THE IMPACT OF LEADERSHIP STYLES ON PROFESSIONAL LEARNING COMMUNITIES AND MEDIATED BY TEACHERS’ BEHAVIOR TOWARD STUDENT LEARNING: A CONCEPTUAL FRAMEWORK

Abstract

Cambodia's Royal Government has set ambitious goals to improve educational quality as part of its vision of becoming a middle-income country by 2030 and a developed nation by 2050. Initiatives such as standardizing school models and implementing school-based management are critical to meeting these goals. To effectively improve educational quality, it is necessary to investigate the factors that improve the learning environment for Cambodian students. While previous research on school leadership in Cambodia is limited, extensive studies have been conducted in Western and some Asian countries. Drawing on established research models developed by prominent scholars, this study aims to conceptualize the influence of school principals' leadership styles on professional learning communities (PLCs) mediated by teachers' behaviors. The literature suggests that certain leadership styles significantly enhance PLCs and, consequently, contribute to improved student learning outcomes. Specifically, four leadership styles—instructional, transformational, distributed, and servant leadership—are identified as having a positive impact on PLCs and are hypothesized to influence teachers' behaviors, thereby facilitating student learning. This paper proposes a conceptual framework for identifying ten predictor variables influencing high school principals in Cambodia's education system. These predictors are based on a thorough review of theoretical models of school leadership, PLCs, and the interactions between school leaders and teachers' behaviors. The proposed model attempts to clarify the intricate relationships between instructional leadership, transformational leadership, distributed leadership, servant leadership, professional learning communities, teacher behaviors, and, ultimately, student learning outcomes. By examining the proposed conceptual model, this study hopes to provide insights into effective leadership practices in Cambodian high schools, as well as guidance for policymakers and educational stakeholders on how to foster a conducive learning environment conducive to academic success.