Exploring Preparedness and Efficacy of Novice Teachers in Teaching English as a Foreign Language at Primary Schools in Northwest Cambodia

Phian Phorn, Chan Hum, Ny Meas, Sela Chhen, Sophon Hieng

National University of Battambang, Battambang Teacher Education College

This study investigates the preparedness and self-efficacy of novice teachers in teaching English as a foreign language at primary schools in north-west Cambodia. As English language learning becomes more and more important in the education landscape in Cambodia, it is essential to understand how Teacher Education Colleges (TECs) prepare their graduates for teaching in the classroom. The study used a quantitative design to collect data from 195 novice teachers (142 female) across 188 urban and rural primary schools in Northwest Cambodia to assess four dimensions of preparedness (content knowledge, pedagogical skills, contextual knowledge, and practical knowledge) and three dimensions of self-efficacy (instructional strategies, classroom management, and student engagement). Findings revealed that novice teachers demonstrated moderate levels of preparedness, with stronger preparation in content knowledge and pedagogical skills compared to contextual and practical knowledge. Self-efficacy varied across dimensions, with higher confidence in instructional strategies but lower confidence in classroom management and student engagement. Statistical analyses confirmed a strong positive correlation between teacher preparedness and self-efficacy, with preparedness. The study also identified notable urban-rural disparities, with urban teachers reporting higher preparedness and self-efficacy levels. These findings show that, while the TECs provide basic training, significant gaps remain in preparing teachers to deal with the practical reality of a diverse classroom setting. The implications include strengthening field experience in teacher training programmes, strengthening mentoring and coaching support for new teachers, and addressing the systemic inequalities between the urban and rural education settings to improve the performance of English language education in Cambodia.

Article link: https://www.asianinstituteofresearch.org/EQRarchives/exploring-preparedness-and-efficacy-of-novice-teachers-in-teaching-english-as-a-foreign-language-at-primary-schools-in-northwest-cambodia