Abstract—Teacher is the nucleus of the whole educational
system and is of the significant impact on children’s learning.
This paper investigates challenges of Cambodian teachers in
contributing to their nation’s future human and social
development. In order to achieve that development, are
Cambodian teachers well-trained? To clarify, a questionnaire
was distributed to a line of Cambodia’s educational staff from
local to central. A section of the questionnaire was extracted for
this paper. The results revealed that educational development
in Cambodia faces severe challenges due to severe shortage of
qualified trained teachers. Up to present, some teachers have
not experienced in any pedagogical training. Furthermore,
despites few officials who are PhD holders, some are primary
school graduates or even not finished primary level. Moreover,
in-service training has not yet been systematized and has been
provided to teachers not regularly. Thus, feasible in-service
training programs for Cambodia’s teachers appear urgent to be
structured for their continuous professional development so as
for contributing to human and social development.
Index Terms—Cambodia, human and social development,
in-service teacher training, quality education, qualified trained
teacher.
Chankea Phin is with the Graduate School of Comprehensive Human
Sciences, University of Tsukuba, Ibaraki Prefecture, Japan (e-mail:
pchankea@human.tsukuba.ac.jp).
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Cite: Chankea Phin, " Challenges of Cambodian Teachers in Contributing to
Human and Social Development: Are They Well-Trained?," International Journal of Social Science and Humanity vol. 4, no. 5, pp. 344-348, 2014.