School Principal' Leadership Competency.Pdf

羶កលវិទ្យាល័យភូមិន្ទភនំពេញ

ROYAL UNIVERSITY OF PHNOM PENH

សម㿒ថ徶េ徶េᾶ诒នកដកឹ ននំ យក羶លា㾶មទ្យសសន្ៈ

របស់ពលាក௒រូ诒នក௒រូ羶លាបឋមសិកា កងុន រាជធាន្ីភនំពេញ

School Principal' Leadership Competency as Perceived by Primary

School Teachers in Phnom Penh Municipality

A Thesis (Research Report) in partial Fulfillment of the

Requirement of the Degree of Master of Education

(Educational Management and Planning)

Song Kunthea February 2015

羶កលវិទ្យាល័យភូមិន្ទភនំពេញ

ROYAL UNIVERSITY OF PHNOM PENH

សម㿒ថ徶េ徶េᾶ诒នកដកឹ ននំ យក羶លា㾶មទ្យសសន្ៈ

របស់ពលាក௒រូ诒នក௒រូ羶លាបឋមសិកា កងុន រាជធាន្ីភនំពេញ

School Principal' Leadership Competency as Perceived by Primary

School Teachers in Phnom Penh Municipality

A Thesis (Research Report) in partial Fulfillment of the

Requirement of the Degree of Master of Education

(Educational Management and Planning)

Song Kunthea

Examination committee: Dr......

Dr......

February 2015

SUPERVISOR’S RESEARCH SUPERVISION STATEMENT

TO WHOM IT MAY CONCERN

Name of program: Faculty of Education, Master of Education Program Name of candidate: Ms. Song Kunthea

Title of thesis/research report: School Principal' Leadership Competency as

Perceived by Primary School Teachers in Phnom Penh Municipality

This is to certify that the research carried out for the above titled master‟s thesis

/research report was completed by the above named candidate under my direct

supervision. I played the following part in the preparation of this thesis/research

report (delete one): School Principal' Leadership Competency as Perceived by

Primary School Teachers in Phnom Penh Municipality

Supervisor (s) (Sign)…………………………

Date…………………………………………… iv

CANDIDATE’S STATEMENT

TO WHOM IT MAY CONCERN

This is to certify that the thesis /research report School Principal' Leadership

Competency as Perceived by Primary School Teachers in Phnom Penh

Municipality

that I (Song Kunthea)

Hereby present entitled: School Principal' Leadership Competency as Perceived

by Primary School Teachers in Phnom Penh Municipality

for the degree of Master Education at the Royal University of Phnom Penh is entirely my own work and, furthermore, that it has not been used to fulfill the requirements of any other qualification in whole or in part, at this or any other University or equivalent institution.

Signed by (the candidate): …………………………

Date: ……………………………………………….

Countersigned by the Chief Supervisor …………………………………………

Date:………………………………..

Second supervisor (if any) ………………………………………………………

Date:………………………………..

ABSTRACT

The purpose of the study is to find out, compare the relationship between primary school teachers to the leadership competency of the school principle based on their perception. The sample of the study was selected from 493 primary school teacher who teach from grade 1 to grade 6 in Phnom Penh Municipality. The method of selected using the table of Krejcie & Morgan, stratified random sampling, and simple random sampling by lucky draw. The question of Cambodian Leadership

Practices Inventory (CLPI) was adopted from author Mok Sarom was used during the data collection. The reliability of the question is checking by the lecturer and classmate and try out before doing the data collection and analyze of the reliabilities of question is analyze by the alpha is 0.97%.

The statistical data analysis were frequency, percentage, mean, standard deviation, independent samples t-test and One-way ANOVA. Test the difference of the average was lay a pair by the way of Scheffé's method.

The summary of the research finding were describe as follows:

The purposes of the study were: 1) To explore the School Principles'

Leadership Competency as Perceived by Primary School Teachers and 2) To compare the School Principles' Leadership Competency as Perceived by Primary School

Teachers in Phnom Penh Municipality, based on gender, age, educational background and teaching experience.

The research sample was 493 teachers from primary school who teach from grade 1 to grade 6 by using questionnaire. The research instrument was 3 parts of questionnaire; including Demographic Data, School Principles' Leadership vi

Competency as Perceived by Primary School Teachers in Phnom Penh Municipality and Open-ended questions with its reliability at .97% level.

The collected data were analyzed by using frequency, percentage, mean and standard deviation. The hypotheses were tested by using independent sample t test and one way ANOVAs, when each aspect was significant difference, scheffé was used to compare of each pair. The significance differences were set at .05 levels.

The main research findings were summarized as follow:

1. School Principles' Leadership Competency as Perceived by Primary School

Teachers in Phnom Penh Municipality” as the result of the finding among three aspects namely Demonstrating to Strengthen Deliverables (DSD),Engaging the heart in implementing an Organizational Strategy (EIO) and Translating a Shared Vision into Moral Obligation (TSM) showed that it is “High” levels.

2. When comparing based on gender has significant difference level of 0.05 among in the aspect engaging the heart in implementing an Organizational Strategy

(EIO). The teaching experience has the significance at the p- value at the level of .05 in the aspect engaging the heart in implementing an Organizational Strategy (EIO).

And the other aspect has no significant

3. The main challenges found in the study were school director have a party, budget expense no transparency and accountability, have no good the relationship with communities, decision making without participation from teachers etc.

Recommendations are made for policy makers and educators who engage in school principal leadership in Cambodia. This study can potentially benefit for Ministry of

Education, Youth and Sport, and international education partners.

vii

មូលន្័យសពងេប

គោលបំណងននការសិក្សារាវរាវគឺគដមើ បគី ធើវការស្សវងរក្សពត័ មា៌ នការ

គរបៀប-គធៀបនិងទសសនៈយល់គ ើញរបស់គោក្សរគូអ្នក្សរគូស្ដលបគរងៀនគៅ

ាោបឋម សិក្សា គៅនឹងសមតភាថ ពភាពាអ្ក្សន ដឹក្សនរំ បស់នយក្សាោ

បឋមសិក្សាគៅរាជធានីភគនំ ពញ។ សរមាបកា់ រគរជើសគរសើ សំណាងតាងគឺគធការើវ

គរជើស គរសើ គោក្សរគូ អ្នក្សរគូ ស្ដល បគរងៀន ពថ្នី ន ក្សទ់ ១ី ដល់ ថ្នន ក្សទ់ ី៦ ចំនួន

៤៩៣នក្ស ់ គៅរាជធានីភគនំ ពញ។

ការគរជើសគរសើ ំណាងតាងគឺគរបើរាស់តារាង Krejcie & Morgan,គ ើយ

គធើវការ គរជើស គរគើ សគោយនចដនយ។ សំណួ រគឺគរបើរាស់ គោលការណ៍ អ្នុវតតន៍

ភាពា អ្នក្ស ដឹក្សន ំ គៅរបគទស ក្សមុពា (CLPI)។គោលការណ៍ននក្សរមង

សំណួរគនេះានមក្សពគី ោក្សបណិឌ ត មុក្ស ារ ុ ំ ស្ដលរតូវ យក្ស មក្សគរបើ សរមាប់

ការរបមូលទិនន យ័ ។ ក្សរមងសំណួរ រតូវាន រតួតពនិ ិតយគោយយក្សចិតទត ុក្សោក្ស ់

ពសី ំណាក្សរ់ គដូ ឹក្សននំ ិងនិសសតិ រួមរក្សុមស្ថម ទំងាន គធើវការាក្សលបងគៅឯ

ាោមុនគពល ចុេះអ្នុវតតន៍ាក្ស់ស្សតង។ ចំគ េះភាពគជឿាក្ស់ នន សំណួ រគឺ ០.៩៧%។

ទិនន យ័ ស្ដលរបមូលានគឺវភាិ គតាម Frequency, percentage, means, standard deviation, independent samples t-test and One-way

ANOVA។

លទធផលស្ដលរបមូលានគឺគធកាើវ រវភាិ គគោយគតត តគៅគលើគោល បំណងដូចខាង គរកាម៖ គដើមបស្ី សងវ រក្ស쯒យគ ញើ នូវសមតភាថ ពពតិ រាក្សដរបស់ នយក្សាោ តាម រយៈ ទសសនៈរបស់គោក្សរគូ អ្ក្សន រគូ និងគរបៀបគធៀបសមតថ

viii

ភាពននការដឹក្សន ំ របស់ នយក្ស ាោសតាមរយៈ គយនឌ័រ គភទ អាយុ ក្សរមតិ វបបធម ៌ និងបទព ិ គាធន ៍ ននការបគរងៀនរបស់គោក្សរគូ អ្នក្សរគូ។

សំណាក្សតាងគឺគធកាើវ រគរជើសគរសើ រគូចំនួន៤៩៣គៅាោបឋមសិក្សា

រាជធានីភគនំ ពញគោយ គរបើរាស់សំណួ រស្ចក្សគចញាប ី ស្ផនក្សគឺ៖ ពត័ មា៌ នអ្ំពី

ាថនភាព ទូគៅ របស់ គោក្សរគូ អ្នក្សរគូ ទសសនៈរបស់គោក្សរគ ូ អ្ក្សន រគូគលើ

សមតថភាពភាព ាអ្នក្សដឹក្សនរបស់ំ នយក្សាោក្សុនងរាជធានភនំគពញី និងបញ្ហា

របឈម និង ដគំ ណាេះរាយ ននការដឹក្សន ំ របស់នយក្សាោ។

លទធផលស្ដលរក្សគ ើញមានដូចខាងគរកាម៖

ាទូគៅការដឹក្សនរំ បស់នយក្សាោគឺមានក្សរមតិ ខ្សព ់ ស្តគបើគធើវការគរបៀប គធៀបនឹង គយនឌរ័ គឺរគូមានទសសនៈយល់គ ើញគផសងោន ចំស្ណក្សតាម បទ ពគិ ាធន ៍ ននការ បគរងៀនក្ស៏រគូមានទសសនៈខ្ុសោនផងស្ដរ គោក្សស្លង ស្ត ក្សរមតិ វបបធមន៌ ន ការសិក្សា របស់រគូ គកាឺ រយល់ដឹងរបស់ោត ់ មាន លក្សខណៈ របហាក្ស់របស្ លោន។

បញ្ហា ចំបងៗននការដឹក្សនរំ បស់នយក្សាោមានដូចា បក្សសពក្សួ និយម ថវកាិ តាមក្សមមវធិ មី និ មានតមាល ភាព មនិ សូវមានទំនក្ស ់ ទំនង ាមួយស គមន៍ ការសគរមច ចិតមត និ មានការចូលរមួ ពគី ោក្សរគូ អ្ក្សន រគូ។ ចគំ េះអ្នុាសន៍ រតូវានគធើវគ ើង សរមាប់ អ្នក្ស គធើវការសគរមចចិត ត អ្ក្សន សិក្សា ស្ដលចូលរួមមាន

ការទក្ស់ទង ាមួយ នយក្សាោ គៅ របគទសក្សមុាព ។ ការសិក្សារាវរាវ គឺសំខានខា់ ល ងំ ណាស់ចគំ េះរក្សសួង អ្បរ់ ំ យុវជន និង ក្សីឡា និងនដគូននទងំ

ថ្នន ក្សា់ តនិ ិងអ្នតរាតស្ិ ដលមានការទក្សទ់ ង នឹងការ អ្ប់រ ំ ក្សុនង របគទសក្សមុពា។

ACKNOWLEDGEMENTS

The researcher has enjoyed every aspect of being a graduate student from the start of her master‟s program to this dissertation studies. If her life were a journey, the pursuit of a Master at the Royal University of Phnom Penh would be an unforgettable trip. Besides academic accomplishment, her great discovery has been love, friendship, and the goodwill of people around her. Many incredible people deserve more than just verbal recognition. As the researcher being near the end of this challenging, sometimes frustrating, but always enjoyable journey, it is only right to acknowledge those who have given of their time and efforts to guide her whether their names appear herewith or not. The researcher is honored that he was guided and assisted, when needed, by her major thesis advisor, Dr. Mok Sarom. The professor has never hesitated to share his extensive knowledge of leadership and his commitment to the completion of this requirement. When necessary, encouragement is offered and when progress waned, he is subtle but clear in pointing to the goal and the necessity in staying on the path. He not only teaches the importance of positive behavior support for students, but he also has provided her, as one of his best students, with the best supports and encouragement. One phrase the researcher heard from him and the researcher will always keep in his mind: “You can do it, Kunthea.” Thanks so much.

The researcher will continue traveling and always looks forward to the challenging trips as his life will bring. Supervisor Dr. Mok Sarom who believes in the researcher‟s ability and keeps the faith tempering the toughest days with his brilliant judgment and priceless sense of humor, the researcher is grateful to each of the school directors and teachers for all of their time and participation during this study. This research would x

not have been a success without their input. They all have made it possible for her to move forward through her journey. Thanks so much. As an honorable mention,

Special thanks to her lovely husband who always give support and encouragement, In particular, the researcher would be special gratitude to NGO Education Partnership

(NEP) who is the donor to support her study especially for the thesis and Mr. Colin

Anderson, NEP advisor who provide the good feedback and comments for better research writing. There are many persons the researcher wishes to thank for being the hands of support through this journey especially for the other 6 people who are in the same group of Leadership studies that always provide the value respectively and helpful. In addition, the researcher would like to thank all of her classmates and friends of Master Education program in Educational Administration being such an inspiration to her and keeping her motivated during very trying times. The researcher would also like to extend thanks to the office staff in the Master Education Program, who have stood beside her through this process and always showed concern and offered the most sincere encouragements. Thanks for keeping her focused on the end of her journey. Last but not least, the researcher sincerely dedicates this work to her father, Sreng Song and mum Sray Mign, who taught her as a child that the researcher had to stand for her convictions and to be true to his words, “Stand for what you believe in, even if you have to stand alone.” The researcher‟s father spoke the words of her receiving. Also, the researcher dedicates this work to her beloved mother, Sray

Mign, for always being a great support of her many goals and life choices.

Song Kunthea

CONTENTS

Page

COVER PAGE...... ii

SUPERVISOR‟S RESEARCH SUPERVISION STATEMENT………………… iii

CANDIDATE‟S STATEMENT ...... iv

ABSTRACT ...... v

ABSTRACT IN KHMER ...... vii

ACKNOWLEDGEMENTS ...... ix

CONTENTS ...... xi

LIST OF TABLES ...... x

LIST OF FIGURES ...... xi

CHAPTER I INTRODUCTION

Background of the Study ...... 1

Purposes of the Study...... 3

Research Questions ...... 3

Research Hypotheses ...... 3

Scope and limitation of the Study ...... 4

Significance of the Study ...... 6

Definitions of Key Terms ...... 6

xii

CHAPTER II LITERATURE REVIEW

Definition of Leadership ...... 8

Classification of Leadership ...... 10

Leadership Competencies of School director ...... 14

School principal leadership as perceived by teachers ...... 18

Leadership Competencies ...... 21

Previous Studies ...... 22

Conceptual framework of the research ...... 22

CHAPTER III RESEARCH METHODOLOGY

Research Design...... 30

Page

Population and Sample ...... 31

Sample...... 31

Research Instrument...... 32

Data Collection ...... 33

Data Analysis and Statistical Procedures ...... 33

Summary of the Research Process ...... 34

CHAPTER IV RESEARCH FINDINGS

Result of survey Sample‟s demographic characteristic ...... 35

Results of Analyses for Research Questions ...... 39

xiii

Question Two: Are there differences ...... 47

Question Three: What are challenges ...... 53

CHAPTER V CONCLUSION, DISCUSSION AND

RECOMMENDATIONS

Summary of the key/ major finding ...... 63

Discussion ...... 67

Implication for School principle leadership competency ...... 79

Recommendation for further study ...... 82

Concluding Remark ...... 82

REFERENCES ...... 85

APPENDICES ...... 89

Appendix A: Letter asking permission to collect ...... 90

Appendix B: Letter allowing collecting data ...... 91

Appendix C: Research Question (English Version)...... 92

Appendix D: Research reliability ...... 107

Appendix E: Mean(X) and Standard Deviation of descriptive...... 109

Appendix F: Independent Sample T-Test & One way ...... 110

BIOGRAPHY ...... 131

LIST OF TABLES

TABLE Page

4.1 Frequencies and percentage for demographic variables of school.... 36

4.2 Construct teacher‟s factors of Cambodian Leadership Practices ...... 37

4.3 Mean, Standard Deviation and Level of 30- Items for School ...... 40

4.4 Demonstrates the Mean, Standard Deviation, and level of ...... 43

4.5 Reported of school principle leadership competency ...... 45

4.6 Top Three Leadership Behaviors Used by School ...... 46

4.7 Leadership Behaviors Used by School Directors...... 47

4.8 Differences concerning the observations of school principle ...... 48

4.9 Differences Concerning the Observations of Teachers on ...... 49

4.10 Differences Concerning the Observations of Teachers ...... 50

4.11 Differences Concerning the Observations of school ...... 51

4.12 Each Pair Comparison Concerning the Observations of ...... 52

4.13 The result of challenges and solution for school ...... 53

4.14 The responsibility of school principal in Phnom Penh ...... 61

LIST OF FIGURES

FIGURES Page

1 Percentage of teacher who responses to the question ...... 56

2 Teacher response to question CLPI...... 57

3 Teacher response to question CLPI and challenges ...... 57

4 Teacher response to question CLPI...... 59

5 Teacher response to question CLPI and challenges ...... 60

6 The education learning of school ...... 61

CHAPTER I

INTRODUCTION

1.1Background of the Study

Cambodia fell into the civil war from 1970-1979 at that time the education system nearly all was destroyed. During the Pol Pot regime the field of education falls in the zero. Mok Sarom, 2013 stated that “During the four year of Pol Pot regime the school infrastructure was destroyed especially the library and all school are closed.”

In Cambodia education started with using pagoda, village moral and social training place. In 1979 the state of Cambodia was establish as well as education, one education call The Department of Adult Education was also established on May 15th, 1979,

Samdech Chea Sim is a chairman. At that time Cambodia start education by using the existing resources and the human being that left from the war at that time the

Cambodian Leaders start from what they have by using the person who have a lot of knowledge will teach the person who has little knowledge and the person who has a little knowledge will teach the person who has no knowledge.

It is very important to start up the education system in Cambodia. In order to achieve the vision of education in Cambodia that want to see all the Cambodian children to become a good citizen and become a good human being with good knowledge and skill the MoEYS tried the best to produce Education Law 2007.Article 2 stated that

“The objective of this law is to develop the human resources of the nation by providing a lifelong education for the learners to acquire knowledge, skills, capacities, dignity, good moral behavior and characteristics, in order to push the learners to know, love and protect the national identification, cultures and language.” Another 2

ESP was published for 2009-2013; the purpose was to increase Cambodian

Educational standard and efficiency in Cambodia” Moreover the teacher ethic stated in article 2 “to promote the education quality and education effectiveness”

In addition administration and management of education in Cambodia consist of 4 levels including national or central level that lead by the Ministry of Education Youth and Sport and provincial/municipal or sub- national level lead by the PoE (Provincial

Office of Education Youth and Sport), the district or Khan Level and the educational institution level. Moreover there are three level of education primary, secondary and higher education, for the primary they need the school director and deputy school director to lead so that they really need the strong capacity of the school director to lead this organization in order to achieve the high student achievements.

The Constitution of Cambodia in article 66 stated that “the State shall protect and upgrade citizen's rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living”

The changes of education reform in Cambodia changes some of the system of education as well as improve the capacity of educational staff especially the school principal, the reform also effect of the school principal in order to lead the school to become a model and get the good result of student performance. Presently, there are some change in education especially the decision maker, as now there are eight points of education reform in Cambodia, they are: strengthening financial and state asset and property management, strengthening staff management, strengthening all kinds of examinations, establishing think tank of educational sector, reforming higher education, strengthening education quality, develop technical and soft skills for youth

and reforming physical education and sport so among the reform it also mention about strengthening staff management that it fit with the topic mentioned above.

The management and leadership are very important to improve the education in

Cambodia. If the schools have a good leader it shows in good impact and good educational quality of children‟s performance/ achievements. The study of “Teachers'

Perceptions toward Primary School Principals' Leadership Competency in Phnom

Penh Municipality” is very important to show about the good model of education leadership in Cambodia that related to the 3 aspects, they are, Demonstrating to

Strengthen Deliverables (DSD), Engaging the heart in implementing an Organizational

Strategy (EIO) and Translating a Shared Vision into Moral Obligation (TSM)

1.2 Purposes of the Study

The purpose of the study as following:

1.To study the School Principles' Leadership Competency as Perceived by

Primary School Teachers in Phnom Penh Municipality (by interview 493

teachers using 3 aspects with 30 items)

2. To compare the School Principles' Leadership Competency as Perceived by

Primary School Teachers in Phnom Penh Municipality, based on gender, age,

educational background and teaching experience.

1.3 Research Questions

To achieve the purposes of the study, two research questions were addressed:

1. What is the School Principles' Leadership Competency as Perceived by

Primary School Teachers in Phnom Penh Municipality?

2. Are there differences of teachers‟ perception on toward School Principles'

Leadership Competency as Perceived by Primary School Teachers in Phnom

Penh Municipality based on gender, age, educational background and teaching

experience?

3. What is challenges and solution of school principle leadership competency?

1.4 Research Hypotheses

Research questions focus on the leadership competency of school principal base on the adopted questions of Principal Competency with 3 aspects, 30 items have the following hypotheses:

1. There are different perceptions of male and female teachers toward the

primary school leadership competency.

2. There are differences perceptions of teachers toward school leadership

competency when analyzed base education background and teaching

experiences

3. There are no difference perception of school principal base on the ages of

the teachers

1.5 Scope and limitation of the Study

Content of the Study

The researcher adopted and used the leadership competency with 3 aspects, they are Demonstrating to Strengthen Deliverables, Engaging the Heart in

Implementing an Organizational Strategy and Translating a Shared Vision into Moral

Obligation with 30 items, the researcher used these aspects for data collection and analysis.

Population and Samples

Population

The population was 4,542of primary school staffs including 3,974 of teaching staff who teach in grade1 to grade 6 of primary school in Phnom Penh Municipality with 9 DoE.

Samples

The samples for the study consisted of 493 of school teachers from 18 schools who teach in grade1, grade2, grade3, grade4, grade 5 and grade6. The sample used sample selection by using through Krejcie & Morgan, stratified random sampling, and simple random sampling.

Variable of the study

The independent variables were school teachers‟ demographics that focus on gender, age, level of education and teaching experiences that affect the dependant variable of school principal leadership competency of 3 aspects of Demonstrating to

Strengthen Deliverables (DSD), Engaging the heart in implementing an

Organizational Strategy (EIO)

And Translating a Shared Vision into Moral Obligation (TSM)

Duration of the Study

Base on the time and resource limitation this study was conducted in the academic years 2014 and will submitted to the RUPP by early in 2015.

