Examining the Key Determinants of Quality of Work Life Among Cambodian High School Teachers: A Multivariate Analysis Using Ilgan et al.’s Framework
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The quality of teachers’ work life (QWL) is a critical determinant of educational effectiveness, particularly in developing contexts where teacher retention and motivation remain pressing concerns. In Cambodia, high school teachers face challenges related to working conditions, compensation, and professional support, which may influence their overall well-being and teaching performance. This research examines the key determinants of QWL among Cambodian high school teachers using Ilgan et al.’s multidimensional framework. A quantitative survey was administered to 760 teachers, and multiple regression analysis was employed to analyze the data. The results indicate that all five dimensions administrative support and career development, a healthy work environment, fair and adequate salary and benefits, workplace opportunities, and collegial relationships and school belonging are significant predictors of QWL. Collegial relationships and a sense of loving the school (β = .297) and fair and adequate salary and benefits (β = .284) emerged as the strongest determinants. These findings suggest that improving interpersonal school culture and ensuring equitable compensation should be prioritized in policy interventions. The study offers practical recommendations for school administrators and policymakers, including investing in collaborative school climates, enhancing professional support systems, and reviewing salary structures to align with teachers’ needs. These insights are particularly relevant for the Ministry of Education, Youth, and Sport, as well as development partners working to strengthen the teaching workforce in Cambodia.
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