Revisiting Cambodian Private Tutoring: Insights Into Teachers’ Professional Misconduct

Soeung, Sopha

doi:10.14425/jice.2021.10.1.0704

Cited by 12 publications

(14 citation statements)

References 16 publications

(18 reference statements)

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“…Over the years, teacher unprofessionalism has come to the fore in Cambodia. Teachers have been reported to have split public school curriculum contents—leaving some parts for private classes (Bray, et al, 2018; Bray, et al, 2019; Brehm and Silova, 2014; Soeung, 2021), provided insufficient explanations (Bray, et al, 2016), treated students differently, appeared less energized in regular classes or lacked of commitment (Bray, et al, 2018). These acts have become the coercive strategies of teachers to create their market space for private tutoring.…”

Section: Ngs Reform’s Impacts On Shadow Education: Key Lessonsmentioning

confidence: 99%

“…If private tutoring exists in an NGS school, the school’s accreditation to access the government’s resources or investment will be terminated. In this manner, the NGS reform has implications on effective school leadership that gives no tolerance to corruption—allowing teachers to spoil the public school curriculum and pay less attention to their teaching onus (see Bray, et al, 2016; Bray, et al, 2018; Bray, et al, 2019; Brehm and Silova, 2014; & Soeung, 2021). Thus, the NGS reform is the embodiment of the government’s awareness of the compounding effects of shadow education and its strategy to intercept such a tedious phenomenon.…”

Section: Ngs Reform’s Impacts On Shadow Education: Key Lessonsmentioning

confidence: 99%

“…In addition, research in Cambodia has also found that the vexing roots of shadow education are mainly the corollary of teacher unprofessionalism (see Bray, et al, 2016;Bray, et al, 2018;Soeung, 2021) and hierarchical corruption (see Dawson, 2010Dawson, , 2011. That is, although the heavy public school curriculum, high-stakes examinations, and insufficient salaries have been regarded as the menaces (see Brehm and Silova, 2014;Brehm et al, 2012), there are also other factors, namely that, pressures from teachers who actually employ certain strategies to directly or indirectly impel students to seek private tutoring.…”

Section: Introductionmentioning

confidence: 99%

“…That is, although the heavy public school curriculum, high-stakes examinations, and insufficient salaries have been regarded as the menaces (see Brehm and Silova, 2014; Brehm et al, 2012), there are also other factors, namely that, pressures from teachers who actually employ certain strategies to directly or indirectly impel students to seek private tutoring. For instance, some teachers withheld curriculum contents or exercises for private tutoring classes (Bray, et al, 2018; Soeung, 2021). Sometimes teachers performed less enthusiastically in teaching during the public classes (Bray, et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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New Generation School initiative in Cambodia: Revisiting its effects on shadow education

Nhem

2022

Policy Futures in Education

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This article aims to address a puzzle of whether New Generation School (NGS) initiative has any impacts on the deep-rooted, vexing culture of shadow education in Cambodia. The purpose of the NGS project is to build good human resources with STEM knowledge, ICT, and 21st-century skills, all of which are the necessary commodities in this current fluid society. At the same time, it wishes to remove the ingrained culture of shadow education which is oftentimes offered from public school teachers to their own students. Thus, to realize the above objective, this paper reviews a policy document “New Generation School Operational Policy Guidelines, 2019” published by the Ministry of Education, Youth, and Sport (MoEYS) and other reports by Kampuchea Action to Promote Education (KAPE) organization. The analysis indicates that NGS has not entirely omitted students’ participation but has eliminated teachers’ engagement in shadow education—revealing its success in building teacher professionalism and effective school leadership, all of which are the complementary strands of school-level accountability and have been the conundrums in this context for many years. This article offers a nuanced understanding of shadow education as it steers the attention of policymakers and researchers in Cambodia and other contexts to look at the factoid of alternative assessments and school-level accountability—having implications on teacher and school leader professionalism and corruption—as the ways to penetrate shadow education.