1.6 Significance of the Study

It is very important to study the school principal leadership competency as perceived by school teachers. Teachers, because they work closely with the school principal, have a set of evidence that allows us to understand more about school principal behavior. They have a unique perspective on the leadership style, and the strengths and weakness in current school leadership practice. Furthermore, school teachers will be the next generation of school principals and it is helpful to understand their perspectives on how this role should be designed and undertaken.

Using the unique perspectives of school teachers we can provide recommendations for MoEYS departments to revise the leadership training for school principals in a way will meet the perceived needs of teachers. We can also identify to some extent how far current school directors perform their leadership role in line with the policy and guidelines of MoEYS.

1.7 Definitions of Key Terms

In order to understand more about the research topic so first we need to know clearly the key terms in the topic. They are:

- Teacher means Cambodian government officer of educational staff who teaches at the primary school level from each grade, grade one, grade two, grade three, grade four, grade five and grade six in Primary school

- Primary School principal refers to Cambodian government who guide, direct supervise to all teaching and non teaching staff at primary school level coordinator in order to response to the purpose of the competency of leadership style,

- School Teachers’ perception refer to the ideas to determine the leadership style of the school principal and observe of the experience , skill , knowledge and attitude toward the school teachers as well as the behavior that happen to the staff during their lead in Primary School level.

- Competency: The meaning of the competency, plural competencies, As the

Cambridge Advance Learner‟s dictionary showed that competency mean the ability to do something well. The American write 'competency' (plural „competencies') the

British talk about 'competence' (plural: 'competences'). For the meaning of this study,

'Competencies' is the element the Principals require to manage the schools very well.

Another meaning of competency from Oxford dictionary, the key word 'competency' is showed as the power to achieve something, which reflects the sufficiency of qualifications or connected to quality or skills, for example, capacity, adequate or ability to judgment. Logically, ' competent' is the results of having quality, power, authority, skill, knowledge, attitude, value, etc, to do what is needed. The website of

Wikipedia dictionary gives the meaning of competency as the most of the general competencies needed to cover all the job families and competencies that are important or usual to all jobs within an organization (e.g., teamwork; adaptability; communication). They also give the meanings as include competencies that are more related to the knowledge and skills needed for specific jobs or functions (e.g., IT skills, financial administration skills).

Other meanings related to leadership will be detailed in literature review.

CHAPTER II

LITERATURE REVIEW

This chapter share about the review of the literature review that related to the topic of the research on School principle leadership competency as perceived by school teachers. The review also describes about the theories/ concepts, previous studies and the conceptual framework as describe below:

The leadership will describe the definition of leadership, classification of leadership, leadership competency of school principal, perception of teachers towards school principal leadership and the last is talk about the leadership competency.

2.1 Definition of Leadership

This chapter shares about the literature review that effective school director‟s leadership competency and the perception of teachers toward their practice. The below information will show detail related to the review.

2.1.1 Cambridge Advanced Learner’s Dictionary, Oxford dictionary

According to Cambridge Advanced Learner‟s Dictionary, Leadership means the set of characteristic that make a good leader. Leadership is the position or fact of being the leaders. Leadership is the person or people in charge of an organization.

The Oxford English Dictionary Online (2012) gives a short meaning and for the word leadership that come from the word lead and leader. Links are provided for the core word leader and –ship. The link to leader takes the reader back to what has already been shown for that term; however, the link for the suffix –ship provides some essential background on its evolution and usage. Base on the Longman dictionary 9

show that leadership (noun) mean when someone is the leader of the team, organization etc. Leader means the quality of being good at leading a team, organization countries etc,

2.1.2 The meaning from other website

Another meaning from website Bing Dictionary leadership means ability to lead: the ability to guide, direct, or influence people. Guidance or direction, Leaders: a group of leaders and synonyms: management, control, guidance, headship, direction and governance. From Wikipedia, the free encyclopedia, leadership means has been told as "a process of social power in which one person can join the aid and support of people in the achieved of a common achievement. Others define leadership as

"organizing a group of people to achieve a common goal.”

2.1.3 Famous people quote on leadership

Famous people quote on the leadership: There are several quote from the famous people that more focus about the leadership that the meaning motivate and inspire people to work hard. Following is the key important quote from them, they are:"A leader is one who knows the way, goes the way, and shows the way." - John C.

Maxwell. "The function of leadership is to produce more leaders, not more followers." - Ralph Nader. "The most important quality in a leader is that of being acknowledged as such." - Andre Maurois. "The only safe ship in a storm is leadership." - Faye Wattleton. "Leaders aren't born, they are made. And they are made just like anything else, through hard work. And that's the price we'll have to pay to achieve that goal, or any goal." - Vince Lombardi. "A leader is the wave, pushed ahead by the ship." - Leo Nikolaevich Tolstoy. "Outstanding leaders go out of their way to boost the self-esteem of their personnel. If people believe in themselves, it's

amazing what they can accomplish." - Sam Walton. "A leader or a man of action in a crisis almost always acts subconsciously and then thinks of the reasons for his action."

- Jawaharlal Nehru. "Leadership consists not in degrees of technique but in traits of character; it requires moral rather than athletic or intellectual effort, and it imposes on both leader and follower alike the burdens of self-restraint." - Lewis H. Lapham

2.1.4 Conclusion

In short leadership is more focused on the powerful people who have the ability to lead, organize, and influence, motivate and inspire people to achieve common goals as well as to lead the organization to accomplish what they plan and achieve what they need.

2.2 Classification of Leadership

Supplementing the above discussion on the meaning of leadership, the following sections will describe the three styles of leadership. Kendra Cherry classifies leadership in to three kinds of leadership style, they are: Laissez-Faire

Leadership, Democratic Leadership and Autocratic Leadership. They will show why it is important and is related to the literature review of the research proposal.

2.2.1 Laissez-Faire Leadership

Laissez-faire leadership means the delegation leadership style that the leader gives the opportunities to the group members to be involved in and do the decision making. The leader does not use their decision-making power but gives the power to the group members to participate and give more comments and good ideas. The most important thing is decision making from the members and less decision making from the leaders.

2.2.1.1Characteristics of Laissez-Faire Leadership

- Small direction from the leaders

- The follower has the abilities to do the decision making

- Leader only gives the methods and budget/ resources as needed

- The follower solves the problem by their own ideas

2.2.1.2 Benefits of Laissez-Faire Leadership

The benefit of laissez- faire is effectiveness in the situation where the group members/ followers have the high capacity and skill to do their work and they are able to do the decision making as well as to achieve of their own work. The leader takes a completely hands- off approach and they give only the open, feedback, consultation, and gives the comment and idea

2.2.1.3 Downsides of Laissez-Faire Leadership

The Laissez-Faire Leadership style is not good for the group members/ followers that have fewer skills, knowledge and experience, because they cannot complete their own tasks. Some of the people have not achieved the expectation for the achievement and deadline so they need good comment and leading from the leaders. The projects or organization will fail when the people cannot achieve their plan or the deadline so they really need the feedback and good comment from the leaders to help and achieve the common goal of the organization.

2.2.2 Democratic Leadership

As the Laissez- faire leadership mention above that need the strong capacity and skill from the members/ follower and the leaders just give the idea and comment, it is also applies to the democratic leadership that need the participation from the

group members to be involved in the decision making. It is the researcher‟s comment that this style is a very important method because of its involvement from the members and strong participation of the group to share and contribute ideas. It shows strong leadership and high productivity and a very good contribution from the members and shows good moral.

2.2.2.1 Characteristics of Democratic Leadership:

- The group members/ follow have opportunities to share the ideas although the

final decision making is from the leader.

- The group members/followers feel encouraged and engaged to involve ideas

- The group members/ followers who have creativity are encouraged and rewarded

2.2.2.2Benefits of Democratic Leadership

The benefit of this leadership style is that that the followers/ group members are strongly encouraged to share their ideas and thoughts so it leads the leaders get more ideas and have more impact on the work. The follower feels that their ideas are very important so they feel strong involvement and finally the result of the work shows more impact and accomplishment. The research on the democratic leadership leads to highly effective productivity among group members.

2.2.2.3 Downsides of Democratic Leadership

Although democratic leadership is known as an effective leadership style, it has a potential downside in the case of the group member‟s lack of knowledge and skills to be involved in decision making. It may risk the failure of communication and incompletion of the projects. The group members may not have the necessary knowledge or expertise to make quality contributions to the decision-making process.

It really needs the group members who have the good knowledge and skill to

contribute to the accomplishment of the job, especially they really need the time to share and discuss.

2.2.3 Autocratic Leadership

The autocratic Leadership is also called authoritarian leadership. It is control by the individual over all and decision making by the leader and little participation from the group members. Autocratic leaders make decisions by their own idea and rarely accept other‟s ideas. Autocratic leadership includes absolute, authoritarian control over a group.

2.2.3.1Characteristics of Autocratic Leadership:

Little or no input or ideas from the group members/ followers

-The leaders make decisions by themselves

-The leaders give orders for all the work tools and process the work

-The group members / followers did not accept ideas from the leaders and

their ideas is not valued

2.2.3.2Benefits of Autocratic Leadership

The benefit of autocratic leadership is when the decision making is needed very quickly and it needs the strong and powerful leadership that has the ability to decide and accomplish the task with efficiency. It does not waste time to get input from others and consolidate the ideas. When the co workers and the follower have not enough capacity to accomplish the work the autocratic leadership is needed with the strong powerful leaders and good decision maker. The autocratic leaders need to set the deadline and assign the task to the follower to achieve the deadline of the project with the good results. The leaders need the members to focus on their task without being worried about the decision making.

2.2.3.3 Downsides of Autocratic Leadership

Because of the leader need to do the decision making by themselves so it seems they are the boss and have the power over others. Others feel that their ideas are not important and that they cannot contribute their ideas to the decision maker.

The autocratic leaders need the leaders who have strong knowledge and they know everything better than the members of the team.

2.2.4 Summary

In summary the three important leadership styles are Laissez-Faire Leadership,

Democratic Leadership and Autocratic Leadership. They are all needed by leaders depending on the situation. Democratic is a well-regarded leadership style because it is the method of win- win strategies that both leader and follower are very happy to work together and they feel that they are important people who are involved in the achievement of the work. All three important leadership styles need strong capacity from the leaders.

2.3 Leadership Competencies of School director

Leadership competencies are defined as below:

2.3.1Leading the organization

-Have abilities to manage change

-Have abilities to solve problems and decision making

-Have abilities to manage politics and have the power to others

-Have abilities to take risks and initiative

-Have ability to set vision and strategy

-Have abilities to manage the work

-Have abilities to improve the quality of business skills and knowledge

-Have abilities to understand and direct the way of the organization

2.3.2 Leading the self

-Make clear the ethics and integrity

-Arrange drive and purpose

-Show the quality of leadership stature

-Improving your capacity to learn

-Self management

-Self-awareness is increase

-Adaptability are improve

2.3.3 Leading others

-Skill of communicating effectively

-Have abilities to develop others

-Give the value for diversity and difference

-Building good relationship and maintaining it

-Effective good team building

In addition the school director needs to know about the leadership competencies in order to find out the good solution and the best way to lead the organization; It will show about the role and responsibilities of school director as below information: In accordance with Barnes (1997: 1 68), competencies have labels, definitions and behavioral indicators as measures of performance of the work.

Performance indicators can be used to provide existing and on-continuing performance of principal competencies towards the achievement of management

standards. In a practical judgment, principal competencies are from a limit list of observable, assessable, management skills relating to Principal.

To measure Principal competencies, it is important to get away from job descriptions, which are composed of over-long lists of duties and no creative person would wish to undertake. All of these need to inter-relate effectively the achievement of key goals. As such, the following understandings through defining Principal competencies can be measure Principal competencies as below:

-To set out criteria which assist judgments to be made about performance;

-To identify key Principal leadership issues;

-To provide a basis for measuring Principal competencies;

-To direct to areas which require detailed or specific investigation; and

-To enable Principals themselves and the management authority to apply the

use in accordance with the strengths and the weaknesses

2.3.4 Role and responsibility of school director

A school principal's role and responsibilities run the whole range of the things, they focus on academics, day-to-day school operations plan and activities, leading all staff, discipline give award and make a good communicating with parents and other key stake holders. By Rocco Pendola,

According to the BLS, role and responsibilities of school principals need to work with teachers in order meet the need of curriculum standards and achieve the objective and goals. Another school principal need to responsible for academic achievement and school improvement.

Another task school principal needs to observe classrooms to gather information for the evaluation of staff and the curriculum. Principals also oversee the identification and placement of special education students,

The position of school principal requires a person with multiple qualifications and skills. Becoming a principal is more than accepting a important job; it is an all- consuming way of life- By Elise Wile,

In addition according to Mok (2013) role and responsibilities of school principal is to achieve and rum the school operation plan very well as well as achieve the goal with accountabilities and transparency. Another work school principal needs to discuss with the teachers to achieve the common goals and understanding all of work at school and outside.

The Principal, as the educational leader, must take the responsibilities for directing and planning needed to make the school staff responsive to the needs of the students under their jurisdiction.

Furthermore, Cambodia Education for All national plans 2003-2015 is stated that the monitoring as well as implementation and delegation to local EFA

Commissions will be considerable. It is, therefore, a reasonable requirement that these

Commissions as well as many of the educational officials, particularly school directors, who are the core person on the Commissions, receive considerable technical support to ensure that they can do these works efficiency and effectiveness. EFA capacity building plans will complement and coordinate with Annual Capacity

Building Work Plans developed by each department under ESSP.

According to Derrick Meador was mentioned about the role and responsibilities of school principal as below:

The role of the principal is responsible a lot of different task including leadership, teacher performance, student punishment/ discipline, and other tasks. Being an effective principal is hard work and is time management.

2.3.5 Conclusion

A good principal should balance among their roles and responsibilities and works hard to make sure that they are doing what they feel is best for all teacher and other partners. A school principal is the primary leader is responsible for school building and lead as a good model to other. A principal should be positive, persuade people to the best job, response all activities of the school, and listen to what their subordinate raise and concern and complain. An effective leader is available to teachers, staff members, parents, students, and community members and other partners. A good leader stays peaceful/ quiet and in difficult situations or circumstance, thinks before they do, and puts the needs of the school before themselves. In short idea leadership competencies are very important for school principal to lead the school and organization. They need update their capacity, knowledge and skill in order to achieve the common goals as well as to lead the school with accountabilities and effectiveness.

2.4 School principal leadership as perceived by teachers

2.4.1 Education Law of Cambodia

According to the Education law of MoEYS, 2007 stated in article 20

Educational personal training “The state shall train educational personal prior to and/or in service. Educational personal shall undergo pedagogical training recognized by the ministry in charge of education, except professors and staff working in higher

educational establishment.” So it mean that the education staff really need the pedagogical training that their perception need the school principal to provide the capacity to them both pre and in service training.

Another meaning from the education law of Cambodia 2007 in article 37:

Rights and obligations of Educational personal stated that “The rights of educational personal are as follow: the right to gain professional value dignity and social high consideration, The right to develop their professions, the rights to establish or participate in educational personal, the right to organize public education meeting etc.

This is something that the teacher need other especially from the school director know clearly about the right that the teacher have and they also respect the right of the educational staff.

2.4.2 Hong Kong research

Chau, Suet-fong, 2002 mentioned that teachers play important role in providing the capacity, knowledge and skill to the students and they also responsible for the administration work as well as the teaching plan that should provide to the student in order to get the good student achievement, beside that they also need the good judgment and performance from the school principal leadership to make sure that it is fair to other in the same organization. Another result show that teachers who involve in self-evaluation start from a strength that they are have with close and detailed knowledge of the inner workings of their organization. Both Bernardin (1986) and Geismar, et al (2000: 237) have reflected that subordinates often observe school director performance than their peer. This kind of evaluations or comments from teachers can be viewed as a

important source of information about leadership qualities and can provide valuable insight into how well the Principal functions.

2.4.3 Other author from website

According to the author Brenda Kay Hardman, 2011 stated that Teachers' perceptions of their school leader‟s impact to the student achievement/ performance in their schools. Teachers' perceptions of the leadership style related to their principals as transformational, transactional or passive-avoidant in improving and non- improving schools in relation to student achievement.

Base on PEGGY C. KIRBV LOUIS V. PARADISE, 1992, Situational theorists disagree that the most effective combination of people- and task-oriented behaviors change. Fiedler (1967) believed that leadership style was not accepted to change; therefore, the situation was the major decide in leader effectiveness. Hersey and Blan chard (1977) agreed that style of leadership was difficult to adapt to different situations, but they argued that, with training in the appropriateness of different styles, leaders could learn to expand their range and become effective under the condition is changed.

2.4.4 Conclusion

As in short the perception teachers towards school principal leaderships they need the school director that have a full capacity to lead the organizations as well as they need school director more focus on their building their capacity in order to get a good student achievement. Although they are under supervise of the school director but they also have the right to improve education as well as the commitment to work hard and achieve the school operation plan.

2.5 Leadership Competencies

To make sure that the meaning of the 3 kinds of the Leadership competencies are raise and well explain on this section, below will detail about the meaning of it as following:

2.5.1. Modeling the Way

Modeling the way means school director‟s show and act in such a way people should be treated and the way goals should be pursued. They create standards of excellence and then set an example for others to follow. They also set interim goals so that people can achieve small wins as they work toward larger objectives.

2.5.2. Inspiring a Shared Vision

Inspiring a Shared Vision means school directors passionately believe that they can make a difference. They envision the future, creating an ideal and unique image of what the organization can become. Through their magnetism and quiet persuasion, school directors enlist others in their dreams. They breathe life into their visions and get people to see exciting possibilities for the future.

2.5.3. Challenging the Process

Challenging the Process means school directors search for opportunities to change the status quo. They look for innovative ways to improve the organization. In doing so, they experiment and take risks. And the school directors know that risk taking involves mistakes and failures, they accept the inevitable disappointments as learning opportunities.

2.5.4. Enabling Others to Act

Enabling Others to Act means school directors foster collaboration by promoting cooperative goals and building trust among staff. They also strengthen

others by sharing power and providing choices, making each individual feel competent and confident.

2.5.5. Encouraging the Heart

Encouraging the Heart means school directors encourage staff by recognizing contributions and celebrating values and victories while building a spirit of community. To keep hope and determination alive, school directors also recognize contributions that individuals make.

2.5.6. Effective Leadership Practice

Effective Leadership Practice means the process of persuasion or example by which an individual or leadership team induces a group to pursue objectives has the leader or shared by the leader and his or her followers.

2.5.7 Conclusion

As the detail of leadership competency is very important for all of the school principal that need clearly understanding and know detail about it so that school principal have abilities to lead the organization with good achievement and efficiency.

In addition the subordinate feel confident and work very hard to achieve the common plan as well as to achieve the student achievement so that they become a good child, friend and good citizen in the future to build more good resources for Cambodia to develop as other developed countries in the world.

2.6 Previous Studies

2.6.1 The research topic on Teachers' Perception of their Principal's

Leadership Style and the Effects on Student Achievement in Improving and

Non-improving Schools

According to the author Brenda Kay Hardman, 2011research on the topic of

Teachers' Perception of their Principal's Leadership Style and the Effects on Student

Achievement in Improving and Non-improving Schools show that: The population was a purpose sample of 143 teachers in 16 schools in one school district and using.

Leadership behaviors, as perceived by the teachers, were measured by using the original of the Multi-factor Leadership Questionnaire (MLQ). For the student achievements was measured by the Florida Comprehensive Assessment Test results for each school using three years of results. The research will do by the quantitative research and the instrument using interviewed and the open ended questions. For analyze the data the researcher using Independent t -test, multiple regressions, and an open-ended question were used to analyze the research questions.

As the result of the research showed that teachers in improving and non- improving schools had very small amount of differences in how they perceived their principals' leadership styles. All three leadership styles were study significant predictors of student achievement.

The school situation showed that no different in student achievements/ performance between improvement and non improvement school. Transactional leadership had a negative relationship only transformational and passive-avoidant leadership style showed a positive relationship with student achievement. The analysis of the MLQ subscales for each leadership style as belief by the teachers and the school situation with student achievements found that transformational subscale intellectual stimulation and school status had a statistically significant positive relationship with student achievement.

In the same way, the transactional subscale control by exception-active was a significant predictor with student achievement but had a negative relationship. Passive avoidant style also had a positive relationship with student achievements.

Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. No demographic variables were significant for transactional style or school status.

In the general, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often give the example of school culture as having an influence on student achievement in both improving and non-improving schools.

Because of the limited time and resources the study only including the self-reported teacher perceptions of principal leadership style from 16 schools in one school district while the other information such as the school observation, class monitoring and only use of one instrument so it is difficult to find out the other result to show the exact of leadership style of the school principal and it is not reflect the actual leadership style of the principal.

2.6.2 The research topic on the Perceptions of Primary School Teachers on Principal Cultural Leadership Behaviors

Base on author Turgut KARAKÖSE, May 2008 research on the topic “The

Perceptions of Primary School Teachers on Principal Cultural Leadership Behaviors”

The purpose of this study is to know about the perceptions of primary school teachers on principal cultural leadership behaviors and the opinion of their difference occupation characteristic.

The study will use the Cultural Leadership Scale (Yildirim, 2001) in order to evaluate the teacher perceptions to school principal cultural leadership. The population of the study is the teachers that work in the primary schools in

Kahramanmarafl, a province located in the southeastern part of Turkey. The sample was used the random selection 308 teachers.

The analyzed of the result showed that the teacher perception according to the cultural leadership behaviors of the school principal according to the gender, years of experience, and the subjects taught by the participants is varying importantly.

More importantly, the teachers revealed that they were disagreed about their principals‟ cultural leadership behaviors. I addition as the longer experience of the teacher they become more critical of the principals‟ cultural leadership behaviors.

The cultural leadership of the school principal is not string if they can not apply in the practices at school.

In order to become a good cultural leadership the school principal need to take into account of value norm of the organization. It is recommended that school principals be good models for school teachers and other staff by using cultural leadership behaviors into practice in their schools.

2.6.3 A Proposed Innovative Leadership Model of Cambodian High

School Directors

Based on the author Mok Sarom, 2013, the research on the topic: A

PROPOSED INNOVATIVE LEADERSHIP MODEL OF CAMBODIAN HIGH

SCHOOL DIRECTORS the result showed as below: The purpose of the research study is to compare, find the relationship, and the propose leadership model of high school principal in Cambodia according to the perception of school principal

leadership behavior. This study was select sample of 191 school director and 386 teachers from public high school in Cambodia by using the table of Krejcie &

Morgan, stratified random sampling, and simple random sampling by drawing lots.

The researcher using the instrument of The Leadership Practices Inventory (LPI) and self and Observer, Back translations were used to validity of the research instrument.

