Assessing Instructional Leadership Practices on Enhancing Pre-Service Teachers' Teaching Competency at Battambang Teacher Education College, Cambodia

Sopheaktra Chea, Chan Hum, Sam Rany, Merryl Kravitz

National University of Battambang

This study analyzes the relationship between instructional leadership practices and the development of teaching competency among pre-service teachers at the Battambang Teacher Education College (BTEC) in Cambodia. Although instructional leadership is recognized as a primary factor in teacher effectiveness worldwide, empirical evidence of its practice in the Cambodian teacher education context remains scarce. The study used a mixed-methods approach and collected data from 365 participants, including 303 pre-service teachers, 21 instructors, 31 student-teachers, and 10 management committee members. The findings revealed a substantial link between leader training and teachers' skills. The research also revealed that guidance from experienced instructors truly helped new teachers improve their instructional skills. Providing feedback and training for new teachers is also crucial. However, the study had an issue. The schools new teachers go to for trial teaching don’t always have what they need. Those responsible need to ensure they support the instructors. The report states that strong leadership is required to ensure that pre-service teachers are well equipped. So, this study’s results should be used to improve teacher training programs by the people running them.” Teacher education institutes should use this information to learn from how they train instructors, helping teachers do their jobs better.

Article link: https://www.asianinstituteofresearch.org/EQRarchives/assessing-instructional-leadership-practices-on-enhancing-pre-service-teachers'-teaching-competency-at-battambang-teacher-education-college%2C-cambodia