Professoriate's motivation in cambodian higher education

Abstract

Cambodia is one of the fastest developing countries in Asia, yet its education system is lagging behind that of neighboring countries. Although over the past few years, the ministry of education, youth, and sport has taken steps to address a few of the major problems, but Cambodia remains behind. An effective education sector requires well-prepared and motivated teachers. Professional development represents a fundamental factor for educators but relies heavily on motivation, which is lacking among Cambodian teachers. This issue also prevails at the tertiary level, where professors are more focused on “surviving” instead of advancing and focusing on the learning activities for their students. Lack of motivation is reflected in the reluctance to participate in and answer research questionnaires. Following Maslow's Hierarchy of Needs, the lowest fulfillment of needs among the Cambodian professors is reached in belongingness and self-actualization. The lack of belongingness, owing to a large number of part-time lecturers, together with the absence of mechanisms for development and a nondemocratic and participatory approach toward management and supervision, are undermining the possibility to improve the education in the country and thus threatening the achievement of the fourth United Nations' Sustainable Development Goal: quality education.