The data collection used two forms of CLPI, Self and Observation and analyzed by computer program procedures. The result of the research study showed that: School directors implemented four leadership behaviors, namely demonstrating to support the heart, translating a shared vision into actions, sustaining willing participation, and engaging the heart in a shared process. Three among four is share vision into moral obligation. Moreover the result of from the t-test and one way ANOVA showed that among four of leadership, it was found statistically significant difference (p<.05).

When taking age into account, it was found that translating a shared vision into moral obligation, and educational level of all aspects of teachers, with statistically significant difference (p<.05). In addition The correlation of school principal leadership of four styles base on teachers‟ observation showed that their school directors‟ leadership practice showed statistically significant difference (p<.001). The good point of fit of the structural equation model of school directors‟ leadership

Behaviors revealed their consistency with the empirical data, considered from Chi- square (x2) was 215.7, df = 386, p-value = 1.000, GFI = .934, AGFI = .920, and

RMSEA = .000. The teachers‟ perceptions of school directors‟ leadership behaviors revealed that its consistency with the empirical data, considered from Chi-square (x2) was 358.1, df = 371, p-value = .675, GFI = .944, AGFI = .930, and RMSEA = .000.

More importantly, The study will benefit to the ministry of Education Youth and Sport of Cambodia in the result if the leadership style of the high school principal and it is important for the Training Teacher Center Department (TTD) to build more the capacity of the high school principal to become a good leaders in Cambodia in order achieved the student performance to develop countries very soon.

2.6.4The research topic on A study on contemporary principal competencies: what principals need to know: as perceived by secondary school teachers

Furthermore, the author Chau, Suet-fong, 2002 in Hong Kong research on the topic: A study on contemporary principal competencies: what principals need to know: as perceived by secondary school teachers The role and responsibilities of the school principal is very important for twenty first century. The purpose of this study is to find bout the teachers' perceptions of contemporary school Principals' competencies, it will affect the overall quality of leadership and it is impact to school improvement and development. The study identifies the principle competencies of the school principal from the teacher perspective. It will use with a focus on the evaluation of contemporary Principal. The important of the study will improve the leadership of the school principal to improve and develop school and it exploratory data analyses are used to answer questions. The methodology is a qualitative approach and the instruments used are questionnaires and onsite group interviews. To achieve of these purpose, the combination of the question on the role and responsibility of the school principal will reflect the competency of school leadership.

The findings of the research study will provide the extents and details on how contemporary Principal is performed very well in schools it also reflect the

dimensions of competencies the Principals further that need to implement school- based management as a result to give the greater accountability of school performance.

The discussion will help the other educators to know on how to develop the quality of school principal competencies and the useful of the approach to apply the need of school principal for today and tomorrow improvement and develop school so as to enable them to cope successfully with the great demands of the society and the fast-changing world.

As conclusion from the four previous studies it showed that the school principal leadership competencies still need to improve in order to improve and develop school especially for the better of student‟s achievement with good performance in order to develop the countries as other developed countries in the world.

2.7 Conceptual framework of the research

It is very important to see whether the conceptual framework are related between independent variable and dependant variable, the independent variable including Demographics of teachers: Gender, Age, Level of Education and Teaching experience it will affect the dependent variable of three aspect 1)Demonstrating to

Strengthen Deliverables (DSD), 2)Engaging the heart in implementing an

Organizational Strategy (EIO) and 3)Translating a Shared Vision into Moral

Obligation (TSM).

Conceptual framework of the research

Independent variable Dependent Variable

Demographics of teachers SD Leadership Competencies  Gender  Age I-Demonstrating to Strengthen  Education Learning Deliverables (DSD) II-Engaging the heart in  Teaching experience implementing an Organizational Strategy (EIO) III-Translating a Shared Vision into Moral Obligation (TSM)

Opened – ended questions

CHAPTER III

RESEARCH METHODOLOGY

The research title on “School Principals' Leadership Competency as

Perceived by Primary School Teachers in Phnom Penh Municipality” will describe the five important sections in the research methodology, they are as following:

3.1Research Design

Research design is very important for the researcher to choose the right method as well as fit with the topic. The Researcher using mixed methodology both quantitative and quantitative data for research design and using the instrument of questionnaire and open ended questions .The researcher using the original question of

Leadership Competency that consist of 3 aspect and 30 items. The mixed methods of the research are important because:

-It compares the theory with the real practice and observation that related to

the theory and find out good confirmation.

-It show about the what we find and give to the theories and recommendation

to make a good feedback and find the solution next time

-It tell about the information of something happen at the target area

-It clears about the method of selection information

-It analyzes the situation of something happen etc.

The researcher more focus on the main key important of the principal competencies to advance development school into three aspects namely

“Demonstrating to Strengthen Deliverables, Engaging the Heart in Implementing an

Organizational Strategy and Translating a Shared Vision into Moral Obligation”

The methods using four different types such as:

- Population and Samples

- Research Instruments

- Data collection

- Data analysis

3.2 Population and Sample

3.2.1. Population

In Cambodia there are many schools from pre-school to the higher education especially the primary school that play important role of providing the basic education to all of the children in the whole countries especially the children at 6 years old.

There are 6,910 Primary School in Cambodia, 164 Primary School in Phnom Penh with total 4,542 staff, 3,159 female. There are two kinds of Primary school staff, teaching and not teaching staff. For teaching staff there are only 3,974 staff, 2,925 female teachers (EMIS 2012/2013 page 4). Population will be teachers from public

Primary School in Phnom Penh it will select from 9 District of Education, 2 Primary

School per DoE so the total 18 Primary more than 10% with 493 teaching staff and sample selection by Krejcie &Morgan.

3.2.2. Sample

The researchers will select 10.97%=18 Primary School in Phnom Penh

by using convenience sampling and random selection of teachers through Krejcie &

Morgan method.

3.3 Research Instrument

The researcher using the original question adopted form the author Sarom

Mok (2013) School Principal Competency that divided into 3 Aspects with 30 items

Aspect I: Demonstrating to Strengthen Deliverables,Aspect II Engaging the Heart in

Implementing an Organizational Strategy,Aspect III Translating a Shared Vision into

Moral Obligation. The question is very important because of if showed about the competency of the school principal that perceived by the teachers and it showed about the impact of the leadership that affect the student performance and school development. The question need to explain the answering person to choose by explain the 5 levels of Five Levels of Interpretation Proposed by Srisa-ard (2003) namely lowest, low, medium, high and highest. In addition the researcher need to add the reliabilities statistic on Cronbach's Alpha of George and Mallery (2003) provide the following rules of thumb: >.9Excellent, >.8Good, >.7 Acceptable, >.6

Questionable, >.5 Poor and <.5Unacceptable.

Question Structure

Table show about the connection between Aspects I to Aspect III as below:

Aspect Description Ordering Number No-Q

I Demonstrating to Strengthen Deliverables 1, 3, 6, 11, 16, 21, 26, and 27 8

II Engaging the Heart in Implementing an 2, 8, 10, 13, 15, 17, 18, 19, 20, 12

Organizational Strategy 24, 28& 29

III Translating a Shared Vision into Moral 4, 5, 7, 9, 12, 14, 22, 23, 25&30 10

Obligation

3.4. Data Collection Procedures

After work very close with the advisor and got the permission letter from the

RUPP and MoEYS, the researcher and advisor will go to meet the school director to inform about the date of the meeting with teachers in order make a good relationship with them. The researcher will set the date to meet with the teachers who can give the question for completed it, after that the researchers explain to all teachers so that we can do the pilot test beside the place that we plan to interviews. After do the pilot test and verify on the missing point the researcher work together with advisor to check the information and correct all the error and missing point and then set the exact date to do with the interviewee., after check and correct the questionnaire carefully the researcher also do the question and ask the teachers as the plan in the table.

3.5 Data Analysis and Statistical Procedures

This section will detail about the methods of data analyses that collective from the data collection from the primary school teachers. The researcher starting to data entry by using the computer software and analyze by : Means ( X ), Frequency, and

Standard Deviation (S.D.), T-Test, One-way ANOVA and coding in order to apply the hypothesis in order to analysis the result of data collection and find out the error and detail all the question that ask the interviewer. The researcher will create more information by analyze and using the graph, table and pie chart as well as explain the result of the research according to the question that create and result from the teachers. Data analysis is very important to show about what we find out and show the important of the result from key stake holder and it also compare to the original question that the author set and compare to the real practice of the school principal as well as to find out the result that can find out the good recommendation in the

conclusion of the research. Below is detail about the technique to analyze the result of the research:

3.5.1. Frequency, Mean(X), and Standard Deviation (SD)

There are 3 aspect with 30 items will group it by mean ( X ), frequency and standard deviation (S.D.), and then they will be ranked according to the mean score for answering research question one. Similarly, the statistical procedures will be applied in the same way for the three aspects. There are three level of strategy using in this method they are: “high”, “moderate” and “low” (Oxford, 1990).

3.5.2. T-test and One-Way ANOVA of the Difference Two groups

T-Test and One- way ANNOVA will use to analyze the data of two gender groups analyzed by using independent samples t-test to see the differences in perceptions about each Aspect of the three aspects of school principal leadership competency. On the other hand, one-way ANOVA are used for analyzing the data of teacher that have one variable with 3 values.

3.5.3. Coding

The method of coding technique will use to analyze the open- ended question that related to two important questions of challenges and recommendation, finally the result will show about School Principals' Leadership Competency as Perceived by

Primary School Teachers in Phnom Penh Municipality.

3.6 Summary of the Research Process

Research process is very important for the researcher to find out the good data collection and the good result of the research, researcher need to clear on this process in order to get the good result with reliability.

CHAPTER IV

RESULTS

The purpose of this chapter is to present the research results of finding from analyze. Data were collected by survey method and analyze through quantitative research procedure. The results of analyze will present in this chapter. This chapter will present the result from the difference rate from the participant‟s demographic information and the result also share about the detail of each question as well as the consolidate result of each aspect. Data related to the research questions of the study will present through the chapter.

4.1 Result of survey Sample’s demographic characteristic

The detail of describe the survey samples, demographic information about the

Leadership competency was gather from the demographic questionnaire. The form was of demographic information was completed by the school teacher in Primary

School in Phnom Penh Municipality. Demographic data were reported related to gender, age, education learning and teaching experience.

Related to the survey, the total of 493 primary school teachers were completed and collected all from 18 primary schools in Phnom Penh. Among them 493(100%) response provide the completed data. The valid data were shorted out and prepare for the statistical analysis. Table 4.1preset a summary of the demographic characteristics of the teachers who provided the valid answers/ responded.

Table 4.1: Frequencies and percentage for demographic variables of school teachers

Demographic Description Number Percentage (%)

Male 135 27.4

Gender Female 358 72.6

Total 493 100%

From 18-30 Years old 34 6.9

Age From 31-40 Years old 187 37.9

More than 40 Years old 272 55.2

Total 493 100%

Below High School 149 30.2

Education Learning High School 273 55.4

Higher than High School 71 14.4

Total 493 100%

Less than 5 years old 13 2.6

From 5 to 10 years old 42 8.5

Teaching Experience More than 10 Years old 438 88.8

Total 493 100%

Table 4.1 present the demographic variables for primary school teachers‟ demographic, there was a proportion of male response (27.4%, n= 135) it is less than

female response (72.6%, n= 358) who participate with this research study. It showed that the female is much more than male 3 times.

The primary school teacher ages ranged from 18-30 Years old, total of n=34,

6.9%, from 31- 40 years old (n=187,37.9%) and the teacher‟s ages more than 40

Years old (n=272, 55.2%) so there were much school teachers response who is more than 40 years old, more than half of the total. Among of education learning of 493 of primary school teachers 55.4%, n=273 who is learning and complete in high schools degree the less is (14.4%, n=71) who is education learning more than high schools.

More importantly the teaching experience of primary school teacher more than 10 years old (n=438, 88.8%) it is the much more among is compare to the teachers who teach less than five year only (n=13, 2.6%)

In the analyzing the sample survey of the demographic data, there was a clear profile of school teachers in who taught at primary school in Cambodia.

Table 4.2: Construct teacher’s factors of Cambodian Leadership Practices

Inventory (CLPI)

The 30- Items CLPI in this study

Factor I/ Aspect I: Demonstrating to Strengthen Deliverables (DSD)

CLPI: 1, 3, 6, 11, 16, 21, 26, 27

Factor II/ Aspect II: Engaging the heart in implementing an Organizational Strategy

CLPI: 2,8,10,13,15,17,18,19,20,24,28,29

Factor III/Aspect III: Translating a Shared Vision into Moral Obligation (TSM)

CLPI: 4,5,7,9,12,14,22,23,25,30

According to the table 4.2 three new factors/Aspects were named according to items with higher loading and item meaning. Aspect I Demonstrating to Strengthen

Deliverables contained 8 items (Items: 1, 3, 6, 11, 16, 21, 26 and 27) from most of

Posner and Kouzes‟ original (2003). Factor II name engaging the heart in implementing an Organizational Strategy (EIO) consist of 12 Items (Items:

2,8,10,13,15,17,18,19,20,24,28 and 29). Factor III named translating a Shared Vision into Moral Obligation (TSM) and consist of 10 items (Items: 4, 5, 7, 9, 12, 14, 22, 23,

25 and 30). All the tree aspect it showed the real information related to the competency leadership of the school principle in Cambodia by adopted from Posner and Kouzes‟ original (2003) and were used and adopted to Cambodia by Mok Sarom

(2012).

Summary the result of Result of survey Sample’s demographic characteristic

In conclusion this section, it is important to point out the important information as perceived by the school teacher in primary school. The demographic was clear information of the percentage and the number of the male and female teachers and the range of ages, the education learning and teaching experience. More importantly the tree aspects/factors was showed about the Demonstrating to

Strengthen Deliverables (DSD), Engaging the heart in implementing an

Organizational Strategy (EIO) and Translating a Shared Vision into Moral Obligation.

This is particularly true for school teachers to analyze the competency of the school director who is supervising the teachers in Cambodia.

4.2 Results of Analyses for Research Questions

The research study showed the perception of the primary school teachers toward the school principle leadership competency in Cambodia by using questionnaire method of collecting data. The study address the need for gathering the information and understanding of school principle leadership competency as perceived by the school teachers at Primary School level.

This point was provided a quantitative research analysis in order to response to the following questions as below:

1. What is the School Principles' Leadership Competency as Perceived by

Primary School Teachers in Phnom Penh Municipality?

2. Are there differences of teachers‟ perception on toward School

Principles' Leadership Competency as Perceived by Primary School

Teachers in Phnom Penh Municipality based on gender, age,

educational Learning and teaching experience?

3. What is the challenges and solution of school principle leadership

competency as perceived by school director?

The researcher determined, at the school principle and the teachers, what the result of school principle leadership competency as measure by the “Cambodia

Leadership Practice Inventory (CLPI) as evaluated by school teachers in Phnom Penh

Municipality, Cambodia. The explanation and interpretation of the result are made for the differences to the sample from the teachers‟ response. Descriptive statistic, frequency, independent sample t-test, one way ANOVA were analyzed the result of the data collection. The data were collected from 493 teachers in 18 Primary Schools in Phnom Penh. The result of the research questions are described in this section.

4.2.1 Research question one: What is the School Principles' Leadership

Competency as Perceived by Primary School Teachers in Phnom Penh

Municipality?

Question one addressed the degree of Cambodian school principle practice the 30 Items of CLPI in their school as perceived by school teacher in Primary

School. Teachers who participating in the survey were asked to rate their agreement or understanding with the statement corresponding to the leadership competency of school principle by using five point of Likert Scales, a rating of five indicators a strong agreement with the statements. To answer the questions from the teachers, the

30- Items of CLPI was used with three factors. They were demonstrating to strengthen deliverables (DSD), engaging the heart in implementing an organizational strategy

(EIO), and translating a shared vision into moral obligation (TSM), respectively.

Table 4.3 below will show about the Mean (X) and standard deviations (SD) were used in analyzing the data.

Table 4.3: Mean, Standard Deviation and Level of 30- Items for School Teachers

No. Commitment from practice Mean S.D. Level

1.Set a personal example 4.20 .749 High

2.Talk about future trends 3.89 .823 High

3.Develops cooperative relationship 4.16 .772 High

4.Praise people for job well done 4.09 .812 High

5.Spends time and energy on principles 3.73 .823 High

6.Decision Making 4.20 .789 High

Table 4.3 (continue)

7.Describes a compelling image of future 4.25 .738 High

8.Tries new and innovative approaches 4.12 .730 High

9.Listens to diverse points of view 3.97 .766 High

10.Lets people know confidence in abilities 4.08 .824 High

11.Follows through on the promises 4.05 .707 High

12.Appeals to others to share dream 4.06 .818 High

13.Searches outside organization 3.88 .762 High

14.Treats others with dignity and respect 4.06 .735 High

15.Rewards contributions to success 3.85 .776 High

16.Asks for feedback the affected actions 3.95 .759 High

17.Enlists others in common vision 4.08 .790 High

18. Asks “What we can learn?” 3.98 .749 High

19.Supports decisions of others 3.89 .823 High

20.Recognizes publicly 4.05 .746 High

21.Builds consensus around organization 4.08 .776 High

22.Paints “big picture” to accomplish 4.16 .819 High

23.Sets achievable goals and concrete plans 3.91 .734 High

24.Gives freedom and choice 4.00 .741 High

25.Celebrates accomplishment 3.89 .781 High

26.Clears about philosophy of leadership 4.13 .749 High

27.Speaks about purpose of work 4.08 .714 High

28.Experiments and takes risks 4.00 .777 High

Table 4.3 (Continue)

29.Ensures that people grow 4.20 .755 High

30.Gives appreciation and support 3.98 .708 High

Grand Total 4.03 .767 High

As table 4.3 showed that the teachers reported that the school principle leadership capacity is high, among 30 items report high. The Mean (X) of the individual perception ranged from 4.25 to 3.73. The most frequently reported the leadership competency of school director is number 7 “Describes a compelling image of future” with Mean “4.25”and SD “.738”, following by number 1 “Set a personal example” with stated Mean “4.20” and SD “.749” and the next following is number

22 (Paints “big picture” to accomplish) with Mean score “4.16”and SD “.819”.

Leadership competency of school principle as perceived by school teachers the lowest is number 5 “Spends time and energy on principles” , mean( X:3.73) and SD(.823), follow by number 15 “Rewards contributions to success” with mean (X:3.85) and

SD(.776), the next was number 13 “Searches outside organization” with mean

(X:3.88) and SD(.762).

Table 4.4 Demonstrates the Mean, Standard Deviation, and level of three school principle leadership competencies as perceived by teacher of each CLPI commitments for practice item

Commitment for practice Mean S.D. Level

Demonstrating to Strengthen Deliverables (DSD)

1. Set a personal example 4.20 .749 High

3. Develops cooperative relationship 4.16 .772 High

6. Decision Making 4.20 .789 High

11. Follows through on the promises 4.05 .707 High

16. Asks for feedback the affected actions 3.95 .759 High

21. Builds consensus around organization 4.08 .776 High

26. Clears about philosophy of leadership 4.13 .714 High

27. Speaks about purpose of work 4.08 .735 High

Total 4.10 .75 High

Engaging the heart in implementing an Organizational Strategy (EIO)

2. Talk about future trends 3.89 .823 High

8. Tries new and innovative approaches 4.12 .730 High

10. Lets people know confidence in abilities 4.08 .824 High

13. Searches outside organization 3.88 .762 High

15. Rewards contributions to success 3.85 .776 High

17. Enlists others in common vision 4.08 .790 High

18. Asks “What we can learn?” 3.98 .749 High

19. Supports decisions of others 3.89 .823 High

Table 4.4 (Continue)

20. Recognizes publicly 4.05 .746 High

24. Gives freedom and choice 4.00 .741 High

28. Experiments and takes risks 4.00 .777 High

29. Ensures that people grow 4.20 .755 High

Total 4.00 .77 High

Translating a Shared Vision into Moral Obligation (TSM)

4. Praise people for job well done 4.09 .812 High

5. Spends time and energy on principles 3.73 .823 High

7. Describes a compelling image of future 4.25 .738 High

9. Listens to diverse points of view 3.97 .766 High

12. Appeals to others to share dream 4.06 .818 High

14. Treats others with dignity and respect 4.06 .735 High

22. Paints “big picture” to accomplish 4.16 .819 High

23. Sets achievable goals and concrete plans 3.91 .734 High

25. Celebrates accomplishment 3.89 .781 High

30. Gives appreciation and support 3.98 .708 High

Total 4.01 . 77 High

To reflect to the three aspects of the school principle leadership competency as perceived by school teacher the mean, standard deviation of CLPI as shown in table

4.4, all three factors is “High”. More specifically the most frequently perception was

Demonstrating to Strengthen Deliverables (DSD) with mean (X:4.10) and SD:(.75), follow by Translating a Shared Vision into Moral Obligation (TSM) with mean

(X:4.01) and SD: (.77) and the least was Engaging the heart in implementing an

Organizational Strategy (EIO) with mean (X:4.00) and SD: (.77). After showing the result from the individual item and the factors/ aspects, of the school principle leadership competency as perceived by school teachers which response to the table

4.5 present the strategy of most and least by school directors as perceived by teachers

Table 4.5 Reported of school principle leadership competency used most and least base on teacher’s perceived

Most frequently Lease Frequently

Category commitment Category commitment

TSM 7.Describes a compelling image of future TMS 5.Spends time and energy on principle DSD 1.Set a personal example EIO 15.Rewards contributions to success DSD 6.Decision Making EIO 13.Searches outside organization EIO 29.Ensures that people grow EIO 19.Support decision of other DSD 3.Develops cooperative relationship EIO 2.Talk about future trends TSM 22.Paints “big picture” to accomplish TMS 25.Celebrates accomplishment DSD 26.Clears about philosophy of leadership TMS 23.Sets achievable goals and concrete EIO 8.Tries new and innovative approaches DSD 16.Asks for feedback the affected action TSM 4.Praise people for job well done TMS 9.Listens to diverse points of view DSD 21.Builds consensus around organization TMS 30.Gives appreciation and support

According to the table 4.5, the most of leadership competency of school principle, five of top ten (50%) was DSD, 30% were TSM and (20%) were EIO.

Moreover the least leadership competency on CLIP are following (50%) was TMS,

EIO (40%) and DSD (10%). Table 4.6 below will show about the top three of leadership behavior of school director based on teacher perception.

Table 4.6: Top Three Leadership Behaviors Used by School Directors Based on

Teachers’ Perception

Category Commitment for practice Mean S.D

DSD Set a personal example 4.20 .749

Decision Making 4.20 .789

Develops cooperative relationship 4.16 .772

EIO Ensures that people grow 4.20 .755

Tries new and innovative approaches 4.12 .730

Enlists others in common vision 4.08 .790

TSM Describes a compelling image of future 4.25 .738

Paints “big picture” to accomplish 4.16 .819

Praise people for job well done 4.09 .812

The table 4.6 showed that the highest mean value in each aspect including

DSD in the item no.1 “Set a personal example”, (Mean X= 4.2 and SD=0.749), the

EIO, no.29 “Ensures that people grow”, (Mean = 4.2 and SD=0.755) and the TSM in the item no.7 “Describes a compelling image of future” with (Mean= 4.25 and

SD=0.738). The table of 4.7 shows about the rank of school leadership behavior base on the primary school Teachers‟ perception.

