceptions of their employability. The researcher has adopted a constructivist approach to analyse 37 semi-structured interviews with current students and alumni from a four-year TESOL undergraduate program at a private Cambodian university. The findings reveal that curriculum factors, such as content relevance, the balance between teaching theory and practice, and instructional quality, significantly impacted graduates’ confidence and employability. Practical experiences, including teaching practicum and micro-teaching, were crucial in enhancing self-efficacy and job readiness, while many participants found theoretical courses irrelevant to their careers. Personal factors, such as self-efficacy, motivation, social capital, and resilience, further influenced subjective employability outcomes. Graduates with higher self-confidence were more proactive in pursuing jobs, while strong networks led to faster employment. This study contributes to the TESOL employability literature and offers actionable insights for improving curriculum design, student support, and career services. Recommendations include more practical learning opportunities, better mentorship and networking, and fostering a growth mindset to enhance resilience and adaptability in graduates.
Curriculum Quality and Personal Resources as Predictors of Subjective Employability among TESOL Students and Graduates in Cambodia Banh, Hornmann
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.v5i1.905

Abstract

This study examines how TESOL program quality and personal resources predict graduates’ perceived employability in one program in the Cambodian private university. A cross-sectional survey of TESOL students and recent graduates (n = 263) measured five curriculum factors and four personal factors against five indicators of subjective employability. Correlation and regression analyses revealed that all curriculum and personal factors were positively associated with self-perceived employability. Practice-intensive curriculum features (teaching practicum, peer teaching) and personal resources (teaching self-efficacy, outcome expectations) showed particularly strong links with employability outcomes. In a combined model, personal factors – especially work adaptation, social capital, and outcome expectations – accounted for substantially more variance in employability perceptions than curriculum factors. Because the data are cross-sectional, self-reported, and drawn from a single institution, the findings indicate associations rather than causation and may not generalize to other TESOL programs or contexts. The findings suggest that while high-quality training contributes to graduates’ career readiness, their adaptability, professional networks, and future-oriented outlook ultimately play a more decisive role in how employable they feel. The study recommends enhancing authentic teaching practice, career guidance, and networking opportunities in TESOL programs to improve graduate employability.
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