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Section: Ngs Reform’s Impacts On Shadow Education: Key Lessonsmentioning

confidence: 99%

Section: Ngs Reform’s Impacts On Shadow Education: Key Lessonsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

New Generation School initiative in Cambodia: Revisiting its effects on shadow education

Nhem

2022

Policy Futures in Education

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“…The choice of teaching learning activities whereby the goals of education are realized in the school 2 @ECRTD-UK: https://www.eajournals.org/ Publication of the European Centre for Research Training and Development -UK is the responsibility of the teaching profession and involves the assessment procedures (Chidyau et al, 2021). According to Soeung, (2021) any behaviour different to accepted rules and regulations by teachers in teaching and learning process is known as teachers' professional misconduct. Professional misconducts among teachers are their acts of behaviour that affects effective teaching, learning and administration of the school (Teder & Mikser, 2019).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

IJELD

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This study assessed the application of warning and reprimands by heads of schools on the management of professional misconduct among public secondary school teachers in Mara region, Tanzania. The reviewed literature indicated that there is a high rate of teachers' professional misconduct and there was need of assessing the application of warnings and reprimands and find a way that can be properly used to manage teachers' professional in the school environment. The study was guided by Transformation Leadership Theory which guides the HOSs to use different strategies in managing of teachers' professional misconduct including warning and reprimands. The study used mixed methods approach and the convergent mixed research design whereby quantitative and qualitative data sets were collected simultaneously. The target population involved 300 students, 138 teachers, 25 heads of schools and 5 District TSC Officers. Stratified, simple random and purposeful sampling techniques were used to determine the study sample that consisted of 468 respondents. Questionnaires, interview guides, interview schedule, and document analysis guide were used to collect the required data. The collected data were analyzed by descriptive and inferential statistics using independent t-test. Narrations and direct quotations were used to present qualitative the study findings. However, the study also revealed that there was a significant relationship between the level of application warnings and reprimands strategy and management of teachers' professional misconduct. The study concluded that warnings and reprimands were not properly applied due to unfairness, favouritism and insufficient of knowledge and skills by HOSs in dealing with management of teachers' professional misconduct. The study recommended that TSC under the government should give education to the heads of schools on the proper usage of warnings and reprimands to avoid favouritism to the teachers when issuing warnings and reprimands.

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Examining factors influencing students to leave science classes in Cambodia: a two-level hierarchical linear modeling

Pov,

Kawai,

Chey

et al. 2024

Asia Pacific Educ. Rev.

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Cambodian upper secondary education is divided into two tracks: science and social science. Students make their track selection in grade 10 and begin their enrollment in grade 11. The enrollment in the science track has witnessed a steep decline from 96% in 2014 to 34% in 2020, while the enrollment in the social science track has seen a remarkable surge from 4% in 2014 to 66% in 2020. This tendency poses a significant challenge to the government’s endeavors aimed at promoting workforces in science, technology, engineering, and mathematics (STEM) fields. This survey study aimed to examine factors influencing students to leave science-track classes. The survey was administered to 696 grade-12 students from 20 upper secondary schools. The two-level hierarchical linear modeling (HLM) was used for data analysis. The findings revealed that at the individual level, age, ease of national examination, high passing rates, preference for good grades, expense on private tutoring, STEM major choices at the territory level, attitudes toward science, parental advice, and family income significantly influenced students’ decision to opt for social science track over science track. At the school level, school location was a significant predictor of track choices. The findings were discussed with practical implications to improve enrollment in the science track at Cambodian upper secondary schools.

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Revisiting Cambodian Private Tutoring: Insights Into Teachers’ Professional Misconduct

Cited by 12 publications

References 16 publications

New Generation School initiative in Cambodia: Revisiting its effects on shadow education

New Generation School initiative in Cambodia: Revisiting its effects on shadow education

Untitled

Examining factors influencing students to leave science classes in Cambodia: a two-level hierarchical linear modeling

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