Development of Internal Quality Assurance Indicators of Faculty of Education in Cambodia

Abstract

The purpose of this research study was to develop a model of internal quality assurance indicators for faculties of education in Cambodia. The two specific objectives were:

1. to construct a model of internal quality assurance indicators for faculties of education in Cambodia, and

2. to validate the developed model.

The sample included three groups of respondents:

1. four higher education experts and four stakeholders from faculties of education,

2. 800 teachers, staff, and students from faculties of education during the 2014 academic year, and

3. 11 associate deans of faculties of education and directors of regional teacher training centers in Cambodia.

Three types of research instruments were used: a semi-structured interview form, a questionnaire, and an evaluation form. Descriptive statistics, content analysis, and confirmatory factor analysis were employed to analyze the collected data.

The results are summarized as follows:
The developed model consisted of six dimensions and 22 sub-dimensions, comprising a total of 77 indicators. The six dimensions were:

1. Leadership,

2. Mission, Strategic Planning, and Finance,

3. Educational Programs,

4. Quality of Academic Staff,

5. Customers and Support Services, and

6. Physical Facilities.

The model of internal quality assurance indicators for faculties of education in Cambodia demonstrated a good fit with the empirical data. All six dimensions were found to be significant in ensuring educational quality, with factor loadings statistically significant at the .01 level, ranging from 0.583 to 0.936. Among these, the most important dimension was the Quality of Academic Staff, followed by Educational Programs, Customers and Support Services, Mission, Strategic Planning, Finance, Physical Facilities, and finally Leadership, which was considered the least influential in ensuring educational quality.

The model was deemed highly suitable for faculties of education in Cambodia, as all indicators strongly reflected the needs of the faculties and were expected to be effectively implemented at a high level.