09:00 〜 13:00
[1Z113] カンボジアの中等教育におけるプライベート・チュータリングが教員の質に与える影響
キーワード：カンボジア、プライベート・チュータリング、中等教育、教員の質
When considering factors in education, especially those that influence student achievement, we can divide them into family factors, social factors, and school factors. In particular, the most important school-related factor is the teacher; the better the quality of the teacher, the better the student's academic performance. The existence of private tutoring is important for the quality of teachers in Cambodia. This is because tutoring is part of the education system, and public school teachers are its bearers. Since the public education system alone cannot complete the curriculum and meet the needs of students, the quality of Cambodian teachers and tutors is inseparable.
The purpose of this study is to contribute to a better understanding of the relationship between tutoring and student achievement by focusing on how teachers work, and why teachers engage in tutoring. This study first uses secondary data from the PISA-D collected by the OECD to analyze what are the determinants of public school teachers' participation in tutoring in order to get a complete picture. In the second step, qualitative data is used to explain the phenomenon of private tutoring and to gain a deeper understanding of how the use of tutoring influences students' performance.
The results of this study found that teachers are improving their teaching methods through private tutoring. Specifically, being male, having higher education, having a side job, are not satisfied with their salary, teach upper secondary school students, and participating in workshops on teaching methods all contribute to teachers' tutoring. Moreover, this study shows a relationship between teacher quality and student achievement. It was also found that tutoring positively influences students' academic performance. Therefore, there was a positive relationship between tutors, student academic performance, and teacher quality, which were found to influence each other.
The purpose of this study is to contribute to a better understanding of the relationship between tutoring and student achievement by focusing on how teachers work, and why teachers engage in tutoring. This study first uses secondary data from the PISA-D collected by the OECD to analyze what are the determinants of public school teachers' participation in tutoring in order to get a complete picture. In the second step, qualitative data is used to explain the phenomenon of private tutoring and to gain a deeper understanding of how the use of tutoring influences students' performance.
The results of this study found that teachers are improving their teaching methods through private tutoring. Specifically, being male, having higher education, having a side job, are not satisfied with their salary, teach upper secondary school students, and participating in workshops on teaching methods all contribute to teachers' tutoring. Moreover, this study shows a relationship between teacher quality and student achievement. It was also found that tutoring positively influences students' academic performance. Therefore, there was a positive relationship between tutors, student academic performance, and teacher quality, which were found to influence each other.
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