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p-Index From 2021 - 2026
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All Journal Journal of General Education and Humanities
Hor, Mengheang
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Humanities Languange, Linguistic, Communication & Media Mathematics Other

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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.
Co-Authors Chamraeun, Sreytouch Chhun, Ramy Em, Sereyrath Mok, Sarom Sok, Chamnan Som, Somony