Enhancing School Leadership Capacity Among Primary School Teachers In Phnom Penh, Cambodia: A Focus on Mentorship Involvement
DOI:
10.51601/ijersc.v7i5.1121Published:
2026-10-26Downloads
Abstract
This study looked at how mentoring can help primary school teachers in Phnom Penh, Cambodia, develop their leadership skills. The study’s goal was to determine whether mentorship involvement was related to teachers’ perceptions of their readiness in the areas of instructional, managerial, and strategic leadership as well as indications of leadership sustainability. The research design was correlational, quantitative, and non-experimental. An online survey created by the researcher was used to gather data from primary teachers in Phnom Penh City. The survey assessed leadership sustainability, leadership readiness, and mentorship involvement. Descriptive statistics, Pearson correlations, and multiple regression analysis performed in SPSS were used to analyse the data. The results showed that participants had high levels of work satisfaction, retention intentions, leadership readiness, mentorship engagement, and succession readiness. Although there were strong correlations observed between the leadership preparedness categories, neither leadership preparedness nor sustainability outcomes were shown to be statistically significantly correlated with mentorship involvement. Certain sustainability factors were found to be more strongly predicted by years of teaching experience than by mentorship participation alone. The results advance our knowledge of leadership development and the variables affecting school leadership sustainability, notwithstanding the lack of statistically significant correlations between mentorship involvement and leadership capacity. Future studies should look at the organization and quality of mentorship in more general educational contexts.
Keywords:
School Leadership, Leadership Skills, Capacity, Mentorship Involvement, Primary School Teachers,References
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