This study examines the impact of teacher professional development (PD) on educational leadership and teacher performance in high schools in Phnom Penh, Cambodia. Recognizing the importance of educational improvements in addressing persistent challenges within Cambodia’s education system, this research explores existing (PD practices), identifies effective strategies, and assesses their influence on teaching effectiveness and student outcomes. Employing a mixed-methods approach, quantitative data from a survey of 200 high school teachers, students and school leaders (72% male), diverse in sex, nationality, qualifications, teaching experience, and specialization, alongside qualitative insights from interviews and group of 28 students and 7 School directors and 7 Deputy school Director discussions from both public and private institutions. The survey sample was determined using Yamane’s Formula (1976) to ensure statistical representativeness. Findings indicate that 65% of participants view educational leadership as vital to the success of PD programs. In comparison, 80% highlight clear goals, relational support, and an inclusive environment as key elements of effective (PD). Nonetheless, challenges such as limited student engagement (47%), resource constraints (38%), and implementation difficulties (56%) were reported. The study concludes that robust educational leadership and well-structured PD initiatives significantly enhance teacher performance and student outcomes. Accordingly, continuous support and tailored (PD) programs are recommended to address teachers’ needs better and advance classroom practices.
Teacher Professional Development, Educational Leadership, Teacher Performance, PD Strategies, Student Outcomes.
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