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All Journal Daengku: Journal of Humanities and Social Sciences Innovation Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Chamnan Sok
Preah Sihamoniraja Buddhist University, Phnom Penh
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Impact of TVET Institute Directors’ Servant Leadership Style on Teachers’ Job Commitment in the Cambodian Context Chamnan Sok; Sarom Mok; Kosal Thay; Morn Sokha; Saravuth Um
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.v5i1.1319

Abstract

The quality, cost-effectiveness and leadership responsiveness necessary for Technical and Vocational Education and Training (TVET) are affected by the lack of active leadership, stakeholder participation and staff commitment. Also, TVET Institutes are not very valuable and are not regarded by some Cambodians as a form of higher education, such as college or university education. In light of that, the primary purpose of this study was to analyze the impact of TVET Institute directors' servant leadership (S-LEA) style in promoting TVET teachers’ job commitment (J-COM) in Cambodia. To achieve the study’s purpose, the three research questions were developed at the levels of S-LEA style practice, teachers’ J-COM, and the influence of S-LEA style practices on teachers’ J-COM. The quantitative research approach and correlational study design were employed. A total of 225 TVET teachers from 8 TVET Institutes in Phnom Penh City participated in this study, using a simple random sample that provided all teachers an equal chance of selection through the [1] sample size determination procedure. The research data were collected via a questionnaire and analyzed using quantitative methods, including one-sample t-tests, correlation analyses, and simple linear regression. The research found that S-LEA practice and teachers’ J-COM were at moderate levels. It was also revealed that a significant correlation existed between TVET Institute directors’ S-LEA style and TVET teachers’ J-COM (r(225) = 0.77, p < 0.01). As a result, the regression model shows that S-LEA practices are a significant predictor of teachers’ J-COM (f(1,222) = 157.792, p<0.01). This study makes significant contributions both theoretically and practically. TVET Institutes offer a number of advantages to all Cambodians. As a national technical training program, TVET Institutes have performed a number of vital functions, including boosting the economy, benefiting the private sector, supporting the educational system, and fostering the development of both professional and personal traits.
Teachers’ self-regulated learning instructional practices: Differences in perception among TVET students in Cambodia Chamnan Sok; Sarom Mok; Somony Som; Mengheang Hor; Sereyrath Em
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.
Advancing Public Hospital Responsiveness and Satisfaction among Patients in Cambodia: A Focus on Healthcare Services Kosal Thay; Sovantha Ros; Phyny Sin; Chamnan Sok; Sarom Mok; Sereyrath Em
Daengku: Journal of Humanities and Social Sciences Innovation Vol. 6 No. 3 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.daengku4966

Abstract

The aims of this study were to investigate the level of public hospital responsiveness, the level of patient satisfaction after using healthcare services in public hospitals and to examine the relationship between the two variables. This study used a quantitative correlational design, and data were collected through a questionnaire. The participants were 220 patients attending public hospitals in Cambodia. The data analysis was performed using statistical package for the social sciences version 25, and descriptive and inferential statistical methods were used to answer the research questions. The results showed high hospital responsiveness and patient satisfaction with 4.15 and 4.36 means respectively. There was a moderate and significant correlation between hospital responsiveness and patient satisfaction (r=0.34, p<0.01). The results indicated that the improvement of hospital responsiveness can enhance patient satisfaction. Additionally, public hospitals need to improve the responsiveness to get patient satisfaction which is the core element of the patient-centered service delivery. The study is original in providing empirical evidence on the relationship between hospital responsiveness and patient satisfaction in Cambodian public hospitals, an area that has been subject to limited systematic investigation. Responsiveness and patient satisfaction have been well-studied in other countries but there are few quantitative, data-driven studies of public hospitals in Cambodia, especially from the perspective of the patients.
Focused Leadership Influencing the Development, Effectiveness and Sustainability of Professional Learning Communities: Evidence from TVET Institutions in Cambodia Chamnan Sok; Kosal Thay; Sovantha Ros; Phyny Sin; Tonghor Hab; Sarom Mok
Daengku: Journal of Humanities and Social Sciences Innovation Vol. 6 No. 4 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.daengku5108

Abstract

Although Professional Learning Communities (PLCs) have been widely touted as a way to enhance student learning and instructional practice, many PLCs have failed to attain sustained effectiveness because of inconsistent or distracted leadership. This concurrent mixed-methods study looked at how focused, purpose-driven leadership affected the sustainability and efficacy of PLCs in Cambodian TVET Institutions. The study examined how leadership behaviors pertaining to clarity, cooperation, structural support, and trust affected PLC practices and educational efficacy under the guidance of transformational leadership theory. A researcher-developed Likert-scale survey measuring leadership behaviors, PLC effectiveness, collective efficacy, and organizational conditions was used to gather quantitative data from 150 teachers. In order to investigate lived experiences with leadership behaviors in PLC contexts, semi-structured interviews with twenty educators—including teachers, instructional coaches, PLC leads, department chairs, and administrators—were used to collect qualitative data. Strong positive correlations between focused leadership behaviors and PLC effectiveness were found through quantitative analyses, especially in the areas of goal clarity, accountability, trust-building, and structural support. Four themes emerged from the qualitative analysis: (1) clarity and direction are established by focused leadership; (2) collaboration quality is directly impacted by leadership activities; (3) PLC sustainability is shaped by time and structural support; and (4) effective PLCs require a foundation of relational trust. Relational trust emerged as a crucial mechanism promoting long-term collaboration and collective efficacy, and integrated findings showed convergence around the significance of clarity, consistency, and intentional leadership behaviors. The results provide useful implications for school administrators looking to enhance collaborative practice and instructional coherence. They indicate that focused, transformational leadership enhances PLC functioning and professional learning outcomes. The results were meant to guide leadership development initiatives and provide school administrators with practical tactics for creating strong, well-functioning professional communities that promote the achievement of both teachers and students.
Co-Authors Kosal Thay Mengheang Hor Morn Sokha Phyny Sin Saravuth Um Sarom Mok Sarom Mok Sereyrath Em Somony Som Sovantha Ros Tonghor Hab