KEY FINDINGS:
Key Finding 1 | The teaching profession has become more attractive - resulting in much higher caliber graduates applying – half of teacher trainees (2014-2024) came from the top decile of G12 examinees.
- From 2013 to 2019, the entry salary of a public primary school teacher more than tripled (adjusted for inflation), turning a public-school teacher wage penalty in 2012 into a wage premium in 2019.
- Even in remote provinces that have historically struggled to find qualified teacher candidates, qualified individuals are applying to become primary school teachers.
Key Finding 2 | Despite the increase in pay for primary teachers – 84% of teachers report earning income through secondary jobs.
Data on working hours and secondary employment suggests that most primary teachers continue to work only half day for their schools and students.
The prevalence of teacher secondary jobs has not changed significantly since 2012 and with the introduction of teacher remuneration reforms.
Key Finding 3 | Primary teacher education qualifications have improved considerably – however – this has not yet translated into measurable improvements in teaching methods and teacher math competencies.
Classroom observations conducted in 2012 and 2024 suggest that remarkably little has changed in terms of the method of instruction and classroom practices.
Primary teacher math test scores, completed as part of the 2024 survey, showed only marginal improvements in teacher math competencies compared to 2012.
Key Finding 4 | Cambodia will need to considerably increase its capacity to produce qualified new teachers for primary schools.
19% of the total workforce (contract teachers) received only a minimal training – and would need to be replaced by qualified teachers in the long term.
Around one-third of civil servants is expected to leave the workforce in the next eight years – due to retirement or non-retirement attrition.
RECOMMENDATIONS:
Priority Recommendation 1 | Focus future teacher payrate adjustments and remuneration reforms on effort and performance.
Develop a long-term teacher remuneration strategy, that aims to increase the hours worked by primary school teachers – and aims to reduce the prevalence of secondary jobs.
Priority Recommendation 2 | Ease entry restrictions into teacher training facilities and the teacher workforce – and focus on ensuring quality.
Prepare for larger cohorts of teacher trainees- and focus on ensuring the quality of pedagogic degree programs and its graduates. Open the pre-service pedagogic training facilities to contract and non-civil servant teachers – and ease entry restrictions into the teacher workforce - introduce a teacher licensing system – allowing professionals with university degrees to become teachers.
Priority Recommendation 3 | Revise the policy on contract teachers.
Introduce multiyear contracts (for example, 3-year) and increase minimum training requirements - clarify the purpose of contract teachers, continue to fully phase-out double-shift teaching positions in the coming years.