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Journal of Social Knowledge Education (JSKE)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27220451     EISSN : 2722046X     DOI : https://doi.org/10.37251/jske
Core Subject : Economy, Humanities, Education, Social,
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
This Journal of social knowledge education (JSKE) publishes research articles, results, and conceptual studies in Social Studies. The Journal of social knowledge education publishes research studies employing various qualitative and/or quantitative methods and approaches in Social Studies. The journal covered all topics in Social studies; Integrated social; Social Education; Geography Education; Economic Education; Sociology Education; Historical Education; Accounting; And others (within the scope of Social Studies). Journal of Social Knowledge Education (JSKE) is published in Print and Electronic format
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 326 Documents
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Ethical Leadership and Governance Quality: Exploring Public Trust and Citizen Participation in Cambodian District Administration Sarom Mok; Sereyrath Em
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i3.2843

Abstract

Purpose of the study: This study aimed to develop an ethical leadership model for Cambodian district administration and to determine how ethical leadership characteristics inspire and sustain good governance, particularly in relation to honesty, concern for citizens, participation, accountability, transparency, the rule of law, and administrative competence. Methodology: A qualitative case study design was used. Purposive sampling was used to select 25 district administration officials (≥5 years’ service). Data were collected through face-to-face, open-ended interviews (audio-recorded using a digital audio cassette recorder) and document review. The interview guide was adapted from the Ethical Leadership Scale. Khmer transcripts were thematically analyzed using constant comparison and two-cycle coding. Main Findings: Key themes were honesty, concern for people, ethics infrastructure, ethics training, citizen participation, access to information, transparency, accountability, rule of law, competency, and autonomy. Most participants perceived leaders as dishonest (88%) and unconcerned with public interest (80%). All participants emphasized ethics infrastructure, information access, transparency, accountability, and the rule of law (100%). Competency was viewed positively (88%). Ethics training (32%) and autonomy (16%) appeared less frequently but were still identified as important enabling factors. Novelty/Originality of this study: This study contributes to social science literature by examining ethical leadership as a social mechanism that shapes citizen trust, participation, institutional legitimacy, and governance quality within Cambodian district administration. By integrating leadership theory, governance theory, and social trust perspectives, the study provides a contextual understanding of how ethical leadership influences state–society relationships in a developing-country setting.
Household Duck Farming and Rural Livelihoods in Serey Sophorn Municipality, Banteay Meanchey Province, Cambodia Pisith Rath; Kongkea Chhay; Maly So
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i3.2929

Abstract

Purpose of the Study: This study examines the economic performance and livelihood significance of household duck farming in Serei Sophon Municipality, Banteay Meanchey Province, Cambodia, with particular attention to its contribution to rural livelihoods and local economic development. Methodology: The research employed a case-study approach based on an egg-producing household farm in Phneat sub-district that maintained 3,500 laying ducks over one production cycle. Primary data were collected from the farm’s production and financial records, including costs, revenues, and management practices. Main Findings: The results show that household duck farming is a profitable enterprise, generating 4.50 riels in revenue for every 1 riel invested, with an economic efficiency ratio of 4.50 and a net profit of 328,992,600 riels per cycle. Break-even analysis indicated that only 14,810 eggs were required to cover total costs, far below the farm’s annual output of 960,000 eggs. SWOT analysis further identified major strengths, including capital self-reliance and low labour requirements, as well as constraints such as limited technical knowledge, disease risks, and dependence on external duckling suppliers. Novelty/Originality of This Study: This study contributes original insight by linking farm-level economic analysis with broader rural livelihood and local development perspectives in the Cambodian context. It highlights the potential of household duck farming as both a profitable agricultural enterprise and a livelihood strategy, while also identifying practical constraints that must be addressed to ensure long-term sustainability.
Unpacking the link between principals’ Transformational Leadership and Social Science teachers’ Constructivist Instructional Practices in High School Sam OL Nguon; Bunhe Hart; Chantheng Meak
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i3.3008

Abstract

Purpose of the study: This study examined the direct relationship between principals’ transformational leadership on  social science teachers’ constructivist instructional practices among high school teachers in Cambodia. It aims to determine how the four dimensions of transformational leadership predict specific social science constructivist instructional practices such as teachers’ autonomy support, teachers’ support and feedback, and cooperative learning which addressing critical literature gap on leadership and social science education.   Methodology:The research employed a quntative design via adapted questionnaires administered to 615 social science teachers across 39 Cambodian high schools in 10 provinces. To ensure robust results, the study utilized a series of statistical techniques which included comfirmatory factor analysis for validity, reliability analysis, birvariate correlations, and multiple regression analysis to examine how transformational leadership dimensions predict various subscales of constructivist instructional practices. Main Findings: The analysis revealed that all four transformational leadership dimensions significantly and positively predicted social science teachers’ constructivist instructional practces, explaining 27% to 38% of the variance. Notably idealized influenceemerged as the strongest predictor, (highlighting the principals’role as an ethical role model). Ultimately, transformational leadership fostered a collaborative environment that encouraged social science teachers to embrace student centered strategies in term of teachers’ autonomy support, teachers’ support and feedback, and cooperative learning techniques in their classrooms. Novelty/Originality of this study: This study provides rare empirical evidence directly linking transformational leadership to social science teachers’ constructivist instructional practices within the specific context of secondary education in Cambodia. By identifying idealized influence as a  primary driver for student-centered teaching. It offers unique cultural insights and practical implications for school leadership development aimed at modernizing spcial study instruction and strengthening critical thinking and civic teaching readiness.
The Role of Servant Leadership in Enhancing Teacher Job Satisfaction: A  Study of School Organizational Behavior Mediated by Workload and Work Discipline Ika Juliana Panjaitan; Agus Salim Salabi
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i3.3229