Table 4.7: Leadership Behaviors Used by School Directors Based on Primary

School Teachers’ Perception in each Aspect

Commitment for practice X S.D Meaning Rank

I-Demonstrating to Strengthen Deliverables 4.1057 .56316 High 1

II-Engaging the heart in implementing 3.9686 .53977 High 3

an Organizational Strategy

III-Translating a Shared Vision into Moral 4.0116 .55367 High 2

Obligation

As the table 4.7 showed that the highest commitment of the school leadership competencies as perceived by primary school teachers is Aspect I “Demonstrating to

Strengthen Deliverables” with mean= 4.1057 and SD= .56316, Follow by Aspect III

“Translating a Shared Vision into Moral Obligation” with mean = 4.0116 and SD=

.55367 and the last is Aspect II “Engaging the heart in implementing an

Organizational Strategy with mean= 3.9686 and SD= .53977. Continue to answer the research question, below is the detail of analyze of the research question number two.

4.3 Question Two: Are there differences of School Principles'

Leadership Competency as Perceived by Primary School Teachers in

Phnom Penh Municipality based on gender, age, educational

Learning and teaching experience?

From the perspective of the school teachers, the second research question showed about the difference of school principal leadership competency as perceived by primary school teacher‟s results from CLIP base on the demographic of gender, ages, education learning and teaching experience. School teachers response to questions if the items by providing the information of the demographic, the results of separate one-way (ANOVA) analysis of variance were computed to determine significant differences among mean scores of responses from teachers based on age, educational level, and years of teaching experience. For the result of the gender will using independent sample t-test. The table 4.8 will provide this information clearly.

Table 4.8 Differences concerning the observations of school principle leadership

Practices of School Directors Based on Gender

Gender Male Female t P-Value

Mean(X) S.D Mean(X) S.D

I-Demonstrating to Strengthen 4.0537 .6539 4.1253 .52456 -1.26 *.027

Deliverables (DSD)

II-Engaging the heart in implementing 3.9148 .64457 3.9888 .49404 -1.35 * .001 an Organizational Strategy (EIO)

III-Translating a Shared Vision into 3.9504 .64262 4.0346 .51529 -1.50 *.023

Moral Obligation (TSM)

* P<0.05

Table 4.8: revealed that the differences concerning of teachers on school principle leadership competency based upon gender. The findings showed that all three leadership practices, they were; demonstrating to strengthen deliverables; and

translating a shared vision into moral obligation were different and the leadership on engaging the heart in implementing an Organizational Strategy is significant difference at the p-value at 0.05 .Statistical analysis was also applied to the difference in gender. Analysis of variance (ANOVA) showed the mean scores differences among groups larger than descriptors. Using a one-way at the 95% confidence interval, variance scores that show below the P-values at 0.05 level of significance were identified and then paired with the age indicator by teachers. The following Table 4.9 reported School principle leadership competency by teachers‟ perception based on age difference level.

Table 4.9 Differences Concerning the Observations of Teachers on Leadership

Practices of School Directors Based on Age

Age SS df MS F p-value

I-Demonstrating to Strengthen Deliverables (DSD)

Between Groups .726 2 .363 1.145 .319

Within Groups 155.310 490 .317

Total 156.036 492

II-Engaging the heart in implementing an Organizational Strategy (EIO)

Between Groups .865 2 .433 1.488 .227

Within Groups 142.481 490 .291

Total 143.346 492

III-Translating a Shared Vision into Moral Obligation (TSM)

Between Groups .808 2 .404 1.319 .268

Within Groups 150.016 490 .306

Total 150.824 492

According to Table 4.9, demonstrating to Strengthen Deliverables (DSD), engaging the heart in implementing an Organizational Strategy (EIO) and the translating a shared vision into moral obligation were not

Statistically significant difference at the .05 level, 4.10 below then displays the

Differences Concerning the Observations of Teachers on school principle Leadership

Based on Educational Level and then paired with the age which indicated by teachers.

Table 4.10 Differences Concerning the Observations of Teachers on school principle Leadership Based on Educational Level

Education Level SS df MS F p-value

I-Demonstrating to Strengthen Deliverables (DSD)

Between Group .433 2. 216 .681 .506

Within Groups 155.603 490 .318

Total 156.036 492

II-Engaging the heart in implementing an Organizational Strategy (EIO)

Between Groups .098 2 .049 .168 .845

Within Groups 143.248 490 .292

Total 143.346 492

III-Translating a Shared Vision into Moral Obligation (TSM)

Between Groups .602 2 .301 .981 .376

Within Groups 150.222 490 .307

Total 150.824 492

Among three of leadership level demonstrating to Strengthen Deliverables

(DSD), engaging the heart in implementing an Organizational Strategy (EIO) and the translating a shared vision into moral obligation of there is no significant difference at the p-value .05. Table 4.11 Differences Concerning the Observations of school principle Leadership as perceived by school teachers Based on Years of Teaching

Experience.

Table 4.11 Differences Concerning the Observations of school principle

Leadership as perceived by school teachers Based on Years of Teaching

Experience.

Teaching Experience SS df MS F p-value

I-Demonstrating to Strengthen Deliverables (DSD)

Between Groups 1.587 2 .793 2.517 .082

Within Groups 154.449 490 .315

Total 156.036 492

II-Engaging the heart in implementing an Organizational Strategy (EIO)

Between Groups 1.955 2 .978 3.388 .035

Within Groups 141.391 490 .289

Total 143.346 492

III-Translating a Shared Vision into Moral Obligation (TSM)

Between Groups 1.582 2 .791 2.598 .075

Within Groups 149.242 490 .305

Total 150.824 492

As shown in Table 4.11 above, the findings reveal that there were no significant differences in reported leadership competency of school director perceived by teachers‟ based on years of teaching experience level among the three factors

(demonstrating to strengthen deliverables, engaging the heart in implementing an

Organizational strategy, and translating a shared vision into moral obligation) in each

Dimension of CLPI Scale, Table 4.12 below will showed about the displays the reported each pair comparison factor of teachers‟ perceptions about the teaching experience for the school directors‟ leadership behaviors.

Table 4.12: Each Pair Comparison Concerning the Observations of Teachers on

Teaching experience in Term of Engaging the heart in implementing an

Organizational Strategy (EIO)

Less than From 5 to More than

Teaching Experience 5 Years old 10 Years old 10 Years old

Mean 3.63 3.87 3.98

Less than 5 years old 3.63 - .156 .020*

From 5 to 10 years old 3.87 .156 - .204

More than 10 years ol 3.98 .020 .204 _

Based on the table 4.12 showed that the teachers who teaching experience less than 5 years old reported on leadership competency of school principle in term of

Engaging the heart in implementing an Organizational Strategy (EIO) differ from the teacher who teaching experience more than 10 years old at the significant at .05 level.

In summary, the focus of this study is to provide relevance to individual perception scores by exploring in depth the school principle leadership competencies as perceived by school director. Below will describe about the question number 3 talking about the challenges and solution of school principle leadership base on the perception of primary school teaches in primary school in Cambodia.

4.4 Question Three: What are challenges and solution of school principle leadership competency?

Table 4.13 the result of challenges and solution for school principal leadership

DEMENSTRATION TO STRENTHENING DELIVERIABLE

Challenges Solution

School director are busy at outside so he School director should join and solve the

has no enough time to join in school, problem of teachers, and spend time to

Have a party, have no transparency of joint at school to improve school

Project Budget, other income has no use infrastructure and development, the

for school development, need to be the leaders equal to other, should sharing and

model of teachers both physical and update information, should not have a mental, respect time and should take time party, change the attitudes and respect

is seriously, school director has no others, should have transparency of

enough capacity for leading the school, income and expense, improve the should respect what they promise, selfish, knowledge and update skill, need to easy to get anger, school director should admire staff who commitment, should

have empathy, more focus on the party, respect the idea of others, should adopt the education background is limited, not the attitude and the kind, should not get

listen to other much and not so much anger, should find out the good solution encourage staff , capacity of provide the for other, need to listen to other and find

technique of teaching and learning is out the common interest, should anti- limited, Should understand the staff need corruption.

ENGAGING THE HEART IN IMPLEMENTING AN ARGANIZATION

Have a problem with school Should have plan to improve school

improvement, teachers did not listen to infrastructure, if director cannot solve the

the comment of the teachers, have no problem should discuss with the

good solidarity, the meeting did not committees, should transparency for all inform first, some teacher did not listen to staff, should have the agenda and set time school director, teachers did not perform before the meeting, the budget should well of attitude , some leave without ask transparency and accountability, should permission, school director did not update welcome and encourage for staff who the information on time, blame teachers have the commitment, updated the

and them ask them to forgive, work information, negotiate with the should transparency and equally, school government to find out the good place

is the place for travelling, have the beside the school, need update the

capacity of technical, have a problem capacity and technical, need the comment with teachers and student, have no good idea from all of staffs, find out the staff relationship with communities, low salary who have capacity then share the

for teachers, the building is not so good, common benefit, should take time to

the evaluation should transparency and discuss with government to add more

equally, less time but a lot of work, salary for teachers,

should solving the problem, should improve the school infrastructure, school director should know about the ability of

the staffs, teachers take money from

children at classroom,

TRANSLATING A SHARE VISION INTO MORAL OBLIGATION

Should find out the budget to repair the Need to think of the teachers‟ salaries is

building, director need to find out the the priority, director should have time to

good methodology to improve school , learn on technical and academic, director

need to have good relationship between should need to join the workshop or

school, communities and students, the training related to the leadership and

leaders should update their knowledge management, should improve school by and skill, director should know about the have a good communication with other

technique of computer and English key stakeholders, community should

language. Should join the meeting or active participation with school

training to updated their capacity and infrastructure, need to make a good

leadership, should improve school communication with other to visit school

infrastructure, update the new and find out the good solution and plan to

administration work, have no good improve school. Improve school communication with communities, should infrastructure to attract children to study

have a good relationship and hard and get the good performance and communication with key stake holder to the result of their study and commitment

improve school. to become a good generation students.

As the table 4.13 showed that among three aspect of school leadership competency, director have a lot of problem of their leadership, management and school infrastructure, the detail information will describe in discussion.

Figure 1: Percentage of teacher who responses to the question of challenges and solution

Figuer1 revealed that teacher who response to the challenges and solution of the school principle leadership competency as the result the aspect I (DSD) 26%,

(EIO) 65% and (TSM) 9%. Figure 2 below will share about the teacher response to question CLPI and challenges and solution of school principal leadership competency base on sex.

Figure 2: Teacher response to question CLPI and challenges and solution of school principal leadership competency base on sex

As the figure 2 reveals that the teachers who answer full question compare to the teacher who answer the challenges and solution of the leadership of school principal only male 82 and female 151, it is just half of them. Figuer3 will tell about the Teacher response to question CLPI and challenges and solution of school principal leadership competency age.

Figure 3: Teacher response to question CLPI and challenges and solution of school principal leadership competency age

The figure 2 reveal that teacher who answer the question of challenges and solution of school leadership around half of teaches response to the question as the whole of CLPI especially teacher who are age who are old (from 40 years old). Figure

4 below will tell about teacher response to question CLPI and challenges and solution of school principal leadership competency based on Education Learning.

Figure 4: Teacher response to question CLPI and challenges and solution of school principal leadership competency based on Education Learning.

The figure above reveal that teacher who are have an education learning bachelor degree have the active of answer to the challenges and solution of school principal leadership competency it is 136 among 233. The last figure 4 will detail about the Teacher response to question CLPI and challenges and solution of school principal leadership competency based on working experience.

Figure 5: Teacher response to question CLPI and challenges and solution of school principal leadership competency based on working experience

The figure 4 reveal that teachers who teach more than 10 years old strongly give the comment to the challenges and solution of school principle leadership competency better than other who teach less than this.

As the summary showed that all the figure above the teachers who give the challenges and recommendation to the school principle leadership competency mostly were teacher who were female with over 40 years old and teaching more than 10 years.

Figure 6: The education learning of school principal in Primary School

The figure above showed that the school director who have education learning below bachelor was 33%, and Bachelor degree only 28% and over the bachelor degree 39%.

Table 4.14The responsibility of school principal in Phnom Penh

No #director # of deputy #staff building classroom #students

Total teaching

1 1 2 28 4 39 36 1,374

2 1 1 9 2 9 8 426

3 1 3 35 9 42 38 2035

4 1 0 12 2 10 9 449

5 1 1 33 4 20 17 1,086

6 1 2 65 5 38 28 2312

7 1 3 52 5 25 22 1519

8 1 2 60 6 36 18 774

9 1 2 27 2 15 10 385

10 1 3 79 4 34 22 1496

11 1 1 39 5 31 22 494

12 1 1 19 2 15 7 257

13 1 1 30 3 14 13 1204

14 1 3 77 10 46 40 3787

15 1 0 6 1 6 6 147

16 1 1 20 4 30 24 1009

17 1 4 95 3 44 35 2265

18 1 1 29 1 11 10 702

Total 18 31 715 72 465 365 21,721

Table 4.14 showed about the responsibility of teachers related to the staff and student, the information showed that among 18 schools there were only 18 school director with 31 deputy director with 715 staff, 72 buildings and 465 classroom including 365 teaching room, the total of student 21 721 children in 18 Primary school in Phnom Penh.

CHAPTER V

CONCLUSION, DISCUSSION, AND

RECOMMENDATIONS

5.1 SUMMARY OF THE KEY/ MAJOR FINDING

Chapter five aim to show and address of the major finding of the perception of the primary school teachers toward the school principal leadership competency, conclusion from the finding and the recommendation. The conclusion, discussion and recommendation detail as below section.

1. Purposes of the Study

2. Research Questions

3. Research Hypotheses

4. Research Methodology

5. Conclusions of the Major Findings

5.1.1Purposes of the Study

The purpose of the study: To study the School Principles' Leadership

Competency as Perceived by Primary School Teachers in Phnom Penh Municipality

(by interview 493 teachers using 3 aspects with 30 items) and to compare the School

Principles' Leadership Competency as Perceived by Primary School Teachers in

Phnom Penh Municipality, based on gender, age, educational background and teaching experience.

5.1.2 Research Questions

Research question (1) what is the School Principles' Leadership Competency as Perceived by Primary School Teachers in Phnom Penh Municipality? And (2) are their differences of teachers‟ perception on toward School Principles' Leadership

Competency as Perceived by Primary School Teachers in Phnom Penh Municipality based on gender, age, educational background and teaching experience?

5.1.3 Research Hypotheses

There are different perceptions of male and female teachers toward the primary school leadership competency. As the result of the finding showed that the male and female have the difference perception toward the school principle leadership competency at the p value 0.05. So the hypotheses are not rejected.

There are differences perceptions of teachers toward school leadership competency when analyzed base education background and teaching experiences: As the result from the finding showed that teacher who have the education learning below bachelor, bachelor degree and higher bachelor degree have the same perception toward the school principle leadership competency so it is reject the hypotheses.

Moreover for the teaching experience of the teacher, who teaches less than five years old, teach from 5 to 10 years old and more than 10 years old, they have a difference perception of the school principle leadership especially for the pair of the teacher who teach less than five years and the teacher who teach more than 10 years. Os the hypotheses is not rejected.

There was no difference perception of school principle base on the ages of the teachers. As the result showed that base on the age of primary school teachers from 18

to 30 years old, from 31 to 40 and more than 40 years old, they have the same perception toward the school principle leadership competency. So it is accepted the hypotheses.

5.1.4 Research Methodology

5.1.4.1Population

The populations were18 primary school in Phnom Penh Municipality with

3,974 teaching staff who teach from grade1 to grade 6 are qualify for the study.

5.1.4.2 Sample

The researchers selected the sample around 10% with 493 Primary School in

Phnom Penh by using convenience sampling and random selection of teachers through Krejcie & Morgan method.

5.1.4.3 Research Instruments

The researcher using the original question which adopt from the author Sarom

Mok (2013) Cambodia Leadership Practices Inventory (CLPI)that divided into 3

Aspects with 30 Questions, they are: Demonstrating to Strengthen Deliverables

(DSD), Engaging the Heart in Implementing an Organizational Strategy(EIO) and

Translating a Shared Vision into Moral Obligation(TSM).more importantly the researcher verify the method of reliability by checking together with classmate and supervisor and then verify after pilot test, more importantly the reliable with 0.97% that showed the excellent result.

5.1.4.4 Data collection procedure

To achieve the sample selection of 493, the researchers need to contact with all of school principal in order to take the appointment and find the better place. The researcher continue to meet the primary teaching staff then explain the process of

complete the questionnaire by using the flit chart and then keep time to ask the questions, finally the researcher wait for a while to collect the result from the teachers, some school need time for teachers to complete so it need to give around one week for collect the information by phone and monitoring. Data were collected in a self confidential. The teachers were voluntary, and questionnaires were answered by themselves.

5.1.5 Conclusions of the Major Findings

The following major findings from the analysis and interpret of the data. The results of the data determine the leadership behavior as perceived by primary school teachers in Cambodia. The three factor in the school teachers‟ scale were done namely 1) demonstrating to strengthen deliverables, 2) engaging the heart in implementing an organizational strategy, and 3) translating a shared vision into moral obligation. By using CLPI the primary school teachers‟ perceptions for the school directors‟ leadership competency b in Phnom Penh municipality as a whole were at high levels. With regard to the mean and standard deviation of the three dimensions of the CLPI scale, the findings revealed those teachers‟ perceptions for the school directors‟ leadership behaviors in Phnom Penh all three factors were at high levels.

More specifically, demonstrating to strengthen deliverables reported as the most and then translating a shared vision into moral obligation and the last is engaging the heart in implementing an organizational strategy.

By utilizing the CLPI, the understanding of the similarities and differences of school directors‟ perceptions as perceived by teachers based on the demographic factors of

gender, age, educational level, and teaching experience were described. When taking into account of the gender of teachers, there was significant different at the p-value

( P<0.05) of the aspect engaging the heart in implementing an organizational strategy (EIO) P- value(P<.001) especially on the item spends time and energy on principles ( P:0.029), follows through item on the promises (P:0.003).

When taking into account of the age of the teachers, there were not different in three aspects of demonstrating to strengthen deliverables, and engaging the heart in implementing an organizational strategy and translating a shared vision into moral.

For taking into account of the education learning the teachers who have below bachelor degree and teacher who have bachelor degree and especially teacher who have education learning more than bachelor degree were not significant difference at the p- value P<0.05. When taking into account of teaching experience of teachers, there was a significant difference at the p- value (P<0.05) for the aspect engaging the heart in implementing an organizational Strategy (EIO) with the p- value (.035), and the pair comparison concerning the observations of Teachers on Teaching experience in Term of Engaging the heart in implementing an Organizational Strategy (EIO) between teachers who teach less than five years old and teachers who teach over 10 years old.

5.2 Discussion

Below were the discussions of the research finding base on the aspects of school principal leadership competency as perceived by primary school teachers and the report of the relationship between perception of the teachers base on the

Cambodian Leadership Inventory Practice (CLIP) which including 30 items and three aspects.

5.2.1 “School Principal' Leadership Competency as Perceived by Primary

School Teachers in Phnom Penh Municipality”

Three factors raised in the teachers‟ scale were done in the categorized as following: 1) demonstrating to strengthen deliverables, 2) engaging the heart in implementing an organizational strategy, and 3) translating a shared vision into moral obligation. Utilizing the CLPI, the school directors‟ leadership behaviors as perceived by teachers‟ perceptions in Cambodia indicated as a whole were at a high level. With regard to the mean and standard deviation of the three dimensions of the

CLPI scale, the findings also revealed that the teachers‟ perceptions for the school directors‟ leadership behaviors in Phnom Penh all three factors were at high levels.

More specifically, following by number Aspect I was “Demonstrating to Strengthen

Deliverables” with mean= 4.1057 and SD= .56316, Follow by Aspect III “Translating a Shared Vision into Moral Obligation” with mean = 4.0116 and SD= .55367 and the last is Aspect II “Engaging the heart in implementing an Organizational Strategy with mean= 3.9686 and SD= .53977.

The explanation of the result of the finding showing that the culture in the

Cambodia situation the staff who under supervise such as teachers who under the school principal is follow and respect their supervisor so that teacher afraid of saying or rating the low level so the rank of high level is accepted. The value systems and cultivated in Cambodia are created by the country‟s historical background, and the education system itself plays a role in maintaining the hierarchical societal system.

Cambodia‟s societal norms and power concentrated national culture will constrain school directors as the power and the leadership and management for school teachers, in addition education law, 2007 in articl7 also stated that “ the hierarchy of administration and management of education consist of 4 levels which are the national, or central level, the provincial, and Khan and the institution, the administration and management of education shall be stipulated in a separate regulation”,

More importantly the research study of Chau, Suet-fong, 2002 mentioned that teachers play important role in providing the capacity, knowledge and skill to the students and they also responsible for the administration work as well as the teaching plan that should provide to the student in order to get the good student achievement, beside that they also need the good judgment and performance from the school principle leadership to make sure that it is fair to other in the same organization.

In the supporting fact the research topic on Teachers' Perception of their

Principal's Leadership Style and the Effects on Student Achievement in Improving and Non-improving Schools, in the general, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often give the example of school culture as having an influence on student achievement in both improving and non-improving schools. Mok Sarom, 2013, the research on the topic: A Proposed

Innovative Leadership Model Of Cambodian High School Directors the result of the research showed about the significant different the good point of fit of the structural equation model of school directors‟ leadership behaviors revealed their consistency with the empirical data, the teachers‟ perceptions of school directors‟ leadership behaviors revealed that its consistency with the empirical data, considered from Chi-

square (x2) was 358.1, df = 371, p-value = .675, GFI = .944, AGFI = .930, and

RMSEA = .000 and the rating from the teacher for the school principle leadership is high level. Also, Posner (2010) stated that because the countries studied differ in these cultural dimensions, it is expected that the extent to which respondents would engage in a common set of leadership practices would differ among them.

A reason why the government encourages school directors to cooperate with other teachers is that changes in school structures towards better school performance require changes in management styles and collective will (MoEYS. 2010).

In summary of this section showed that Cambodia culture of the subordinate should listen and respect to the leaders and value of the behavior of the leaders especially like the teachers need to listen to the school principal, in both positive and negative ways necessitating school leaders to choose a proper and suitable culture for their administration. Moreover, they need to consider and integrate international culture in their administrative context.

