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All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Or, Siem
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Perceived Curriculum Development among EFL Cambodian Lower Secondary Teachers Or, Siem
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.v4i4.758

Abstract

The issue of teachers’ participation in school decision-making remains a complex and enduring topic of educational research. This study examines the extent to which English language teachers in lower secondary schools in Phnom Penh, Cambodia, engage in curriculum development. Adopting an exploratory design, data were collected through questionnaires administered to 40 Cambodian EFL teachers, followed by in-depth interviews with six participants to obtain qualitative insights. The findings indicate that teachers’ involvement in curriculum development is limited and insufficiently institutionalized, with many respondents reporting low confidence in their decision-making capacities yet expressing a strong aspiration to contribute more actively. Namely, many teachers felt dissatisfied with their restricted role in curriculum-related decisions. The results also reveal the dominance of a top-down management structure and the absence of a collaborative professional culture that recognizes teachers as legitimate stakeholders in curricular decision-making. These findings suggest an urgent need for policy reforms that institutionalize participatory mechanisms, enhance teachers’ professional agency, and foster a more inclusive and dialogic approach to curriculum development in Cambodian schools.
The Perceived Professional Development among EFL Cambodian Lower Secondary Teachers Or, Siem
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.v4i4.765

Abstract

This study examines the involvement of Cambodian EFL teachers in decision-making related to professional development in lower secondary schools in Phnom Penh. Using an exploratory research design, data were collected through questionnaires from 40 teachers and semi-structured interviews with six participants. The study examines how Cambodian EFL teachers perceive their role in shaping professional growth activities, including training and workshops. Findings reveal that teachers’ participation is minimal, unstructured, and largely directed by top-down decisions. Five major themes emerged: lack of professional development opportunities, limited systematic and customized involvement, inadequate professional tools, insufficient institutional support, and teachers’ discontent with their growth prospects. These issues contribute to a weak professional learning culture and a sense of exclusion. This study contributes to understanding teacher agency and professional growth in developing contexts. It emphasizes the need for systemic reform in educational policy and school leadership to foster more inclusive, collaborative, and teacher-centered professional development systems that enhance motivation, agency, and educational outcomes. Future research should include focus groups to gain deeper insights and expand across different regions and types of schools, thereby providing a more comprehensive understanding of teacher involvement in decision-making.
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