History of instructional leadership in Cambodia: A comprehensive literature review
DOI:
https://doi.org/10.69496/cjess.v3i1.127Keywords:
ASEAN, Educational reform, Instructional leadership, Post-conflict education, School leadership, Teacher developmentAbstract
This paper explores the evolution of instructional leadership in Cambodia from the period preceding 1975 to the current day. The analysis encompasses historical trends, policy changes, and present challenges. The research analyzes the evolution of leadership frameworks from colonial hierarchies to post-conflict rebuilding and contemporary changes, using peer-reviewed journals, governmental documents, and publications from international organizations. It highlights the importance of administrative support in educational institutions and the ongoing professional development of educators. It highlights the significance of administrative support within schools and the continuous professional growth of teachers. The main challenges identified were limited autonomy, inadequate leadership development, and ineffective monitoring procedures. The analysis highlights areas requiring further examination, such as the limited number of empirical studies conducted in rural areas, inadequate data regarding the influence of leadership on student performance, and a lack of comparative research involving ASEAN countries. The findings suggest that Cambodia necessitates relevant legislation and professional development programs to improve educational quality and promote instructional leadership.
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