Qualification of Teaching Performance at Upper Secondary School in Cambodia: A Case Study at New Generation Schools (NGS)
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Abstract
In alignment with Global Sustainable DevelopmentGoal 4 (SDG 4) and the growing focus on teacherquality as a driver of student achievement, Cambodiahas implemented the New Generation School (NGS)model to reform secondary education by increasingautonomy and accountability. However, empiricalevidence regarding the specific qualifications andinstructional performance of teachers within thisinnovative framework remains limited. This studyevaluates the qualification of teaching performance atthe upper secondary level across diverse NGS contexts.Utilizing a mixed-methods research design, primarydata were collected between May and September2023 from a purposive sample of 235 teachers acrossfour schools: Preah Sisovath (Phnom Penh), PrekAnchanh (Kandal), Peam Chikorng (Kampong Cham),and Kok Pring (Svay Rieng). Quantitative data wereanalyzed using the Weighted Average Index (WAI) andANOVA, while qualitative insights were derived fromsemi-structured interviews with school principals andteachers. The findings reveal a high level of teacherqualification and commitment (Overall WAI = 0.65),with teachers demonstrating advanced competenciesin 21st-century pedagogical frameworks, includingthe 5E Instructional Model, Project-Based Learning(PBL), and the integration of Technological PedagogicalContent Knowledge (TPACK). Notably, the studyidentifies a significant urban-rural performance gap,with Preah Sisovath High School consistently outperforming provincial counterparts in instructional techniquesand ICT integration. Key drivers of success include the institutionalization of Professional Learning Communities(PLCs) and a “dual-incentive” structure that combines state tenure with performance-based allowances. The studyconcludes that while the NGS model effectively professionalizes teaching, policy efforts must prioritize equitableresource distribution and ICT infrastructure for rural schools to bridge the existing quality divide.
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