5.2.2 Difference teacher’s perception on demographic information

5.2.2.1 Gender:

As the finding showed that differences concerning the observations of school principle leadership practices of School directors based on gender showed that it was a significant difference at the p-value ( P<0.05) of the three aspect follow by Engaging the heart in implementing an Organizational Strategy and Translating a Shared Vision into

Moral Obligation and the last was Demonstrating to Strengthen Deliverables. For the aspect engaging the heart in implementing an organizational strategy (EIO) P- value(P<.001) especially on the item spends time and energy on principles ( P:0.029), follows through item on the promises (P:0.003), searches outside organization,

Rewards contributions to success (P:,000), and Asks for feedback the affected actions

(P:0.001), Asks “What we can learn?”

As the result showed that the male and female teachers have the difference perception because of The situation of living, knowledge , physical and characteristic are difference, male teachers have time to talk and go outside and have time to discuss with others and spend more time outside so that they have a difference idea and knowledge but look at the female they more focus a lot of work at home especially baby and relations, the culture and norm of Cambodia, the woman study less than man and the physical the woman is weaker than man and more thinking better that man. In addition in Cambodia the high positions were lead by the man more than woman,

Cambodia is an approval country on the CEDAW but it still face a problem with gender equity, above is the reason why the male and female teachers have the difference idea of thinking of the leadership of the school principal. Furthermore in teacher policy of MoEYS (2007) in strategy 5.7 also support of the finding by stated that Improve conducive working environments and living conditions of teachers through the provisions of salary, remuneration/compensation, social welfare, general benefits and retirement benefits, particularly females and those who work in remote and disadvantaged areas. The finding is inconsistent with the result of the research from Sarom Mok (2013) which stated the male and female teachers have not a difference perception of the school principle leadership. In consistently, base on author Turgut KARAKÖSE, May 2008 research on the topic “The Perceptions of

Primary School Teachers on Principal Cultural Leadership Behaviors” was stated that the teacher perception according to the cultural leadership behaviors of the school principle according to the gender, years of experience, and the subjects taught by the

participants is varying importantly. Further supporting for this result, the ministry of woman affair and MoEYS research book name woman and the ICT in education and work it stated that the woman and the ICT is very important , it is the same work both male and female. More supported in the research result stated in teacher ethic stated in article 7 stated that “All teaching staffs should not discriminate on gender, color and nationality”

As the summary of this section revealed that the teacher‟s perception of school principle leadership based on the gender was the difference due to the situation of the living, the knowledge and the way of thinking were difference so that the result was differences.

5.2.2.2 Age

The results of finding showed that demonstrating to Strengthen Deliverables

(DSD), engaging the heart in implementing an Organizational Strategy (EIO) and the translating a shared vision into moral obligation were not statistically significant difference at the .05 level. The teachers when start to become a teachers they will spend two years at the Primary School Teacher‟s Training Center and they also got the less on the same other teachers so the thinking is the same idea and one more think they are under on supervise by the school principle so the comment and the ideas was similar, in addition school director always conduct the meeting with the technical working group at school so that all the teachers join the meeting together as well as they work in the same area and at primary school they teach student from grade1 to grade6 so it is similar knowledge and skill of teachers. MoEYS staff guideline (2014) also support the finding result “all teachers need to teacher from grade 1- grade 3 equal 35 students/ class and teacher in grade 4 to grade 6 need teach 40 student / class

so MoEYS did not separate among male and female. In addition Sarom Mok (2013) result showed that are difference from this result due to the difference age of the teacher have a difference perception of the school principal leadership this is because of the teachers at high school have a difference knowledge and perception.

More importantly, Chau, Suet-fong, 2002 in Hong Kong research on the topic:

A study on contemporary principal competencies: what principals need to know: as perceived by secondary school teachers, The findings of the research study will provide the extents and details on how contemporary Principal is performed very well in schools it also reflect the dimensions of competencies the Principals further that need to implement school-based management as a result to give the greater accountability of school performance, they give the comment as the general it is not mention about the age of the teachers but it give as the general idea and comment.

As the conclusion of the result above the age of the teachers were not significant difference due to the work at the same area with the similar student and the same director so that their perspective were not difference.

5.2.2.3 Education Learning

Among three of leadership level demonstrating to Strengthen Deliverables

(DSD), engaging the heart in implementing an Organizational Strategy (EIO) and the translating a shared vision into moral obligation of there is no significant difference at the p-value .05. All primary school teacher who have the education learning who is study below bachelor degree, bachelor degree and higher bachelor degree have the same perception on the leadership competency of school principal leadership this is because of the teachers have the difference knowledge but they get the benefit the

same each other, anyway they live and work in the same plan, comment discussion and evaluation, they have the same school principle, they follow each other, the one who have the difference knowledge but teach the same student in primary school, teacher who have a difference knowledge but they did not apply what they learnt because of they teach student depending on the same standard, as Khmer proverb stated that live with the good person get the good but living with the bad the same idea. Any way the context in Cambodia teachers they did not the advocate or have a strong voice because of they listen to the leader. More over the Teacher Policy (2007) in strategy 5.8 supported that effectively use evaluating results of teacher performance to improve the educational achievement.

More importantly Teacher Development Master Plan (2010) supported that the

Ministry of Education, Youth and Sport (MoEYS) is paying due attention to enhancing the education quality and human resource development so as to respond to the quest for education universal in the region and the world over. Teacher professional development is an imperative need in the national development.

To support fact of this result MoEYS policy of education staff (2014) not mention about the teacher who have a better education will get a better salary but just stated that the teacher who have a double chief will get more benefit so it is not stated about the education learning but more focus on the time of the teaching a better that the education bachelor or master. But the further support from the previous study,

Sarom Mok (2013) find out the teacher who have a difference knowledge have a difference perspective of school principle leadership due to at high school level, both

student and teachers have a new method and research related to the technique and update information so that they have a difference idea of school principle leadership.

The elementary school journal 592366 (J store)- Tasks of school principals are multifaceted and complex. Principals form the link between the school, parents, the community, and the central educational bureaucracy. They supervise teachers, maintain facilities, secure and manage resources, attempt to resolve conflicts, and supervise record keeping. They are often caught between expectations of their role by school district administrators, who see them as part.

For the education learning , primary school teachers perception toward primary school director were not significance base no they have the same method of teaching and the culture and value of teamwork and discussion so the result showed that it was not significant difference.

5.2.2.4 Teaching experience

As the result from the teaching experience showed that there is a significant difference at the p- value (P<0.05) for the aspect engaging the heart in implementing an organizational Strategy (EIO) with the p- value (.035), especially in the item set a personal example, talk about future trends, praise people for job well done and ask for feedback the affected actions and the pair comparison concerning the observations of

Teachers on Teaching experience in Term of Engaging the heart in implementing an

Organizational Strategy (EIO) between teachers who teach less than five years old and teachers who teach over 10 years old. The reason support because of the time of teaching was difference so that the ideas and perception should be difference. The teaching experience of the teacher who teach more than 10 years they have no

enough time to update their knowledge and skill but the teacher who teach less than 5 years is more active and innovation and have a new information and updated on time.

The fact support of this result research of Sarom Mok (2013) finding that the result is significant difference at the p- value (P<0.05), The school directors who had working experience from 5 to 10 years reported their leadership behaviors in term of sustaining willing participation statistically different from those who had gained more than 10 years experience at the .01 level.

Unesco Global Monitoring Report (2013/2014), teaching and learning: Achieving quality for all support this result by stated that “Evidence shows that education quality improves when teachers are supported. In adding that the right teachers must be selected to reflect the diversity, teacher must be trained to support the weakness learners starting from the early grade, government must provide teachers with the right mix to remain in the professional and make sure all children are learning to reduce their circumstances.

As the summary of the discussion below showed that the school principle leadership competency as perceived by primary school teachers

First, the value systems embedded and cultivated in Cambodia are created by the country‟s historical background, and the education system itself plays a pivotal role in maintaining the hierarchical societal system. Cambodia‟s societal norms and power concentrated national culture will constrain school directors from demonstrating fully collaborative styles of leadership which assume that leadership can be shared between school directors and other teachers (O‟Leary & Nee. 2001; Morefield. 2003a). Also, considering the social norms of Cambodia, other teachers may not expect their school directors to behave in a democratic way. They will accept school directors‟ didactic

ways as school leaders. Second, there is the matter of the structure that works to lead school directors to show their leadership in less collaborative ways. This is because the limited financial resources, centrally driven curricula and didactic ways of teaching and learning leave little room for the school directors to collaborate with other teachers and fully enjoy their autonomy.

Simply put, Kouzes and Posner (2003) found that statistically significant difference across LPI scores were possibly due to cross-cultural comparison.

Also, Posner (2010) stated that because the countries studied differ in these cultural dimensions, it is expected that the extent to which respondents would engage in a common set of leadership practices would differ among them.

Yet, the government documents describing the school directors‟ new roles

Specially emphasize only an importance of collaboration with and participation of other teachers ( MoEYS, 2010). Another possible explanation has been proposed by some scholars that despite these rapid changes and increases in school directors‟ workloads, school directors in Cambodia have no training to become school directors: before becoming the school directors, they were in many cases assistant school directors and appointed as school directors by the Ministry (Ayres. 2000; Turner.

2002; Dy. 2004; Morefield. 2004). As the teaching experience of the primary school teacher they have a difference perspective to the school principle leadership due to they just starting working so the teacher take the recent of the knowledge and skill to apply another way teacher who teach for long time they keep contact with the school principle so the perspective is difference from each other.

5.2.3 Challenges and Solution of school director base on the perception of primary school teacher in Phnom Penh

As the finding showed that the teachers who give the comment to the challenges and solution of the school principle leadership mostly were the teachers who were female with over 40 years old and teaching more than 10 years. and the most challenges of the school principal including The main challenges found in the study were school director have a party, budget expense no transparency and accountability, have no good the relationship with communities, decision making without participation from teachers , teacher have low salaries and discourage staff and decision without ask the idea from other subordinate. This is showed about the leadership who have a power and decision by themselves, any way the leaders have the power to do anything and as the general school director will work as the full life until retired so sometime director did not think much about the impact of the achievement and the school improvement or transparency of the budget income and expense. Moreover the school director has their supervisor that strongly supports the idea of the school director so that something that happens wrong at school level will forgive by supervisor. As the teacher policy stated that teacher need to response to the supervisor and respect according to the hierarchy of the leadership and management. More importantly based on author Ang and Gordon on the research on teacher motivation by NEP in 2011 showed that teacher need the support from the school director by proving and negotiate for high salaries and other benefit of the teacher to improve the living. More supporting fact EFA Global Monitoring report

2010 on reaching the marginalized, stated that the global economic downturn has raised pressure on donor budget it need to work together to maximize the budget.

Further fact base on the EFA Global Monitoring Report : Achieving quality for all, it need provide better data on trained teachers so that both director and teachers will get more benefit and the capacity building.

5.3 Implication for School principle leadership competency

This research has implications for education in general and primary school education in practical. These implications concern two areas: implications for policy markers, and implications for practitioners.

5.3.1 Implications for Policy Markers

Overall, these findings can be significant to the professional efficacy of

1. Both school directors and teachers should engage in reciprocal shared leadership.

They should be shared, exchanged, and learn leadership from each other. This leadership should be established at all levels of schools will be strengthened and all aspects of schools will progress together effectively. For example, the school principle should share their objectives and vision with teachers. Some suggested activities that school directors may do are as follows: 1) they might appear to other to share their version of the future as their own, 2) they might give the members of the school many opportunities for application and support for their contributions, 3) they might make certain that the project they lead are broken down into manageable steps,

4) they might make sure that people are recognized for their contributions to the success of projects. While school principles are employing their leadership with teachers, teachers are learning leaderships from their school principle. Also, as the teachers employ the leadership they have learned from their school directors, the

school principle can learn leadership based upon teachers‟ perspectives while they are working together.

2. Teachers should bring knowledge of new approach and technique in learning and teaching into their classrooms scientifically by doing classroom research while employing the new approaches and techniques. The results of classroom research may be shared with other schools. In doing so, they will adapt, change, and extend themselves out to the environment of the rapidly changing world and achieve high standards and quality in education.

3. School principle should be established in learning and teaching by using the dimension of translating a shared vision into actions, respectively, because learning and teaching are at the heart of education our students. The school directors may also interact closely with teachers by providing and supervising instruction in learning and teaching for teachers. This technique will encourage teachers to bring knowledge of new approaches and techniques in learning and teaching into their classrooms.

4. The schools should continue to provide services and activities. These activities include member services, benefits, in-service education, and publication and public relation.

5. The schools should wish to consider the addition of a new service category. The services and activities within this category would focus on the development of the common interests and needs of contemporary leadership practices issues. The further development of the school directors‟ leadership practices through the services provided by the institute may include in three dimensions: 1) continuous in-service education programs addressing leadership practice issues, 2) programs accommodate the needs of the school directors caught in the transition of roles designed to develop

leadership practices skills, attitudes, and characteristics, and 3) providing a publication which presents current research in the area of school improvement and contemporary leadership practice issues.

5.3.2. Implications for Practitioners

The school directors should use the findings from this study to evaluate their own school director‟s leadership behaviors and try to improve/eliminate their weaknesses. They schools should also equip themselves with characteristics of contemporary leadership practice, seek interests and additional knowledge, and participate in the intensive training in order to exchange experiences and ideas with professional or other successful school directors. The school districts should also mandate ongoing, continues evaluation on the teacher‟s perception of the school director‟s leadership behaviors to help ensure school directors understand how their leadership behaviors are perceived. Often, school directors are introduced to theories in leadership, but there is little information provided to the school directors on their perceived leadership behaviors. The school directors who continue to explore methods to improve their own perceived 256 leadership behaviors will benefit students and teachers, which, in turn, may improve the academic performance of the school. School directors must cultivate a climate where the teacher‟s feedback on the perception of the school director‟s leadership behaviors is welcomed and encouraged.

This study will increase the knowledge base of factors predicting perceptions of school director effectiveness in the areas of education program, organizational development, and organizational environment. The Office of the Public Secondary

Education Commission should: 1) promote planning of personnel development in

administration in schools, emphasizing the quality of administration. This includes short-term and long-term planning, 2) improve the process of appointment of school directors in public schools. School directors need to be trained before being permitted to take a job or being considered as qualified for a job, 3) work out a plan of personnel development in public schools to increase school effectiveness. To this end, it is the must to coordinate with the public and private sectors in organizing different means to upgrade and update knowledge in their work setting to be able to cope with changes, 4) create situations in which ideas and experiences among administrators, school directors and teachers can be exchanged. It is anticipated that in a high schooling atmosphere, the school directors can increase effectiveness in their

Administration and 5) play an important role in the promotion of different means to

Develop multiple-dimension leadership in administrators.

5.4 Recommendation for further study

The research study on the topic of “School principle leadership competency as perceived by primary school in Phnom Penh Municipality just collect the information from the primary school teachers in Phnom Penh only, the following are some suggested research ideas the researcher feels would be of value.1) For future researchers they should consideration of other research by doing in other sector such as at rural, urban and remote area in order to compare the result of the finding and give more comment on school principle leadership.2)Future researcher should using other methodology such as the observation, semi- interview or focus group discussion so that the result more effectively and it get the good result 3)This research do only the public primary school it need to compare with the private school that they have

other ability to lead the teacher and have the difference perspective.4)Future research should be conducted on the leadership practices of school principle by surveying a wider range of stakeholders such as superintendents, parents, and school supporting staff. Using a 360-degree approach, would offer a greater variety of perspectives regarding school principles‟ leadership behaviors.5)Mixed-methodology approach should be conducted to provide a more detailed understanding of how school directors perceived leadership behaviors over an extended period of time. Interviews should be utilized to check inaccuracies in data collection due to the survey instrument. The strength of interviews is that subjects can ask questions for clarification and the interviewers can provide explanations.

5.5 Concluding Remark

The research on the school principle leadership competency as perceived by primary school teachers is very important to improve the leadership of the leaders in

Cambodia, it will improve and help the student to get the better achievement of their study because of the good leadership. The researchers need to share the good experience to the next future researcher by have a good cooperation and relationship with the supervisor by making the good appointment and more active discussion as well as respect to the deadline of the agreement together between supervisor and supervisees, more importantly the researcher need to have a team that produce similar topic so it is good to share and learnt from each other to get more knowledge and supporting, future more the researcher need to spend much more time from the beginning of the study by finding the good resources both soft and hard copy or electronic in order to have the enough supporting the ideas of the research and the

quality of the research, more importantly the questionnaire is very important for the researchers it need more understand and clear the meaning of each of the question so that the researcher can share and explain very well to the person who give the answer, it need pilot and find out the missing point of the study, more importantly the researcher need to make the good appointment with the person who will collect the data especially wait and explain them of that the research need. Furthermore, after collect the data the researchers need to verify as soon as possible to find out the missing point so that the researchers can complete on time, after got the result from data collection the researcher need to entry to the computer software as soon as possible and them after finish the data collection it need analyze by strongly understand the process of the interpretation the data as well as analyzing the data and interpretation supporting. More importantly the researchers need to follow the format of the research which giving by the university so the result of the study will get a better. The researcher also face the problem with budget for collect data so that the other can find out the budget from other donor anyway it face a problem with travelling and collect data. It need well preparation and spend more time and patient to get the better result of the research, future researchers can find out the other better skills or knowledge better than this so that it will get the good result.

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Ang.& Conochie.(2010), Teacher motivation, NEP, Cambodia

APPENDICES

A-Letter asking to collecting data

B-Letter allowing to collecting data

C-Research question (English Version)

Research question (Khmer Version)

D-Research reliability

E-Mean and Standard Deviation of descriptive statistic of each item and aspects

F-Independent Sample T-Test & One way ANOVAs of inferential statistics of each item and aspect

A-Letter Asking permission to collect the research data

B-Letter allowing collecting data

C- Research Question (English Version)

QUESTIONNAIRE

English Version Questionnaire for Teachers

Research Questionnaire

Entitled "School Principals' Leadership Competency as Perceived by Primary

School Teachers in Phnom Penh Municipality"

Dear respect Teachers,

My name is Song Kunthea. I am currently pursuing my master study at the

Royal University of Phnom Penh (RUPP), Cambodia. Meanwhile, I have successfully defended my dissertation research proposal on the topic of “"School Principles'

Leadership Competency as Perceived by Primary School Teachers in Phnom

Penh Municipality".” under the supervision of Dr. Mok Sarom, advisors of the thesis.

I am currently in the stage of collecting data. The purpose of this letter is to request that you participate in my study by responding to the Cambodia Leadership

Practices Inventory (CLPI). This questionnaire asks what you think, believe, and feel

about how your school director practices his or her leadership in your school. The questions ask you to respond as best you can. Realizing that this is a busy time of the year, I especially appreciate your cooperation to complete the questionnaire.

Instruction:

1. This questionnaire contrains 2 parts:

Part A: Demographic Data

Part B: Levels of School Directors‟ Leadership Practices Behaviors

2. Please kindly express your actual opinions to respond to questionnaire as leadership practices. While your participation is entirely voluntary, I hope that you will provide your perspective so that we have quality data from which to determine the concerns and interests of high school directors‟ leadership. I want to ensure you that your responses will be treated confidential and your personal responses will remain anonymous. I am interested in the information only in the aggregate form.

Only the researcher of this study will have access to it.

I feel very grateful for your kind cooperation and thank you for participating in this research project.

Song Kunthea

Researcher

(Master Candidate in Educational Management and Planning)

/…continued to the next Part A: Demographic Data page

Instruction: This questionnaire designs to ask what you think, believe, and feel about how your school director practices his or her leadership in your school. The questions ask you to respond as best you can. There are no right or wrong responses, so do not hesitate to mark the statements as freely and honestly as possible. Please do not record your name on this document. Your responses will be kept confidential.

Please put a tick () into the box  and/or write your real set of information in the blank that best describes you.

1. Gender:  Male

 Female

2. Age:  from 20-30 years

 More than 30-40 years

 More than 40 years

3. Education Level:  Below Bachelor‟s Degree

 Bachelor‟s Degree

 Higher than Bachelor‟s Degree

4. Teaching Experience:  Below 5 years

 5-10 years

 More than 10 years

Part B: "School Principles' Leadership Competency as Perceived by Primary

School Teachers in Phnom Penh Municipality".

There are thirty statements in the questionnaire below. Please read each statement and write the response (1, 2, 3, 4, or 5) that tells what you actually think, believe, and feel about how your school director practices his or her leadership in your school. Please complete all sections of this questionnaire, making only ONE response unless asked to do otherwise. The criteria for the responses include:

„1‟ means that „He/she never or almost never do this‟.

„2‟ means that „He/she does this only occasionally‟.

„3‟ mean that „He/she sometimes does this‟. (About 50% of the time)

„4‟ mean that „He/she usually does this‟.

„5‟ mean that „He/she always or almost always does this‟.

Levels of Practices

School Directors’ Leadership Behaviors 1 2 3 4 5

1. Demonstrating to Strengthen Deliverables

1. My director sets a personal example of what he/she expects of others. 2. My director seeks out challenging opportunities that test his/her own skills and abilities. 3. My director spends time and energy making certain that people he/she works with adhere to the principals and standard we have agreed on.

4. My director follows through on the promises and commitments that he/she makes. 5. My director asks for feedback on how may actions affect other people‟s performance. 6. My director builds consensus around people a common set of values for running our organization.

7. My director is clear about his/her philosophy of leadership. 8. My director speaks with genuine conviction about the higher meaning and purpose of our work.

2. Engaging the Heart in Implementing an Organizational Strategy 9. My director talks about future trends that will influence how our work gets done. 10. My director challenges people to try out new and innovative ways to do their work. 11. My director makes it a point to let people know about his/her confidence in their abilities. 12. My director searches outside the formal boundaries of my organization for innovative ways to improve what we do. 13. My director makes sure that people are creatively rewarded for their contributions to the success of our projects. 14. My director shows others how their long-term interests can be realized by enlisting in a common vision. 15. My director asks “What we can learn?” when things don‟t go as expected. 16. My director supports the decisions that people make on their own. 17. My director publicly recognizes people who exemplify commitment to shared values. 18. My director gives people a great deal of freedom 19. My director experiments and takes risks, even when there

is a change of failure. 20.My director ensures that people grow in their jobs by learning new skills and developing themselves.

Levels of Practices School Directors’ Leadership Behaviors 1 2 3 4 5 3. Translating a Shared Vision into Moral Obligation 21. My director develops cooperative relationships among people he/she works with. 22. My director praises people for job well done. 23. My director describes a compelling image of what our future could be like. 24. My director actively listens to diverse points of view. 25. My director appeals to others to share an exciting dream of the future. 26. My director treats others with dignity and respect. 27. My director paints the “big picture” of what we aspire to accomplish. 28. My director makes certain that we set achievable goals, make concrete plans, and establish measurable milestones for the projects and programs that we work on. 29. My director finds ways to celebrate accomplishment. 30. My director gives the members of the team lots of appreciation and support for their contributions.

I would like to express my profound thank to your invaluable time spending and

collaboration to answering this questionnaire.

