Which teacher qualities matter for students' academic achievement in Cambodia?

Abstract

While the importance of teacher quality in enhancing student academic achievement is well established, the relationship between various dimensions of teacher quality and student outcomes remains complex, particularly within the sociocultural contexts of developing countries. This study investigates which specific aspects of teacher quality in Cambodia are linked to student academic achievement, utilizing Programme for International Student Assessment for Development (PISA-D) data and employing hierarchical linear modeling (HLM) methods. Situated within recent national efforts to improve teacher quality through reforms in teacher education, this analysis identifies key factors contributing to student learning. Findings indicate that teachers' educational qualifications are significantly and positively associated with student achievement across mathematics, reading and science domains. In contrast, teaching experience alone does not show a meaningful impact on student performance. Additionally, teacher professional development (TPD) activities focused on enhancing subject knowledge are positively related to improved student outcomes. However, not all TPD forms yield similar benefits. Specifically, mentoring and peer observation programs, while widely implemented, require careful design and contextual sensitivity to be effective in Cambodian schools. These results highlight the need for targeted and well-structured teacher development initiatives, particularly in contexts undergoing systemic educational reforms. This study contributes to the growing evidence base on how specific teacher characteristics influence learning outcomes in developing country settings. This study's originality lies in its focus on Cambodia, a developing country with unique sociocultural and educational contexts, using PISA-D data and hierarchical linear modeling to analyze multiple dimensions of teacher quality and their impact on student achievement. It distinguishes the effects of teacher qualifications, experience and professional development, revealing that experience alone is not significant and not all professional development activities are equally effective. Additionally, it highlights the need for careful implementation of mentoring and peer observation programs, offering practical insights for ongoing teacher education reforms in Cambodia.