Teacher Quality and Well-Being: a Q-Squared Analysis

Authors

Lisa Keovongsa, Brigham Young University
MacLeans A. Geo-Jaja, Brigham Young University

Keywords

teacher quality, Q-square analysis, Cambodia

College

David O. McKay School of Education

Department

Educational Leadership and Foundations

Abstract

Literature review argues that teachers are the most important element in determining the quality of a national education system (Gopinathan 2006). While quality education is often defined in the narrower sense of measurable outcomes, teachers still play an equally significant role in achieving widespread quality through developing critical thinking skills and instilling the value of education. In the context of Cambodia, education appears at a deficit in consideration of the country’s high drop out rates and low percentages of passing graduation. With this in mind, I decided to examine Cambodian teacher quality and their perspectives on well-being as well as the barriers preventing quality education.

Recommended Citation

Keovongsa, Lisa and Geo-Jaja, MacLeans A. (2016) "Teacher Quality and Well-Being: a Q-Squared Analysis," Journal of Undergraduate Research: Vol. 2016: Iss. 1, Article 8.
Available at: https://scholarsarchive.byu.edu/jur/vol2016/iss1/8