Abstract
The fundamental purpose of this study was to examine how Technical and Vocational Education and Training (TVET) institute directors in Cambodia might encourage TVET teachers’ work commitment (WOCO) by using a servant leadership (SELE) style. The three research questions on the degree of SELE style practice, the degree of teachers’ WOCO, and the impact of SELE style practices on teachers’ WOCO were designed to achieve the goal of the study. A correlational study design and a quantitative research methodology were employed. Using a random sampling technique, 235 TVET teachers from 8 TVET Institutes in Phnom Penh City took part in the study. Each teacher had an equal chance of being selected through the procedures. A questionnaire was used to collect the research data, which were then analyzed quantitatively using methods such as correlation, one-sample t-test, and simple linear regression. Both teachers’ WOCO and SELE practice were determined to be at moderate levels. Additionally, it was found that SELE has a significant beneficial effect on TVET teachers’ WOCO. Consequently, the practice of SELE style enhances teachers’ WOCO; the more SELE is used in TVET centers, the more teachers’ WOCO grows. By connecting to leadership style in the TVET context, this study significantly advances the theory and literature on teacher commitment to their profession. In order to improve teachers’ WOCO, TVET administrators are urged by this study to adopt an SELE approach. These findings have pedagogical implications and are utilized to offer suggestions for additional research.
Keywords: Cambodia, Practices, Servant Leadership Style, TVET Model, Work Commitment.