Part III: Open-ended questions

1. What is your difficulty/ challenges related to the leadership competency of

school principle that you face- Please raise three important points.

......

2. What are your solution/ recommendation to improve it Please raise three

important points.

......

Thanks for your cooperation!

Research Question (Khmer Version)

ក௒មងស�ែួរζរ௒羶វ௒ᾶវ ௒រធានបទ “សមត្ថ徶ព徶ពᾶ诒នកដឹកន�នយក羶ោ㾶មទសសនៈរបស់គោក௒រូ 诒នក௒រូ

羶ោបឋមសិកាកុងន រាជធានី ភ�គន ពញ”

គោរពជូន គោក௒រូ 诒នក௒រូ

នាងខុុំ្ឈ្ម ោះ សុង គនាធ ជានិសសិតស្រាវរជាវថ្ននក់បរិញ្ញាបរតជាន់ខពស់ ផ្ផនកការរគប់រគងផ្ផនការអប់រុំ ននាកល

- វទ្យិ ា ល័យភូមិនទភនុំឈពញ របឈទ្យសកមុពជា កុំពុងផ្តសរឈសរនិឈកេបបទ្យបញ្ចប់ការសិកាថ្ននក់អនុបណ្ឌិ តឈរកាម

របធានបទ្យ "សមត្ថ徶ព徶ពᾶ诒នកដឹកន�នយក羶ោ㾶មទសសនៈរបស់គោក௒រូ诒នក௒រូ羶ោបឋមសិកា

” កុងន រាជធានភី �គន ពញ ឈោយមានការដឹកនាុំនិឈកេបបទ្យឈោយ ឈោកបណ្ឌិ ត ម ុក ារុម ។

នាងខុុំ្សូមឈោរពអឈញ្ជ ើញឈោករគូ អនករគូចូលរួមផតល់ចឈមលើយដ៏សុរកឹតយឈលើករមងសុំណ្ួរការស្រាវរជាវខាងឈរកា

ម។ ករមង សុំណ្ួ រទុំងអស់បានបឈងើកតឈឡើងកុនងឈោលបុំណ្ងឈដើមបីវាស់សងទ ់ករមិតការអនុវតតភាពជាអនកដឹកនាុំ

របស់ឈោកនាយក ឈោកស្រសីនាយិកាាោបឋមសិការាជធានី ភនុំឈពញ។

នាងខុុំ្សូមផ្លលងអុំណ្រគុណ្យ ងរជាលឈរៅចុំឈ ោះកិចចសហការរបស់ឈោករគូ អនករគូផ្ដលបានចុំណាយឈពល

ឈវោកុនងការផតល់ចឈមើលយកុនងបញ្ជ ីសុំណ្ួ រខាងឈរកាមឈទោះជាឈោករគូ អនករគូមានការមមាញឹកខាលុំងយ ងណាក៏

ឈោយ។

គសចក្តីណែន�

. ១ ករមងសុំណ្ូរផ្ចកជាបីផ្ផនកដូចខាងឈរកាម៖

100

ណផនកទីមួយៈ ព័ត៌មានអុំពីាថនភាពទ្យូឈៅរបស់ឈោករគូ អនករគូ

ណផនកទីពីរៈ ទ្យសសនៈរបស់ឈោករគូ អនករគូឈលើសមតថភាពភាពជាអនកដឹកនាុំរបស់នាយកាោកុនងរាជធានី

. ២ សូមឈោករគូ អនករគូឈមត្តត讶នឈសចកតីផ្ណ្នាុំការឈឆលើយសុំណ្ួររគប់ផ្ផនកនីមួយៗឈោយយកចិតតទ្យុកោក់។

សូមឈមត្តតជួយ ឈឆលើយឲ្យបានរគប់សុំណ្ួរត្តមការពិតជាក់ផ្សតង និងសូមជួយពិនិតយឲ្យបានរគប់រជុងឈរជាយ មុន

នឹងរបគល់ជូនអនកស្រាវរជាវ វញិ ឈោយពុុំចុំបាច់បញ្ញជក់ឈ្មោះនិងនាមរតកូល ឬឈ្មោះាោឈរៀនឈឡើយ។

នាងខុុំ្សូមអោះ讶ងថ្នចឈមើលយរបស់ឈោករគូ អនករគូនឹងរកាទ្យុកជាការសមាាត់បុំផុតឈោយពុុំមានផលប ោះល់អវី

ទុំងអស់ ដល់ាោនិងឈោករគូ អនករគូរពមទុំងនាយកាោឈឡើយ។

សុង គនាធ

និសសិតថ្ននក់បរិញ្ញាបរតជាន់ខពស់ផ្ផនក ផ្ផនការរគប់រគងអប់រុំ

101

ណផនកទីមួយៈ ព័ត៌មានអុំពីាថនភាពទ្យូឈៅរបស់ឈោករគូ អនករគូ

គសចក្តីណែន�ៈ

  សូមឈមត្តតគូសសញ្ញា ោក់កុនងរបអប់ ផ្ដលរតូវជាមួយាថនភាពទ្យូឈៅរបស់ឈោករគូ អនករគូ

. ១ ឈភទ្យ

( ) ១ របុស

( ) ២ ស្រសី

. ២ 讶យុ

( ) - ១ 讶យុពី១៨ ៣០ឆ្នុំ

( ) - ២ 讶យុពី៣១ ៤០

( ) ៣ 讶យុឈរចើនជាង៤០ឆ្នុំ

. ៣ ករមិតវបបធម៌ទ្យូឈៅ

 សញ្ញាបរតឈរកាមមធយមសិកាទ្យុតិយភូមិ

 សញ្ញាបរតមធយមសិកាទ្យុតិយភូមិ

 សញ្ញាបរតខពស់ជាងមធយមសិកាទ្យុតិយភូមិ

. ៤ បទ្យពិឈាធន៍បឈរងៀន

 បឈរងៀនតិចជាង៥ឆ្នុំ

 - បឈរងៀនចប់ពី៥ឆ្នុំ ១០ឆ្នុំ

 បឈរងៀនចប់ពី១០ឆ្នុំឈឡើងឈៅ

102

ណផនកទីពីរៈ ទ្យសសនៈរបស់ឈោករគូ អនករគូឈលើសមតថភាពភាពជាអនក

ដឹកនាុំរបស់នាយកាោកងន រាជធានីភុំឈន ពញ ុ

គសចក្តីណែន�

កុនងផ្ផនកទ្យីពីរឈនោះមានរបឈយគចុំនួន៣០។សូមឈោករគូ អនករគូឈមត្តតពិចរណាខលឹមារឈោលគុំនិត

 ដូចខាងឈរកាម ឈហើយ ឈរជើសឈរើសយកចឈមលើយឈោយគូសសញ្ញា ោក់កុនងរបអប់ ផ្ដលរតូវត្តម ការ

ពិតជាក់ផ្សតង និងរតូវត្តមករមិតការអនុវតត ការដឹកនាុំ របស់ឈោកនាយក ឈោកស្រសីនាយិកា

ាោ បឋមសិកា រតឹមផ្ត មួយប ុឈណាណោះឈោយពិនិតយ កយដូចខាងឈរកាម៖

ឈរចើនបុំផុតមានន័យថ្នការអនុវតតត្តមខលឹមារឈោលគុំនិតឈនាោះឈរចើនបុំផុតឬជារបចុំយ ងឈទ្យៀង

% ទតឈ លគឺពី៩១ ដល់១០០

ឈរចើន មានន័យថ្នការអនុវតតត្តមខលឹមារឈោលគុំនិតឈនាោះ ឈសទើរគប់ឈពល ឈ លគឺកុនង

% % ករមិតឈ លគឺពី ៦១ ដល់៩០

មធយម មានន័យថ្នការអនុវតតខលឹមារត្តមឈោលគុំនិតឈនាោះមធយមឬអនុវតតខលោះឈ លគឺកុនងករមិត

% % ឈ លគឺពី ៤១ ដល់៦០

តិចមានន័យថ្ន ការអនុវតតត្តមខលឹមារឈោលគុំនិតឈនាោះតិចឬអនុវតតមតងមាកលកុនងករមិតតិចតួច

% % ឈ លគឺពី ១១ ដល់៤០

103

តិចបុំផុត មានន័យថ្ន ការអនុវតតត្តមខលឹមារឈោលគុំនិតឈនាោះ តិចបុំផុតឬមិនផ្ដលឈធវើ

% % ទល់ផ្តឈាោះឈ លគឺពី ០ ដល់១០

104

លរ ទ្យសសនៈរបស់ឈោករគូអនករគូចុំឈ តថភាពភាពជាអនកដឹកនាុំោះសម ករមិតការអនុវតត

របស់នាយកាោកុងន រាជធានីភុំឈន ពញ ឈរចើន ឈរចើន មធយម តិច តិចបុំផុត បុំផុត

១ ឈោកនាយក ឈោកស្រសីនាយិកាផ្តងផ្តឈធវើសកមមភាពជាគរមូដល់

អនកដនទ្យ

២ ឈោកនាយក ឈោកស្រសីនាយិកាផ្សវងរកឱកាសរបកួតរបផ្ជងឈដើមបី

ាកលបងជុំនាញ និងសមតថភាពរបស់ោត់

៣ ឈោកនាយក ឈោកស្រសីនាយិកាខិតខុំចុំណាយឈពលឈវោឈដើមបីពិនិ

តយឲ្យ បានចាស់ថ្នអនករួមការងាររបស់ោត់ឈធវើត្តមឈោលការណ្៍

និងសតង់ោរ ផ្ដលបានផ្ចងទ្យុករួមោន

៤ ឈោកនាយក ឈោកស្រសីនាយិកាឈោរពត្តមការសនារបស់ខួលន

៥ ឈោកនាយក ឈោកស្រសីនាយិកាាកសួរព័ត៌មានរតឡប់សតីពីផល

ប ោះ ល់ ននសកមមភាពរបស់ោត់ឈៅឈលើការអនុវតតការងារ

៦ ឈោកនាយក ឈោកស្រសីនាយិកា ជុំរុញឲ្យមានការសឈរមចិតតរួមោន

កុនងការ អនុវតតការងារ

៧ ឈោកនាយក ឈោកស្រសីនាយិកាយល់យ ងចាស់អុំពីរទ្យឹសតីភាពជា

អនកដឹកនាុំផ្ផនកអប់រុំរបស់ោន

៨ ឈោកនាយក ឈោកស្រសីនាយិកាមានការឈបតជា្ចិតតចុំឈ ោះការអនុវតត

ការងារឈៅឈពលអនាគត

៩ ឈោកនាយក ឈោកស្រសីនាយិកាផតល់ព័ត៌មានដល់អនករួមការងារពី

អនាគត ផ្ដលនឹងជោះឥទ្យធិពលដល់ភាពឈជាគជ័យននការងារ

១០ ឈោកនាយក ឈោកស្រសីនាយិកា讶ចបញ្ុច ោះបញ្ូច លឲ្យអនករមួ ការងារ

ឈរបើ វធិ ីាស្រសឬត គុំនិតនចនរបឌិតលីៗម កុនងការអនុវតតការងាររបស់ោត់

១១ ឈោកនាយក ឈោកស្រសីនាយិកាបងាាញឲ្យអនករួមការងារបានដឹងថ្ន

ោត់ មានជុំឈនឿទ្យុកចិតតឈលើសមតថភាពរបស់ឈោករគូ អនករគូ

១២ ឈោកនាយក ឈោកស្រសីនាយិកាផ្សងវ រកវធិ ីលីមៗខាងឈរៅឈដើមបីយក

មកផ្ក លមអអវីផ្ដលឈយើងកុំពុងអនុវតត

១៣ ឈោកនាយក ឈោកស្រសីនាយិកាឈជឿជាក់ថ្នបុគគលិកផ្ដលចូលរួម

កុនងការ សឈរមចគឈរមាងការឈផសងៗនឹងបានទ្យទ្យួលផលតបសនង

ឈោយឈសមើភាព

១៤ ឈោកនាយក ឈោកស្រសីនាយិកាមានសមតថភាពបងាាញដល់ឈោក

រគូ អនករគូនូវផលរបឈយជន៏រួមនាឈពលអនាគត

១៥ ឈោកនាយក ឈោកស្រសីនាយិកា ផ្តងផ្តឲ្យឈោករគូ អនករគូបញ្ញជក់ 105

ពីបញ្ញា របឈមឈៅឈពលអនុវតតការងារផ្ដលមិនបានឈជាគជ័យ

១៦ ឈោកនាយក ឈោកស្រសីនាយិកាមានការោុំរទ្យរាល់កិចចការផ្ដលអនក

រួម ការងារសឈរមចចិតត

១៧ ឈោកនាយក ឈោកស្រសីនាយិកាឈកាតសរឈសើរជាាធារណ្ៈដល់

ឈោករគូ អនករគូផ្ដលបងាាញការឈបតជា្ចិតតឈធវើការឈដើមបីរបឈយជន៍រួម

១៨ ឈោកនាយក ឈោកស្រសីនាយិកាផតល់ជឈរមើសជាឈរចើនដល់ឈោករគូ

អនករគូ អុំពីវធិ ីាស្រសឈត ធើវការងារ

១៩ ឈោកនាយក ឈោកស្រសីនាយិកាហ៊ា នរបឈមមុខនឹងហនិភ័យកុងន

ការ អនុវតតការងារ

២០ ឈោកនាយក ឈោកស្រសីនាយិកាមានភាពឈជឿជាក់ថ្នមនុសសឈយើង

រីក ចឈរមើនកុនងការងារត្តមរយៈការសិកាជុំនាញលីមៗនិងការអភិវឌឍ

ខួលនឯង

២១ ឈោកនាយក ឈោកស្រសីនាយិកាបឈងកើតទ្យុំនាក់ទ្យុំនងសហរបតិបតតិ

ការ ជាមួយអនករួមការងារ

២២ ឈោកនាយក ឈោកស្រសីនាយិកាឈកាតសរឈសើរបុគគលិកផ្ដលអនុវតត

ការងារ បានលអ

២៣ ឈោកនាយក ឈោកស្រសីនាយិកាមានសមតថភាពឲ្យឈោករគូ អនករគូ

របឈមើលឈមើលពីការវវិ តតនាឈពលអនាគតរបស់ាោ

២៤ ឈោកនាយក ឈោកស្រសីនាយិកាទ្យទ្យួលយកមតិឈយបល់ពីឈោករគួ

អនករគូ ឈោយការយកចិតតទ្យុកោក់

២៥ ឈោកនាយក ឈោកស្រសីនាយិកាបងាាញឲ្យអនករួមការងារផ្ចករុំផ្លក

ោននូវកតី សុបិនតដ៏លអនាឈពលអនាគត

២៦ ឈោកនាយក ឈោកស្រសីនាយិកាយល់ពីតនមលននការងាររបស់ឈោក

រគូ អនករគូ

២៧ ឈោកនាយក ឈោកស្រសីនាយិកាកុំណ្ត់ឈោលឈៅផ្ដលឈយើងទុំង

អស់ោន រតូវអនុវតតឲ្យបានសឈរមច

២៨ ឈោកនាយក ឈោកស្រសីនាយិកាឈធវើការកុំណ្ត់ចាស់ោស់ពីឈោល

ឈៅ ផ្ផនការ សូចនាករ និងកមមវធិ ីផ្ដលឈយើងកុំពុងផ្តឈធើវឲ្យបាន

សឈរមច

២៩ ឈោកនាយក ឈោកស្រសីនាយិកាអបអរាទ្យរដល់ភាពឈជាគជ័យនន ការងារ

៣០ ឈោកនាយក ឈោកស្រសីនាយិកាសផ្មតងនូវអុំណ្រគុណ្ និងផតល់ការ

ឧបតថមភ សមស្រសបដល់សមាជិកកុនងរកុមការងារ

106

ណផនកទីបីៈ ឈោករគូ អនករគូសូមឈមត្តតសរឈសរនូវបញ្ញារបឈម និងដុំឈណាោះស្រាយ

ចុំឈ ោះការដឹកនាុំរបស់នាយក នាយិកាាោ ត្តមទ្យសសនៈផ្ទទ ល់ខួលនឈោយឈឆើយល នូវ សុំណ្ួរដូចខាងឈរកាម៖

១-ត្តមទ្យសសនៈរបស់ឈោករគូ អនករគូផ្ទទល់ឈតើមានបញ្ញារបឈមអវីខលោះទក់ទ្យងនឹងសមតថភាពភាពជា

អនកដឹកនាុំនាយក នាយិកាាោ?

------

២-ឈតើឈោករគូ អនករគូគិតថ្នមានដុំឈណាោះស្រាយអវីខលោះផ្ដលរបឈសើរបុំផុតឈដើមបីឈោោះស្រាយបញ្ញា

របឈមទុំងឈនោះ?

………………………………………………………………………………………………………………………………

……………………………………………………………………………………………….

សូមផ្លលងអុំណ្រគុណ្យ ងរជាលឈរៅដល់ឈោករគូ អនករគូផ្ដលបានចុំណាយឈពលឈវោដ៏មានតនមលឈឆលើយសុំណ្ួ រខាងឈលើ។

107

D- Research reliability

Reliability Statistics

Cronbach's Alpha N of Items

.971 34

Item-Total Statistics

Scale Variance if Item Corrected Item-Total Cronbach's Alpha if Item Scale Mean if Item Deleted Deleted Correlation Deleted

Set a personal example 132.8853 310.572 .714 .970

Talk about future trends 133.2017 311.210 .624 .971

Develops cooperative relationship 132.9279 308.739 .761 .970

Praise people for job well done 133.0009 308.833 .718 .970

Spends time and energy on principles 133.3619 313.484 .543 .971

Decision Making 132.8913 309.751 .706 .970

Describes a compelling image of future 132.8427 311.569 .686 .970

Tries new and innovative approaches 132.9705 311.293 .705 .970

Listens to diverse points of view 133.1165 311.519 .661 .971

Lets people know confidence in abilities 133.0151 309.661 .677 .971

Follows through on the promises 133.0435 312.179 .693 .970

Appeals to others to share dream 133.0272 308.035 .741 .970

Searches outside organization 133.2098 310.024 .722 .970

Treats others with dignity and respect 133.0252 309.783 .760 .970

Rewards contributions to success 133.2443 312.334 .621 .971

Asks for feedback the affected actions 133.1449 310.137 .721 .970

Enlists others in common vision 133.0090 309.850 .702 .970

Asks “What we can learn?” 133.1064 311.677 .671 .971

108

Supports decisions of others 133.2037 311.653 .607 .971

Recognizes publicly 133.0354 311.746 .671 .971

Builds consensus around organization‟s values 133.0151 311.413 .656 .971

Paints “big picture” to accomplish 132.9258 309.473 .689 .970

Sets achievable goals and concrete plans 133.1773 312.302 .660 .971

Gives freedom and choice 133.0942 314.211 .580 .971

Celebrates accomplishment 133.1997 312.019 .629 .971

Clears about philosophy of leadership 132.9563 312.592 .668 .971

Speaks about purpose of work 133.0110 311.717 .683 .970

Experiments and takes risks 133.0922 311.694 .645 .971

Ensures that people grow 132.8853 310.455 .713 .970

Gives appreciation and support 133.1084 314.795 .584 .971

DSD 132.9844 310.641 .958 .969

EIO 133.1216 311.178 .972 .970

TSM 133.0786 310.888 .962 .970

Total 133.0615 310.883 .999 .969

109

E- Mean(X) and Standard Deviation of descriptive statistic of each item and aspect

Descriptive Statistics

N Mean Std. Deviation

Gender 201 1.65 .478

Age 201 2.39 .648

Education Learning 201 1.83 .636

Teaching Experience 201 2.81 .497

Model to other 201 4.30 .866

Competitor 201 4.05 .955

Standard 201 4.27 .870

Respect 201 4.16 .904

Reflection 201 3.88 .866

Decision Making 201 4.26 .863

Theory 201 4.31 .833

Commitment 201 4.15 .799

Information 201 4.03 .809

Persuate other 201 4.26 .873

Belive on teacher 201 4.08 .821

New style 201 4.25 .876

Benefit the same 201 3.94 .846

Common benefit 201 4.23 .829

Challenges 201 3.96 .832

Support 201 4.05 .776

Admiring 201 4.13 .792

Options 201 4.07 .787

Risk 201 3.95 .856

Self Development 201 4.14 .749

Communication 201 4.17 .769

Admire –best 201 4.30 .860

Prediction 201 3.95 .705

Feedback 201 3.99 .818

Sharing vision 201 3.96 .780

Value work 201 4.14 .749

Set Goal 201 4.18 .813

Indicator 201 4.13 .810

110

Celebrate 201 4.31 .822

Thanks 201 4.09 .743

Valid N (listwise) 201

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Aspect I 493 1.13 5.00 4.1057 .56316

Aspect II 493 1.17 4.92 3.9686 .53977

Aspect III 493 1.00 5.00 4.0116 .55367

Total 493 1.10 4.94 4.0286 .53415

Valid N (listwise) 493

F-Independent Sample T-Test & One way ANOVAs of inferential statistics of each item and aspect

