Effectiveness of Educational Institution Reform for the Quality of High Schools: A Case Study in High Schools in Phnom Penh

Abstract

The study aims to extent the educational institution reform for the quality of high schools in Phnom Penh, Cambodia. The study challenges, ranging from climate change and skill mismatch to global terrorism. Moreover, the unfolding Fourth Industrial Revolution requires new skills for young people. The research design: Qualitative approach was the main supplemented by the quantitative method. RQ1, RQ2, RQ3 were developed from an extensive literature review related to the study. 286 panelists with heterogeneous characteristics: sex, nationality, qualification, working seniority, specialization, was invited to conduct in the survey (Yamane Formula, 1976). The study's findings, based on a sample predominantly composed of male teachers (72%) and deputy school directors (42.5%) primarily from public institutions (71%), reveal the substantial impact of a specific leadership style on employee performance within Cambodia's educational sector. This highlights the necessity of employing a highly influential leadership approach to foster improved job performance. Further analysis of group discussions emphasizes the importance of student-centered learning, the use of engaging teaching methods, and the integration of technology in the classroom. However, these discussions also acknowledge key challenges, including difficulties with student focus and engagement, the need for personalized and adaptive instructional strategies, and obstacles encountered during the implementation of educational reforms. Effective management practices, characterized by clear expectations, supportive relationships, and the creation of inclusive learning environments, are identified as crucial elements for overcoming these challenges and fostering a positive educational landscape.