Abstract

Purpose of the study: This study aims to evaluate and analyze the strategic role of servant leadership by school principals in directly influencing teachers’ job satisfaction, as well as to examine the mediating role of workload and work discipline in bridging this relationship among teachers at Sukma Bangsa Private Junior High School. Methodology: This study employed a quantitative method with a descriptive survey design. The research subjects consisted of a total sample of 50 teachers at Sukma Bangsa Private Junior High School in Lhokseumawe, selected through a saturation sampling technique. Data were collected primary through a structured questionnaire survey using a 5-point Likert scale and secondary through documentation. Data analysis was performed using Structural Equation Modeling based on Partial Least Squares operated via SmartPLS software to test the measurement model and structural model. Main Findings: The analysis demonstrates that servant leadership exerts a direct, positive, and significant influence on teachers' job satisfaction, workload, and work discipline. Concurrently, teacher job satisfaction is empirically unaffected by either work discipline or workload. Furthermore, the mediation analysis confirms that workload and work discipline fail to mediate the relationship between servant leadership and job satisfaction, whether partially or simultaneously. Novelty/Originality of this study: Contrasting conventional organizational behavior theories that treat workload strictly as a negative stressor, this study offers a conceptual novelty under a servant leadership framework, increased task involvement is perceived positively by teachers as a form of professional trust and empowerment. Socially and educationally, this study contributes by affirming that teachers' emotional well-being within schools is not dictated by formal structural controls disciplinary rules or work volume, but rather by the fulfillment of psychological needs fostered through supportive, humanistic, and empathetic interpersonal relationships from school leadership.
The Influence of Parental Socioeconomic Status and Educational Attainment on Students’ Motivation to Pursue Upper Secondary Education Bridget Uwameiye; Oladitan Sam Tunde; Nyamonge Kenya; Sopho Midelashvili; Svitlana Syn'ohub
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i3.3241

Abstract

Purpose of the study: This study aims to analyze the influence of parental socioeconomic status and parental education level on students' motivation to continue their education to senior high school level in Lagos, Nigeria, both partially and simultaneously, in order to understand family factors that influence students' educational sustainability. Methodology: This study employed a quantitative approach with a descriptive-correlational design. The sampling technique used simple random sampling of 36 parents in Lagos, Nigeria. Data collection was conducted through questionnaires, observations, structured interviews, and documentation. Data analysis used multiple linear regression with the assistance of IBM SPSS Statistics 21 software, including tests for normality, linearity, multicollinearity, heterogeneity, and autocorrelation. Main Findings: The results of the study indicate that parental economic status and parental education level simultaneously significantly influence students' motivation to continue their education to high school. Parental education level has the most dominant influence compared to economic status. The coefficient of determination value of 0.994 indicates that both variables are able to explain 99.4% of the variation in students' motivation to continue their education. Novelty/Originality of this study: The novelty of this study lies in its integrated analysis of the influence of socioeconomic status and parental education level on students' motivation to pursue higher secondary education in an urban Nigerian context. This study provides new insights into the dominance of parental education over economic factors in shaping students' educational motivation.
Understanding Geography Learning Achievement: The Role of Parental Attention and Physical Learning Environment among High School Students Claire Chambers; Antonia Ria Issaura; Mousumi Boral; Aeshah Mujahid; Ghufran Jafar Ismail
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i3.3410

Abstract

Purpose of the study: This study aims to examine the relationships between parental attention, the physical learning environment, and Geography learning achievement among high school students. It also aims to determine the combined contribution of parental attention and the physical learning environment to students’ Geography learning achievement. Methodology: Quantitative correlational research design; survey method; structured questionnaire; documentation of Geography achievement scores; proportional random sampling; 105 high school students as respondents; Likert-scale instrument; Kolmogorov–Smirnov normality test; linearity test; multicollinearity test; Pearson product-moment correlation; multiple linear regression; SPSS statistical software. Main Findings: Parental attention was positively associated with Geography learning achievement (r = 0.425, p < 0.001). The physical learning environment was positively associated with Geography learning achievement (r = 0.466, p < 0.001). Together, parental attention and the physical learning environment significantly predicted Geography learning achievement (R = 0.574, R² = 0.330, p < 0.001). Parental attention contributed more strongly than the physical learning environment. Novelty/Originality of this study: This study integrates parental attention and the physical learning environment within a Geography education framework and evaluates their individual and combined contributions to learning achievement. Unlike previous studies that focused on general academic performance, this research specifically examines Geography learning achievement, providing empirical evidence on how family support and home learning conditions jointly influence student outcomes.

Page 33 of 33 | Total Record : 326

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