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

Set a personal example Male 135 4.06 .937 .081

Female 358 4.26 .659 .035

Talk about future trends Male 135 3.81 .883 .076

Female 358 3.92 .798 .042

Develops cooperative relationship Male 135 4.08 .856 .074

Female 358 4.19 .737 .039

Praise people for job well done Male 135 3.97 .922 .079

Female 358 4.13 .763 .040

Spends time and energy on principles Male 135 3.69 .910 .078

111

Female 358 3.74 .789 .042

Decision Making Male 135 4.10 .794 .068

Female 358 4.23 .786 .042

Describes a compelling image of future Male 135 4.12 .811 .070

Female 358 4.30 .703 .037

Tries new and innovative approaches Male 135 4.08 .783 .067

Female 358 4.13 .709 .037

Listens to diverse points of view Male 135 3.92 .856 .074

Female 358 3.99 .730 .039

Lets people know confidence in abilities Male 135 4.09 .910 .078

Female 358 4.07 .791 .042

Follows through on the promises Male 135 4.07 .816 .070

Female 358 4.04 .662 .035

Appeals to others to share dream Male 135 4.04 .884 .076

Female 358 4.07 .792 .042

Searches outside organization Male 135 3.81 .899 .077

Female 358 3.91 .704 .037

Treats others with dignity and respect Male 135 3.93 .883 .076

Female 358 4.11 .666 .035

Rewards contributions to success Male 135 3.68 .911 .078

Female 358 3.91 .710 .038

Asks for feedback the affected actions Male 135 3.87 .910 .078

Female 358 3.97 .694 .037

Enlists others in common vision Male 135 3.93 .932 .080

Female 358 4.14 .722 .038

Asks “What we can learn?” Male 135 3.97 .889 .077

Female 358 3.99 .690 .036

Supports decisions of others Male 135 3.85 .966 .083

Female 358 3.90 .764 .040

Recognizes publicly Male 135 4.05 .858 .074

Female 358 4.06 .700 .037

Builds consensus around organization‟s Male 135 4.09 .859 .074

112

values Female 358 4.07 .743 .039

Paints “big picture” to accomplish Male 135 4.12 .820 .071

Female 358 4.18 .819 .043

Sets achievable goals and concrete plans Male 135 3.85 .842 .072

Female 358 3.94 .689 .036

Gives freedom and choice Male 135 3.96 .767 .066

Female 358 4.01 .731 .039

Celebrates accomplishment Male 135 3.86 .963 .083

Female 358 3.90 .701 .037

Clears about philosophy of leadership Male 135 4.13 .814 .070

Female 358 4.14 .674 .036

Speaks about purpose of work Male 135 4.02 .787 .068

Female 358 4.10 .715 .038

Experiments and takes risks Male 135 3.95 .804 .069

Female 358 4.02 .767 .041

Ensures that people grow Male 135 4.17 .749 .064

Female 358 4.22 .758 .040

Gives appreciation and support Male 135 4.01 .796 .069

Female 358 3.97 .673 .036

Aspect I Male 135 4.0537 .65391 .05628

Female 358 4.1253 .52456 .02772

Aspect II Male 135 3.9148 .64457 .05548

Female 358 3.9888 .49404 .02611

Aspect III Male 135 3.9504 .64262 .05531

Female 358 4.0346 .51529 .02723

Total Male 135 3.9730 .63511 .05466

Female 358 4.0496 .49010 .02590

Independent Samples Test

113

Levene's Test for Equality

of Variances t-test for Equality of Means

95% Confidence Interval of

the Difference

Sig. (2- Mean Std. Error

F Sig. T df tailed) Difference Difference Lower Upper

Set a personal example Equal variances 2.776 .096 -2.666 491 .008 -.201 .075 -.348 -.053

assumed

Equal variances not -2.284 186.207 .024 -.201 .088 -.374 -.027

assumed

Talk about future trends Equal variances 2.379 .124 -1.221 491 .223 -.101 .083 -.265 .062

assumed

Equal variances not -1.167 221.520 .245 -.101 .087 -.273 .070

assumed

Develops cooperative Equal variances .572 .450 -1.429 491 .154 -.111 .078 -.264 .042 relationship assumed

Equal variances not -1.336 213.116 .183 -.111 .083 -.275 .053

assumed

Praise people for job well Equal variances 1.212 .271 -2.003 491 .046 -.164 .082 -.324 -.003 done assumed

Equal variances not -1.840 206.889 .067 -.164 .089 -.339 .012

assumed

Spends time and energy on Equal variances 4.805 .029 -.650 491 .516 -.054 .083 -.218 .109 principles assumed

Equal variances not -.610 214.345 .542 -.054 .089 -.229 .121

assumed

Decision Making Equal variances 1.990 .159 -1.645 491 .101 -.131 .080 -.287 .025

assumed

Equal variances not -1.637 238.866 .103 -.131 .080 -.288 .027

assumed

Describes a compelling image Equal variances .001 .969 -2.394 491 .017 -.178 .074 -.323 -.032 of future assumed

Equal variances not -2.246 214.353 .026 -.178 .079 -.333 -.022

assumed

Tries new and innovative Equal variances .061 .805 -.713 491 .476 -.053 .074 -.197 .092 approaches assumed

Equal variances not -.682 221.824 .496 -.053 .077 -.205 .099

assumed

Listens to diverse points of Equal variances 2.209 .138 -.981 491 .327 -.076 .077 -.228 .076 view assumed

114

Equal variances not -.913 211.564 .362 -.076 .083 -.240 .088

assumed

Lets people know confidence Equal variances 2.195 .139 .229 491 .819 .019 .083 -.145 .183 in abilities assumed

Equal variances not .215 214.676 .830 .019 .089 -.156 .194

assumed

Follows through on the Equal variances 9.211 .003 .528 491 .597 .038 .071 -.103 .178 promises assumed

Equal variances not .481 204.058 .631 .038 .078 -.117 .192

assumed

Appeals to others to share Equal variances .336 .562 -.431 491 .667 -.036 .083 -.198 .127 dream assumed

Equal variances not -.410 219.824 .682 -.036 .087 -.207 .136

assumed

Searches outside organization Equal variances 13.952 .000 -1.172 491 .242 -.090 .077 -.241 .061

assumed

Equal variances not -1.051 199.037 .295 -.090 .086 -.260 .079

assumed

Treats others with dignity and Equal variances 3.138 .077 -2.453 491 .015 -.181 .074 -.326 -.036 respect assumed

Equal variances not -2.164 194.332 .032 -.181 .084 -.346 -.016

assumed

Rewards contributions to Equal variances 22.687 .000 -2.910 491 .004 -.226 .078 -.379 -.074 success assumed

Equal variances not -2.603 198.448 .010 -.226 .087 -.398 -.055

assumed

Asks for feedback the affected Equal variances 11.126 .001 -1.279 491 .202 -.098 .077 -.249 .053 actions assumed

Equal variances not -1.134 195.670 .258 -.098 .086 -.268 .072

assumed

Enlists others in common Equal variances 3.573 .059 -2.567 491 .011 -.204 .079 -.359 -.048 vision assumed

Equal variances not -2.291 197.778 .023 -.204 .089 -.379 -.028

assumed

Asks “What we can learn?” Equal variances 9.238 .002 -.244 491 .807 -.018 .076 -.167 .130

assumed

Equal variances not -.218 197.970 .828 -.018 .085 -.186 .149

assumed

Supports decisions of others Equal variances 7.809 .005 -.572 491 .568 -.048 .083 -.211 .116

assumed

115

Equal variances not -.515 200.487 .607 -.048 .092 -.230 .135

assumed

Recognizes publicly Equal variances 4.567 .033 -.053 491 .958 -.004 .075 -.152 .144

assumed

Equal variances not -.049 204.852 .961 -.004 .083 -.167 .159

assumed

Builds consensus around Equal variances 3.347 .068 .243 491 .808 .019 .078 -.135 .173 organization‟s values assumed

Equal variances not .228 213.910 .820 .019 .084 -.146 .184

assumed

Paints “big picture” to Equal variances 1.076 .300 -.762 491 .446 -.063 .083 -.226 .099 accomplish assumed

Equal variances not -.762 240.857 .447 -.063 .083 -.226 .100

assumed

Sets achievable goals and Equal variances 8.531 .004 -1.132 491 .258 -.084 .074 -.230 .062 concrete plans assumed

Equal variances not -1.034 205.294 .302 -.084 .081 -.244 .076

assumed

Gives freedom and choice Equal variances 1.632 .202 -.607 491 .544 -.045 .075 -.193 .102

assumed

Equal variances not -.594 231.459 .553 -.045 .076 -.196 .105

assumed

Celebrates accomplishment Equal variances 10.406 .001 -.544 491 .586 -.043 .079 -.198 .112

assumed

Equal variances not -.473 190.075 .637 -.043 .091 -.222 .136

assumed

Clears about philosophy of Equal variances 3.202 .074 -.152 491 .880 -.011 .072 -.153 .131 leadership assumed

Equal variances not -.139 207.044 .889 -.011 .079 -.166 .144

assumed

Speaks about purpose of work Equal variances .034 .855 -1.055 491 .292 -.078 .074 -.224 .068

assumed

Equal variances not -1.010 222.318 .313 -.078 .078 -.231 .074

assumed

Experiments and takes risks Equal variances .549 .459 -.874 491 .382 -.069 .078 -.223 .086

assumed

Equal variances not -.856 231.445 .393 -.069 .080 -.227 .089

assumed

Ensures that people grow Equal variances .103 .748 -.623 491 .534 -.048 .076 -.197 .102

assumed

116

Equal variances not -.626 243.915 .532 -.048 .076 -.197 .102

assumed

Gives appreciation and Equal variances 2.961 .086 .494 491 .622 .035 .072 -.105 .176 support assumed

Equal variances not .458 210.176 .648 .035 .077 -.117 .188

assumed

Aspect I Equal variances 4.921 .027 -1.260 491 .208 -.07165 .05684 -.18333 .04004

assumed

Equal variances not -1.142 202.451 .255 -.07165 .06274 -.19535 .05206

assumed

Aspect II Equal variances 10.711 .001 -1.359 491 .175 -.07401 .05447 -.18103 .03301

assumed

Equal variances not -1.207 196.331 .229 -.07401 .06131 -.19493 .04691

assumed

Aspect III Equal variances 5.193 .023 -1.509 491 .132 -.08427 .05585 -.19400 .02546

assumed

Equal variances not -1.367 202.390 .173 -.08427 .06165 -.20582 .03729

assumed

Total Equal variances 7.886 .005 -1.422 491 .156 -.07664 .05389 -.18253 .02925

assumed

Equal variances not -1.267 197.206 .207 -.07664 .06049 -.19593 .04265

assumed

Descriptives

95% Confidence Interval for Mean

N Mean Std. Deviation Std. Error Lower Bound Upper Bound Minimum Maximum

Aspect I From 18 to 30 Years 34 3.9669 .59616 .10224 3.7589 4.1749 1.38 4.88

From 31 to 40 187 4.1076 .57519 .04206 4.0246 4.1906 1.25 5.00

More than 40 Years 272 4.1218 .55022 .03336 4.0561 4.1875 1.13 5.00

Total 493 4.1057 .56316 .02536 4.0559 4.1556 1.13 5.00

Aspect II From 18 to 30 Years 34 3.8186 .61459 .10540 3.6042 4.0331 1.25 4.83

From 31 to 40 187 3.9915 .54874 .04013 3.9124 4.0707 1.25 4.92

More than 40 Years 272 3.9715 .52258 .03169 3.9091 4.0339 1.17 4.92

Total 493 3.9686 .53977 .02431 3.9208 4.0163 1.17 4.92

Aspect III From 18 to 30 Years 34 3.8706 .61127 .10483 3.6573 4.0839 1.50 4.70

117

From 31 to 40 187 4.0059 .57503 .04205 3.9229 4.0888 1.40 4.90

More than 40 Years 272 4.0331 .53020 .03215 3.9698 4.0964 1.00 5.00

Total 493 4.0116 .55367 .02494 3.9626 4.0606 1.00 5.00

Total From 18 to 30 Years 34 3.8854 .58984 .10116 3.6796 4.0912 1.38 4.77

From 31 to 40 187 4.0350 .54579 .03991 3.9563 4.1137 1.36 4.94

More than 40 Years 272 4.0421 .51807 .03141 3.9803 4.1040 1.10 4.90

Total 493 4.0286 .53415 .02406 3.9813 4.0759 1.10 4.94

ANOVA

Sum of Squares Df Mean Square F Sig.

Aspect I Between Groups .726 2 .363 1.145 .319

Within Groups 155.310 490 .317

Total 156.036 492

Aspect II Between Groups .865 2 .433 1.488 .227

Within Groups 142.481 490 .291

Total 143.346 492

Aspect III Between Groups .808 2 .404 1.319 .268

Within Groups 150.016 490 .306

Total 150.824 492

Total Between Groups .755 2 .377 1.325 .267

Within Groups 139.623 490 .285

Total 140.378 492

118

One way ANOVAs for second research question education level

Descriptive

95% Confidence Interval for Mean

Std.

N Mean Deviation Std. Error Lower Bound Upper Bound Minimum Maximum

Aspect I Below High School 149 4.1409 .52839 .04329 4.0554 4.2265 1.50 5.00

High School 273 4.0792 .59560 .03605 4.0082 4.1502 1.13 5.00

Certificate(BAKII)

Higher than BAK II 71 4.1338 .50415 .05983 4.0145 4.2531 2.75 5.00

Total 493 4.1057 .56316 .02536 4.0559 4.1556 1.13 5.00

Aspect II Below High School 149 3.9771 .48435 .03968 3.8987 4.0555 1.58 4.92

High School 273 3.9570 .58040 .03513 3.8878 4.0261 1.17 4.92

Certificate(BAKII)

Higher than BAK II 71 3.9953 .49137 .05832 3.8790 4.1116 2.92 4.83

Total 493 3.9686 .53977 .02431 3.9208 4.0163 1.17 4.92

Aspect III Below High School 149 4.0604 .50227 .04115 3.9791 4.1417 1.70 5.00

High School 273 3.9821 .58398 .03534 3.9125 4.0516 1.00 5.00

Certificate(BAKII)

Higher than BAK II 71 4.0225 .53618 .06363 3.8956 4.1494 2.60 4.80

Total 493 4.0116 .55367 .02494 3.9626 4.0606 1.00 5.00

Total Below High School 149 4.0595 .48862 .04003 3.9804 4.1386 1.59 4.88

High School 273 4.0061 .56752 .03435 3.9385 4.0737 1.10 4.94

Certificate(BAKII)

Higher than BAK II 71 4.0505 .49457 .05869 3.9335 4.1676 2.76 4.84

Total 493 4.0286 .53415 .02406 3.9813 4.0759 1.10 4.94

119

ANOVA

Sum of Squares Df Mean Square F Sig.

Aspect I Between Groups .433 2 .216 .681 .506

Within Groups 155.603 490 .318

Total 156.036 492

Aspect II Between Groups .098 2 .049 .168 .845

Within Groups 143.248 490 .292

Total 143.346 492

Aspect III Between Groups .602 2 .301 .981 .376

Within Groups 150.222 490 .307

Total 150.824 492

Total Between Groups .315 2 .157 .551 .577

Within Groups 140.063 490 .286

Total 140.378 492

Descriptive

95% Confidence Interval for Mean

N Mean Std. Deviation Std. Error Lower Bound Upper Bound Minimum Maximum

Aspect I Less than 5 Years old 13 3.8365 .85906 .23826 3.3174 4.3557 1.38 4.75

From 5 to 10 Years old 42 3.9970 .67709 .10448 3.7860 4.2080 1.25 4.88

More than 10 Years 438 4.1241 .53866 .02574 4.0736 4.1747 1.13 5.00

Total 493 4.1057 .56316 .02536 4.0559 4.1556 1.13 5.00

120

Aspect II Less than 5 Years old 13 3.6346 .86237 .23918 3.1135 4.1557 1.25 4.58

From 5 to 10 Years old 42 3.8770 .66418 .10249 3.6700 4.0840 1.42 4.83

More than 10 Years 438 3.9873 .51160 .02445 3.9392 4.0353 1.17 4.92

Total 493 3.9686 .53977 .02431 3.9208 4.0163 1.17 4.92

Aspect III Less than 5 Years old 13 3.7308 .82602 .22910 3.2316 4.2299 1.50 4.70

From 5 to 10 Years old 42 3.9119 .68225 .10527 3.6993 4.1245 1.40 4.90

More than 10 Years 438 4.0295 .52831 .02524 3.9798 4.0791 1.00 5.00

Total 493 4.0116 .55367 .02494 3.9626 4.0606 1.00 5.00

Total Less than 5 Years old 13 3.7340 .83731 .23223 3.2280 4.2400 1.38 4.59

From 5 to 10 Years old 42 3.9286 .65884 .10166 3.7233 4.1339 1.36 4.81

More than 10 Years 438 4.0469 .50732 .02424 3.9993 4.0946 1.10 4.94

Total 493 4.0286 .53415 .02406 3.9813 4.0759 1.10 4.94

ANOVA

Sum of Squares Df Mean Square F Sig.

Aspect I Between Groups 1.587 2 .793 2.517 .082

Within Groups 154.449 490 .315

Total 156.036 492

Aspect II Between Groups 1.955 2 .978 3.388 .035

Within Groups 141.391 490 .289

Total 143.346 492

Aspect III Between Groups 1.582 2 .791 2.598 .075

Within Groups 149.242 490 .305

Total 150.824 492

Total Between Groups 1.696 2 .848 2.996 .051

Within Groups 138.683 490 .283

121

ANOVA

Sum of Squares Df Mean Square F Sig.

Aspect I Between Groups 1.587 2 .793 2.517 .082

Within Groups 154.449 490 .315

Total 156.036 492

Aspect II Between Groups 1.955 2 .978 3.388 .035

Within Groups 141.391 490 .289

Total 143.346 492

Aspect III Between Groups 1.582 2 .791 2.598 .075

Within Groups 149.242 490 .305

Total 150.824 492

Total Between Groups 1.696 2 .848 2.996 .051

Within Groups 138.683 490 .283

Total 140.378 492

LIST OF PRIMARY SCHOOL IN PHNOM PENH MUNICIPLITY

Number of Number of PRIMARY Total all staffs ល.រ ឈ្មោះសាលាបឋមសិក្សា Admin- Staff Teaching staffs SCHOOL NAME Total Female Total Female Total Female

I-ζរិយាល័យ អយក្ស ខណ្ឌមានជ័យ (KHAN MEANCHEY DOE)

1 ចារអំឈៅទី ១ CHBAR AMPOV I 5 3 50 42 55 45

2 ព្ពោះពន្លា PREAH PUNLEA 2 1 29 19 31 20

HUN SEN PREK 3 ហ ុនសសន សព្ពក្សព្ា 3 1 24 15 27 16 PRA

4 សព្ពក្សព្ាឈព្ζម PREK PRA KROM 2 1 17 8 19 9

122

5 ចារអំឈៅទី ២ CHBAR AMPOV II 5 2 56 49 61 51

6 ឫសសី習សស់ RUSSEY SROS 3 1 22 15 25 16

BEUNG CHHOUK 7 បឹងឈូក្សព្បជុំវងស 2 1 26 20 28 21 PRACHUM VONG

8 ចាក្ស់អសព្ងឈលើ CHAK ANGRE LEU 3 2 35 28 38 30

HUN SEN CHAK 9 ហ ុនសសនចាក្ស់អសព្ង 3 0 46 36 49 36 ANGRE

CHAK ANGRE 10 ចាក្ស់អសព្ងភូមិ ៣ 2 1 34 26 36 27 PHUM III

WAT SANSAM 11 វត្តសនសំក្សុសល 3 2 61 49 64 51 KOSAL

WAT DAMBOK 12 វត្តដំបូក្សខពស់ 3 2 30 23 33 25 KPOUS

STEUNG 13 សទឹងមានជ័យ 7 5 100 79 107 84 MEANCHEY

14 ភូមិឫសសី PHUM RUSSEY 5 1 57 35 62 36

15 ចំឈរើនផល CHAMREUN PHAL 2 0 41 36 43 36

16 សឡា SOR LA 3 2 44 33 47 35

17 សព្ពក្សឯង PREK ENG 4 0 32 20 36 20

18 ក្សតីតាក្សុយ KDEY TAKOY 3 2 14 11 17 13

19 វាលសបូវ VEAL SBOV 3 0 9 4 12 4

20 ចុងសព្ពក្ស CHONG PREK 2 1 14 10 16 11

21 យក្សាព្ត្ YORK BAT 2 0 25 19 27 19

22 មជឈឹមវន័ MACHHEM VORN 2 0 13 8 15 8

123

23 ចំា៉ា CHAMPA 2 0 9 6 11 6

24 សព្ពក្សធំ PREK THOM 2 1 8 4 10 5

25 វត្តក្សុនង WAT KNONG 2 0 7 4 9 4

HUN SEN 26 ហ ុនសសនចំពុោះសក្សែក្ស 1 0 16 11 17 11 CHAMPUS KAEK

HUN SEN KOH KRA 27 ហ ុនសសនឈζោះព្ក្សបី 4 1 15 12 19 13 BEY

BUN RANY HUN 28 ប ុនរានីហ ុនសសនសព្ពក្សថ្មី 2 1 12 8 14 9 SEN PREK THMEY

29 រឈាោះអង្កាញ់ RO BOH ANGKANH 2 1 14 9 16 10

សរុបតាមខណ្ឌ 84 32 860 639 944 671

II-ζរិយាល័យ អយក្ស ខណ្ឌដូនឈពញ (KHAN DOUN PENH DOE)

30 ព្ពោះនឈរាត្តម PREAH NORODAM 5 3 85 74 90 77

31 ក្សុលាបទី ១ KOLAB I 7 3 94 68 101 71

32 ចត្ុមុខ CHAK TOMUK 3 1 66 48 69 49

HAING NGOA SRAS 33 ហំងឈង្ក៉ា習សោះចក្ស 8 6 32 26 40 32 CHAK

PHNOM DAUN 34 ភនំដូនឈពញ 5 2 65 55 70 57 PENH

WAT BOTUM 35 វត្តបុទុមវត្ី 3 2 10 7 13 9 VODEY

36 អនុវត្ត AK NUVAT 3 1 26 19 29 20

37 វត្តឈζោះ WAT KOH 2 1 61 54 63 55

សរុបតាមខណ្ឌ 36 19 439 351 475 370

124

III-ζរិយាល័យ អយក្ស ខណ្ឌទួលឈោក្ស (KHAN TOUL KORK DOE)

38 ទួលឈោក្ស TOUL KORK 7 0 138 118 145 118

39 សនធម៉ាុក្ស SAN THOR MOK 23 13 126 108 149 121

40 បឹងសាឡាង BEUNG SALANG 13 7 66 55 79 62

41 ទឹក្សលែក្ស់ TEUK LAAK 20 14 38 32 58 46

42 វត្តន្លគវន័ WAT NEAKAVORN 3 1 31 18 34 19

43 មិត្តភាព MITTAPHEAP 3 1 25 17 28 18

44 ឯក្សភាព EKAPHEAP 2 1 26 21 28 22

AK NUVAT REACH 45 អនុវត្តរាជធានី 5 3 87 70 92 73 THEANY

សរុបតាមខណ្ឌ 76 40 537 439 613 479

IV-ζរិយាល័យ អយក្ស ខណ្ឌចំζរមន (KHAN CHAMKAR MORN DOE)

CHAO POGNEA 46 ឈៅពញាហុក្ស 16 11 34 23 50 34 HOK

47 ជ័យជំនោះ CHEY CHUM NEAS 5 2 39 33 44 35

48 ទួលសាាយព្ព្ព TOUL SVAY PREY 5 1 56 42 61 43

49 ក្សមុពជបុព្ត្ KAM PUCHA BOT 3 1 19 15 22 16

50 ទួលសសាង TOUL SLENG 4 0 30 23 34 23

51 ភូមិ ៧ PHUM 7 3 1 19 16 22 17

WAT MOHA 52 វត្តមហមន្តនតី 11 8 32 24 43 32 MONTREY

53 ព្ពោះអងគឈអង PREAH ANG ENG 3 2 24 17 27 19

125

54 សុធារស SOTHEA ROS 3 1 50 36 53 37

WAT TOUL 55 វត្តទួលទំពូង 20 19 61 48 81 67 TUMPOUNG

HUN NEANG ហ ុនន្លងបឹងព្ត្សបក្សឈក្សើត្ 56 BEUNG TRABEK 4 1 49 39 53 40

KEUT

HUN NEANG ហ ុនន្លងបឹងព្ត្សបក្សត្បូង 57 BEUNG TRABEK 4 2 60 40 64 42

TBAUNG

HUN NEANG TOUL 58 ហ ុនន្លងទួលទំពូង ២ 4 1 41 38 45 39 TUMPOUNG 2

សរុបតាមខណ្ឌ 85 50 514 394 599 444

V-ζរិយាល័យ អ.យ.ក្ស. ខណ្ឌ ៧មក្សរា( KHAN 7 MAKARA)

