Embargo Period
4-26-2023
Degree Name
MA in Intercultural Service, Leadership, and Management
First Advisor
Sora Friedman
Abstract
The early primary education system in Cambodia is working to expand its teacher mentoring network. This quantitative and qualitative study examines the motivational factors of school-based early grade literacy mentors and master mentors who have played these roles in a pilot program implemented by a United States Agency for International Development-funded project during the 2021-2022 academic year in Cambodia. The study finds that mentors are motivated to perform the mentoring roles for intrinsic reasons such as improving student education and peer learning. It also finds that there are areas of improvement for mentor selection, workload assignment, financial remuneration, and recognition for the mentor network to successfully scale-up to the entire nation.
Key words: Cambodia, early primary education, literacy, teacher mentoring, motivation
Disciplines
Adult and Continuing Education and Teaching | Education Policy | Elementary Education | Elementary Education and Teaching | Other Teacher Education and Professional Development
Recommended Citation
Scislowicz, Jana, "System Support for Early Grade Teacher Mentors in Cambodia" (2023). Capstone Collection. 3278.
https://digitalcollections.sit.edu/capstones/3278
Included in
Adult and Continuing Education and Teaching Commons, Education Policy Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons