Managerial Abilities of Primary School Principals and Their Relationship to School Performance in Kratie Town, Cambodia
BELTEI International University
DOI:
https://doi.org/10.56943/jmr.v5i4.1073This study examined the managerial abilities of thirteen primary school principals serving in the five Sangkats of Kratie Town, Kratie Province, Cambodia, with assessments from five supervising education officers. A quantitative descriptive survey design was used, and a structured questionnaire covering seven functional domains, administrative, personnel, financial, instructional, student, community, and facility management, was validated by three experts in educational administration before administration to the full population of principals and officers. Results show principals rated their overall managerial ability as average across most domains, with facility management and community relations rated highest and administrative and personnel management rated lowest. Every principal had entered their first principalship directly, with no prior leadership experience, and years of service with the Ministry of Education, Youth and Sport closely matched years in the current post, indicating a group experienced in teaching but new to school administration. Recurring weaknesses appeared in delegating responsibilities, recognizing individual teachers and students, and maintaining records, while principals were comparatively confident in direct, hands-on tasks. These findings suggest principal preparation in Cambodia's rural provinces should prioritize delegation, staff and student recognition, and documentation practices, particularly through induction support delivered at the point of appointment rather than later in a principal's tenure. The study is limited by its small, single-district sample, and its findings should be read as descriptive of Kratie Town rather than representative of Cambodia as a whole.
Keywords: Cambodia Kratie Town Managerial Abilities Primary School Principals School Performance
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