An Analysis of Cambodian English Language School Leaders’ Facilitation of Teacher Professional Learning

Abstract

This study investigated how English language school leaders in Cambodia facilitated professional learning for their teachers by specifically examining the processes which school leaders employed to conduct professional learning opportunities for their teachers. The intention was to provide understanding and insights about the current practice of professional learning in language schools in Cambodian context. An interpretive qualitative research design was employed. Eleven participants from five language schools in Phnom Penh, Cambodia participated in this study. The participants were selected using the snowballing technique. Semi-structured interviews and focus groups were used to collect data from both school leaders and teachers. Coding and thematic analysis were employed to interpret the data. Key findings indicated that language school leaders in Cambodia referred to teacher professional learning or development as “training” which was indicative of a limited skillbased approach to professional learning. Further, training was conducted in the form of oneoff workshops. It was evident that leaders planned training without prior consultation with teachers. The majority of teachers asserted that they gained little benefit from such training provided. Analysis of the findings also demonstrated that the Cambodian context played an important role in how training was facilitated for teachers. Historical factors and school hierarchical structure negatively influenced the ability for school leaders and teachers to have open discussions about learning needs. School leaders failed to inquire into what teacher learning needs were and therefore, were unable to provide the training to meet the teachers’ needs. The limitation of this study was that the sample size does not allow for generalisation. However, the individual reader may transfer the findings to their context. The six school leaders who participated in this study were from the top tier management level of school directors or principals. Future research about teacher professional development gathered from the middle management team level would provide further insight into Cambodian teacher professional development opportunity. Nevertheless, the study revealed school leaders were committed to providing teacher professional development. However, evident is that there are still numerous challenges to overcome if this commitment is to be translated into effective teacher professional development.