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Journal of Social Knowledge Education (JSKE)

an Open Access Journal

Exploring Cambodian Teachers' Views on Transformational Leadership of School Directors

Sereyrath Em
The University of Cambodia, Phnom Penh, Cambodia
Cambodia
sereyrathem.edu@gmail.com
Sarom Mok
The University of Cambodia, Phnom Penh, Cambodia
Cambodia
Rany Sam
National University of Battambang, Battambang, Cambodia
Cambodia
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  • Purpose of the Study: To explore Cambodian teachers’ perceptions of their school directors’ transformational leadership and analyze variations based on gender, age, educational background, and provincial location.

    Methodology: The study employed ANOVA for statistical analysis, using surveys with 20 statements to assess five aspects of transformational leadership. Data collection involved 639 participants across four provinces.

    Main Findings: No gender differences were observed. Significant differences existed by age, education, and province. Younger teachers (20–30 years) showed more positive attitudes and educational attainment influenced leadership perception.

    Novelty/Originality of this Study: This study highlights how age, education, and location shape teachers’ views on directors’ transformational leadership, emphasizing the need for adaptive leadership approaches to address diverse teacher expectations in Cambodia​ , where this type of study has not been done so far.

  • How to cite

    [1]
    S. Em, S. Mok, and R. Sam, “Exploring Cambodian Teachers’ Views on Transformational Leadership of School Directors”, Jo. Soc. Know. Ed, vol. 6, no. 1, pp. 76–89, Feb. 2025, doi: 10.37251/jske.v6i1.1364.

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