59 ាក្ស់ទូក្ស BAK TOUK 8 4 146 122 154 126

60 វត្តព្ពោះពុទធ WAT PREAH PUTH 4 3 35 32 39 35

61 សំឈៅមាស SAMPOV MEAS 3 2 16 13 19 15

62 វឌឍនវជ្ជិ ា VATANAK VICHEA 6 6 12 10 18 16

សរុបតាមខណ្ឌ 21 15 109 177 230 192

VI-ζរិយាល័យ អ.យ.ក្ស. ខណ្ឌសសនសុខ ( KHAN SENSOK DOE)

PHNOM PENH 63 ភនំឈពញថ្មី 10 4 49 33 59 37 THMEY

HUN NEANG ី 64 យា៉ា មា៉ា ប ក្សូ 5 3 36 34 41 37 YAMABIKO

65 សនតិភាព SANTEPHEAP 5 4 39 32 44 36

66 ប ុនរា៉ានីហ ុនសសនសាមគគី BUN RANY HUN 3 0 18 14 21 14

126

SEN SAMAKY

67 សសនសុខ SEN SOK 5 3 28 17 33 20

KAPUCHEA-CHIN 68 ក្សមុពជ្ជចិនឃួញម 3 0 9 7 12 7 KHMOUGN

ឈត្ឈជ្ជហ ុនសសនព្ត្ពំង DECHO HUN SEN 69 2 0 6 3 8 3 TRAPEANG REANG រាំង

70 ព្ត្ពំងសាាយ TRAPEANG SVAY 1 1 10 3 11 4

HUN NEANG 71 ហ ុនន្លងអនាង់ζាន 3 0 5 3 8 3 ANLONG KANGAN

72 ពញាពន់ PONHEA PUN 2 1 8 6 10 7

73 ភូមិធំ PHUM THOM 2 0 8 3 10 3

74 ទួលសាគរ TOUL SAKOR 1 0 4 4 5 4

SAMRONG 75 សំឈរាងក្សណ្តតល 1 0 6 3 7 3 KANDAL

76 វត្តព្គួស WAT KROUS 1 1 9 7 10 8

77 សព្ពក្សឈៅន PREK PNOV 6 1 29 16 35 17

78 ភូមិឌួង PHUM DOUNG 1 0 7 5 8 5

SAMRONG 79 សំឈរាងឈជើង 2 0 5 2 7 2 CHEUNG

សរុបតាមខណ្ឌ 53 18 276 192 329 210

VII-ζរិយាល័យ អ.យ.ក្ស. ខណ្ឌ ឈពធ�សសនជ័យ( KHAN PO SENCHEY DOE)

PHNEAT SEM 80 ឈភនៀត្សិមពលី 1 0 3 1 4 1 PEALY

81 សុភមងគល SOPHEAK 7 3 36 31 43 34

127

MONGKUL

82 តាំងក្សសាង TAING KASANG 3 1 25 13 28 14

HUN SEN TOUL 83 ហ ុនសសនទួលសុភាឃួន 4 0 27 17 31 17 SOPHEA KHOUN

84 ជមូពវន័ CHUMPOU VORN 6 1 66 47 72 48

KAUK BAGN 85 ឈោក្សបញ្ជាន់ 4 0 54 31 58 31 CHORN

TRAPEANG 86 ព្ត្ពំងព្ក្សសាំង 2 0 21 8 23 8 KRASAING

87 ត្ិក្សខបបឈញ្ជោ TIKHA PANHOR 4 1 7 1 11 2

TRAPEANG 88 ព្ត្ពំងឈូក្ស 2 1 5 3 7 4 CHHOUK

89 អូរដឹម O DEUM 2 1 12 7 14 8

TRAPEANG ANH 90 ព្ត្ពំងអញ្ជាញ 2 0 5 3 7 3 CHANH

91 ព្ζំងធនង់ KRAING THNONG 3 1 12 6 15 7

92 ឈោក្សរζ KAUK ROKA 2 1 13 9 15 10

93 ពូនភនំ POUN PHNOM 1 0 6 1 7 1

94 ក្សប់習សូវ KAB SROV 3 0 5 1 8 1

95 ទួលក្សី TOUL KEY 3 1 11 8 14 9

HUN SEN BEUNG 96 ហ ុនសសនបឹងធំ 2 1 4 2 6 3 THOM

TRONUM 97 ព្ទនំព្ជឹង 3 1 9 5 12 6 CHREUNG

98 ព្ព្ពរមាស PREY ROMEAS 1 0 3 2 4 2

128

PHLEUNG CHES 99 ឈភាើងឈឆោះរឈទោះ 2 0 8 5 10 5 ROTES

100 ព្ព្ពសពឺ PREY SPEU 4 1 20 15 24 16

101 ឈពធិវន័ ត PO VORN 1 0 4 3 5 3

102 បឹងព្បីយ៍ BEUNG PREY 2 0 6 2 8 2

103 ទួលឈសាន TOUL SNOR 1 0 5 3 6 3

104 ឈតានត្ខពស់ TNOT KPOUS 2 1 5 3 7 4

HUN SEN � 105 ហ ុនសសនឈពធចិនត្ុង 7 3 38 24 45 27 POCHINTONG

106 អងគសុក្សត ANG SDOK 1 0 8 1 9 1

107 ព្ត្ពំងអំពិល TRAPEANG AMPIL 1 0 4 0 5 0

108 ក្សំបូល KAMBOL 4 1 15 6 19 7

109 អងគបឹងចក្ស ANG BEUNG CHAK 2 0 9 6 11 6

110 សួនា ឈពព្ជ SNGOUN PICH 1 0 5 3 6 3

111 ក្សឈន្លទក្ស KAN TAUK 3 0 8 4 11 4

112 អងគព្ត្ឈគៀត្ ANG TRA KIET 0 0 3 2 3 2

113 ឈោក្សខាច់ KAUK KSACH 0 0 1 0 1 0

114 វត្តក្សំសពង WAT KAMPENG 0 0 3 0 3 0

115 ទួលពព្ង TOUL PONGROR 0 0 2 1 2 1

សរុបតាមខណ្ឌ 86 19 468 274 554 293

VIII-ζរិយាល័យ អ.យ.ក្ស. ខណ្ឌឫសសីសក្សវ (KHAN RUSSEY KEO DOE)

129

116 សព្ពក្សតារា៉ាត្់ PREKN TARATH 3 2 9 0 12 2

HUN SEN ហ ុនសសនចឈព្មើនជ្ជត្ិ 117 CHAMREUN 4 2 15 12 19 14

CHEAT

118 ចំឈរើនរដឋ CHAMREUN ROTH 3 0 26 12 29 12

DECHO HUN SEN ឈត្ឈជ្ជហ ុនសសនព្ចាំង 119 CHRAING 6 4 29 23 35 27

ចឈព្មោះ CHAMRES

ឈត្ឈជ្ជហ ុនសសនសព្ពក្ស DECHO HUN SEN 120 5 1 26 22 31 23 PREK LIEP ឈលៀប

HUN NEANG BAK 121 ហ ុនន្លងាក្ស់សខង 3 0 13 5 16 5 KHENG

122 ខទរ KTOR 3 1 9 6 12 7

MONKOL SATHA 123 មងគលសតាា វន័ 3 1 7 4 10 5 VORN

124 ក្សតីចាស់ KDEY CHAS 3 1 9 4 12 5

125 ចំបក្ស់មាស CHAMBAK MEAS 2 0 6 1 8 1

126 ឫសសីសក្សវ RUSSEY KEO 8 4 75 71 83 75

KBAL CHROUY 127 ក្សាលឈព្ជ្ជយសាគូរា៉ា 4 1 16 13 20 14 SAKURA

128 ឈព្ជ្ជយចង្ការ CHROUY CHANG VA 3 1 31 26 34 27

129 ឈដើមគរ DEUM KOR 2 0 8 8 10 8

130 ឈគៀនឃ្ាំង KIEN KHLEANG 2 1 12 8 14 9

DECHO HUN SEN ឈត្ឈជ្ជហ ុនសសនទួលសសងា 131 8 4 40 33 48 37 TOUL SANGKE

130

132 ពញាសព្ក្សក្ស PONHEA KREK 5 4 39 29 44 33

133 បឹងឈូក្ស BEUNG CHHOUK 2 1 5 4 7 5

134 សឈមតចឳ SAMDACH OV 2 0 9 3 11 3

135 នរៈ NOREAK 0 0 5 3 5 3

136 ហ ុនន្លងលាា HUN NEANG LVEA 1 0 6 1 7 1

137 ចុងឈζោះ CHONG KOH 2 1 5 2 7 3

138 ឈζោះដាច់ KOH DACH 1 0 6 2 7 2

139 សព្ពក្សរាំង PREK REANG 0 0 2 0 2 0

សរុបតាមខណ្ឌ 75 29 408 292 483 321

IX-ζរិយាល័យ អ.យ.ក្ស. ខណ្ឌដឈង្កា (KHAN DANGKOR DOE)

140 ដឈង្កា DANGKOR 5 3 42 27 47 30

141 សំបួរមាស SAMBOU MEAS 1 0 6 4 7 4

142 ឈជើងឯក្ស CHEUNG EK 4 0 6 3 10 3

143 ព្ត្ឈគៀត្ TRAKIET 2 0 12 7 14 7

144 វត្តហរ WAT HEAR 3 1 7 6 10 7

HUN SEN WAT 145 ហ ុនសសនវត្តសព្ពក្សព្ព្ជ 2 0 5 1 7 1 PREK CHREY

146 គងនយ KORNG NOY 1 0 6 4 7 4

147 ឈទៀន TIEN 1 0 11 6 12 6

148 រលួស ROLOUS 2 0 7 3 9 3

131

149 សាពនថ្ម SPEAN THMA 1 0 7 3 8 3

HUN NEANG PREK 150 ហ ុនន្លងសព្ពក្សក្សំពឹស 3 0 19 9 22 9 KAMPEUS

151 សក្សវមុនី KEO MONY 2 0 9 4 11 4

152 ស習សញរ៍ SRE NGOR 2 1 7 4 9 5

153 ព្បទោះឡាង PRATEAS LANG 3 1 15 10 18 11

154 ព្ζំងពព្ង KRAING PONGROR 2 0 11 9 13 9

155 ពងទឹក្ស PORNG TEUK 2 1 15 11 17 12

156 ទួលសំបួរ TOUL SAMBOUR 2 1 13 10 15 11

157 ព្ត្ពំងសាលា TRAPEANG SALA 4 2 18 12 22 14

HUN SEN SAK 158 ហ ុនសសនសាក្ស់សំឈៅ 1 0 6 4 7 4 SAMPOV

159 ក្សំពង់ក្សុតល KAMPONG KDOL 1 0 7 5 8 5

160 ព្ព្ពស PREY SA 3 1 10 9 13 10

161 ព្ព្ពសវង PREY VENG 2 1 8 7 10 8

162 ទួលរζក្សុោះ TOUL ROKA KOS 1 0 7 3 8 3

163 ឫសសីសាញ់ RUSSEY SANG 2 0 7 4 9 4

164 ភូមិអងគ PHUM ANG 0 0 2 2 2 2

សរុបតាមខណ្ឌ 52 12 263 167 315 179

Total 568 234 3974 2925 4542 3159

BIOGRAPHY

SONG KUNTHEA

I- PERSONAL DATA

 Sex: Female

 2Date of birth: January 15th, 1979

 Nationality/Ethic: Khmer

 Marital status: Married

 Place of birth: Prek Koy Commune, Saang District, Kandal Province,

Cambodia

II- WORK EXPERIENCES

1- January 2012-Prsent: Education and Membership Service Coordinator,

NGO Education Partnership (NEP), Sangkat Toul Tumpong II, Khan

Chamkarmorn, Phnom Penh.

Main Duties of Project Level:

- Coordination: Develop and strengthening linkages with key Department

of MoEYS and other government ministries and Development

Partners(DP) in Cambodia to ensure: Effective coordination of NGO

Education Voices and Effective networking upstream and downstream,

vertical and horizontally and timely and relevance information sharing

related to education. Engage NEP members to actively participation in

policy dialogue/discussion with MoEYS. Participation with Key

government, especially MoEYS, and DP workshop meeting and technical

working group pertaining issues of common concern and interest to 133

education NGOs. Plan organize and strategically use bi-monthly

membership meeting for members to share key issues of common

interest/concern so as maximize members interest and engagement etc.

- Member Capacity Building: Identify and summarize main documents

related to the Royal government education Policy reform and program and

conduct member training need assessment. Conduct workshops/ training

with NEP members group to increase understanding of key education

issues, build organization capacity, share skill and knowledge.

- Information and Communication: Develop and systematize internal

procedure to ensure relevant and timely NGO information. Develop a

system of information exchange between Provincial NGOs network to

ensure that related to education information is timely share/

- Management: Supervise Information and Communication Officer and

Education Officer including planning, monitoring and reviewing activities.

Develop proposal and conduct necessary lobby to secure funding. Act as

budget holders and be accountability for effective use of allocate budget.

Write request as requirement by donor

- Budgeting: Submit the budget request by annual quarterly and monthly

financial report to donor with accuracy and accountabilities and timely.

Budget monitoring plan against the expense.

- Reporting: All the repot must on time and fit with the guidelines of the

donor.

- Team building: good team work with NEP and other partners.

134

2- August 2009- December 2011: Education Project Coordinator, World

Vision Cambodia, South and Urban Zone, Children Of Hope ADP (COH

ADP), Sangkat Svay Pak, PP, Cambodia.

Main Duties of Project Level:

- Cooperate with Department of Education Youth and Sport, District of

Education

( DoE) School Directors, School Support Committees (SSC) , Parent Teacher

Association(PTAs) and authorities to promote child rights, Child Well Being,

child protection and support poorest and vulnerable children on their basic

needs.

- Work with other NGOs on Child protection especially child abuse, child

trafficking and child labor.

- Promote communities all level to involve in planning with TDF

(Transformational Development Facilitator) staffs, and integrate into project

design and annual plan.

- Revise plan with communities, authorities, PTAs, Youth club, CBO and other

stakeholders and ADP team for next annual plan esp. prepare and revise mid

year and annual budget.

- Manage report on budget according to the monthly financial report.

- Write the monthly, semi and annual report according to Leap guideline on

time to manager and support office.

- Ensure six cross cutting theme are integrate into planning and implementation

135

of the project.

- Cooperate with TDFs staff and other Project Coordinator (PCs) to ensure the

project implementation according to the plan of action and promote

transformational development.

- Good networking in-outside ADP in order to maximize resource utilities.

- Monitor the project activities and outputs to ensure accountability and

achieved of the outcome.

- Ensure that communities involve all stages of the monitoring and evaluation.

- Active participate as and ADP team member in learning, training, sharing and

recommendation.

- Support TDF team in building communities capacities fro transformational

development,

2- October 2006- July 2009: Project Coordinator of Water and Sanitation,

World Vision Cambodia, Hop and Peace (HAP), Area Development Program

(ADP), Urban Zone, Phnom Penh City, Cambodia.

Main Duties of Project Level:

 Program Design. Assist the ADP Manager to revise the annual project

design, including community needs assessments, program area of expansion,

planning, implementation, monitoring, evaluation and reporting, writing

proposal to donor.

World Vision Cambodia, Hope and Peace ADP, Urban Zone, PP City,

Cambodia.

136

 Planning. Coordinate the sponsorship project annual Planning and annual

budget and to revise the project Planning and budget at the Quarterly Budget

Review. Monitor funding commitments, project spending against budget,

preparation and submission of required financial reports on a regular basis.

Ensure projects responsibly spend up to the level of funding commitment and/

or provide adequate explanations for any significant variances.

 Monitoring. Monitor the implementation of the project to ensure that the

project systems, activities, and staffs are working smoothly with the

procedure, guideline, policy and sponsorship standard to achieve the project

goals and objectives.

 Evaluation. Evaluate in the implementation of internal project evaluation.

 Reporting. Prepare monthly, Semi- annual and annual Watsan project report

as required by Area Development Program, Learning and Evaluation with

Accountability and Planning Department (LEAP) of World Vision and other

donor required.

 Staffing.

-Supervise, monitor and evaluate the project work of staff, team, Watsan

committees, authority and other NGOs by provide constructive feedback,

coaching on their job descriptions as well as field activities

-Assign the field to implement their task through planning established.

-Team building (Relationship, responsibility, skill, knowledge, attitude and capacity)

 Donor Relation. Assist to coordinate to compile the high quality of project

management report for major donor in timely manner. Coordinate of building

137

relationship with sponsors and sponsor visit.

 Government Relations. Develop and make good relationship with authority,

health center, water supply authority, environment department, Phnom Penh

waste management, Watsan committees, Village Development Committee,

community people.

 Human Resource Capacity Building. Coordinate Human Resource

Department in order to develop opportunities, and complete annual preferment

and also contact with staff capacity building for certificate 3 and assessor of

humanitarian.

 Sharing Experience. As a part of the team, participate and share experience

in monthly report to team meeting in the ADP level.

 Finance and Administration. Make sure that the financial reports are

correctly, the cash advance, settlement, direct payment, reimbursement and

supply request on time in order to run the work smoothly

 Cooperate with Income Generation Project: Form CSGs(Communities

Saving Group), CBO, network with MFI ( Micro Finance Institute) to provide

loan for run small business and good networking with the other NGOs for

vocational training skill to the poor communities people.... and work closely

with Education Project Education project in order to raising awareness

communities partner to provide the children and their families with education

for all and also good networking with the local authority, school director and

government related to the right and the real need of the children and

communities people.

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3- 2004-October 2006: Community Development Worker, World Vision

Cambodia, Phnom Penh

-Income Generation Activities

-Food and Water Security

-Child Focus Development

-Building relationship with the communities.

-Building the capacities.

-Learning with the communities.

-Planning and implementation with the communities.

-Peer Support Team

-Administration and finance

-Networking with stakeholder and other NGOs.

4-March 2002-October 2004: Community Development Worker, World Vision,

Kampong Chhnang Province, Cambodia.

5-March 2002-June 2002: Research community‟s health at Kampong Chhnang

Province with school

6-2001-2002: Practice Nurse Section at KanthaBopha Hospital and Clinic Visakha

Phnom Penh.

7-2000-2001: Practice Nurse section at National Pediatric Hospital

8-1998-2000: Practice Nurse Section at Kalmet Hospital with taking care of HIV

/AIDS patient

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III- EDUCATION BACKGROUND

 2013: NGO Governance, Professionalism and Accountability (GPA) at CCC  2013: Introductory course to Staff Management , VBNK  2013: Coordination and Communication, VBNK  2013: Training of Trainer on Child Social and Financial Education, Asia Aflatoun  2013: Result Base Management Monitoring and Evaluation Framework Training  2013: The Use of Ushahidi and Women Web Portal for Gender Base Violence reporting, OI  2013: Training Universal Peridic Review(UPR) using UPR to support child rights advocacy in Cambodia, Save the Children  2012: Campaign Planning Workshop, facilitate from Action Aid Australia.  2012: Result Base Management on Monitoring and Evaluation Framework, VBNK, Phnom Penh

 2010 : Writing skill, level 2 (Advance level) at Pannasastra University of Cambodia  2007-2009: Diploma of General English Language at Pannasastra University.  2009: Certificate IV of Training and assessment from Melbourne University, Australia  2008: Certificate III of Humanitarian Service from Melbourne University, Australia  2002-2006: Bachelor Degree of Program and Project Development Management at Build Bright University.  15.1998-2002: Diploma of Nurse Section at Technical School For Medical Care,  16-1998: High School Diploma  Present: Mater of Education in Educational Management and Planning at RUPP

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IV-ADDITIONAL TRAINING /SHORT COURSE

1 March 2002: Certificate of Training for the clients of domestic violence.

2 October 2002: Writing skill, CamEd

3 March 2002: Certificate of the Gift That Releases Workshop.

4 2003-2004: Certificate of Completion of Managing Individual Performance

5 August, 2004: Certificate of Gender Awareness and Analysis

6 July 2004: Certificate of Essential Facilitation Skills Training

7 November 2004: Certificate of Local Capacity for Peace/Do No Harm.

8 February 2005: Certificate of Participatory Rapid Appraisal.

9 April 2005: Certificate of Training of Trainer Course on Gender Equality and

Woman’s Human Rights.

10 April, 2006: Certificate of Basic First Aid Training Course

11 October, 2006: Certificate of Participatory Hygiene And Sanitation

Transformation

12 January, 2007: Certificate of achievement of Peace Building Training (Conflict

Resolution)

13 August 2007: Food and Nutrition, Water and Sanitation, Disaster Mitigation and Environment Basic Training.

14 2006-2008: Leadership Training (Seven habits, effective management and one minute Manager)

15 2008: Technical training for the Urban Water Supply and Sanitation Manual

16 2008: Certificate of Waste Management , Department of Environment

17 2009: Renewal on World Vision policy, Child Protection policy and child rights.

18 2010:Certificate of Learning For Transformation ( LFT)

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19 2010: Certificate of Advance Advocacy, WVC

20 2012: Campaign Planning in Education, Trainer from Action Aid Australia.

21 2012: General Financial Management, Trainer from Fontamillas, Donasco,

Co.LTD

V- Other skills

1 Microsoft Word, Excel, Access and Power point.

2 Electronic mail usage: Lotus Note mail, Microsoft Office Outlook2007,

Internet and E-mail.

3 Electronic Equipment Usage: Photocopy machine, scanning.

VI- Languages:

1 Khmer: Native Khmer speaker

2 English: Good at writing, reading, listening and speaking.

VII- Other Activities:

1 -Peer support team: responsible for staff „s health, prepare recreation activities, reduce the stress, conduct the happy Khmer New Year, purchasing material for reduce stress and share something related with the stress management.

2 -Administration: response for follow up the asset in the office, purchasing for supply and kitchen supply update the asset list, follow up the utilities.

3 Office in charge (OIC) Program Manager for 3 months

IX: References:

1. Mr. Chin Chanveasa, Executive Director of NEP: 012 92 32 54,

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Email: [email protected]

2. Mr. In Samrithy, National Program Officer, Education, Embassy of Sweden

Tel: 012 82 81 35/ 016 881 598, email: [email protected]

3. Mr. Gordon Conochie, Advisor of NEP, Tel: 078 90 30 29,

Email: [email protected]

4. Ms. Siv Sopheap, Program Manager of WVC, Tel: 012 626 619,

Email: [email protected]

5. Ms. Nop Vanthy, Senior Program Manager of WVC Tel:012 93 10 64,