Conceptual Framework of Professional Learning Communities for Cambodian Upper Secondary School Teachers

Authors

• Ousa Chao, Graduate Student of the National Institute of Education, CambodiaFollow
• Mam Chansean, Graduate Student of the National Institute of Education, CambodiaFollow
• Vira Neau, National Institute of Education, CambodiaFollow

Abstract

This paper explores the challenges of teacher professional development within Cambodian public upper secondary schools, driven by low teacher qualifications, resource gaps, and cultural barriers. Using an integrative literature review and qualitative document analysis, this paper synthesizes 58 sources, including official Cambodian regulatory frameworks, global evaluations, and empirical studies. By synthesizing local policy with international PLC models from Japan, South Korea, and Singapore, this study reveals a substantial gap between national policy goals and local school conditions. To bridge this divide, the article presents a contextually adapted four-pillar conceptual framework alongside actionable strategies to support effective PLC implementation across Cambodian upper secondary schools.

First Page

341

Last Page

350

Recommended Citation

Chao, O., Chansean, M., & Neau, V. (2026). Conceptual Framework of Professional Learning Communities for Cambodian Upper Secondary School Teachers. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 11(8), 341-350.
DOI: https://doi.org/10.17977/2502-471X.2966
Available at: https://citeus.um.ac.id/jptpp/vol11/iss8/1