THE STATES AND GUIDELINES FOR IMPROVING TEACHERS' COMPETENCIES IN SECONDARY SCHOOLS IN PREY VENG PROVINCE, CAMBODIA

Abstract

The objectives of the research were (1) to study and compare the current state of teachers' competencies in secondary schools in Prey Veng province, Cambodia, and (2) to study guidelines for improving and enhancing teachers' competencies in Prey Veng province, Cambodia.

This research consisted of two main steps. In the first stage, studying the current state of teachers' competencies in secondary schools in Prey Veng province, Cambodia by distributing questionnaire form to 248 secondary school teachers who were teaching staff working in schools in the academic year 2021. And in the second stage was to study the guidelines for improving and enhancing teachers' competencies in secondary schools by using a semi-structured interview form to interview 3 educational experts who had experience of more than 10 years in the field of teacher training and development. The qualitative and quantitative research approaches were used by the researcher to gather data and then analyzed it through statistical analysis.

The questionnaire was the instrument employed in this research. The researcher utilized a 5-rating scale as the response format. The frequency, percentage, arithmetic mean, standard deviation, and t-test independent were used for analyzing gathered data.

The research results were shown as the following:

1. The overall result of the current state of teachers' competencies in secondary schools in Prey Veng province, Cambodia showed at a high level.

2. The overall result of the comparison of the current state of teachers' competencies in schools as classified by gender and level of degree of teachers showed that there were no significant differences.

3. The findings of studying guidelines for improving and enhancing teachers' competencies had been found imperative and effective to improve and enhance teachers' competencies in secondary schools, Cambodia.

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