The Role of Teachers in Enhancing Information and Communication Technology-integrated Education in Cambodia

Sineth Seng/ Hyejeong Choi and Hyun S. Shin

The integration of ICT in education can be an effective method of improving the quality of education in developing countries. This paper aims to examine the role that teachers play in enhancing ICT-integrated education by analyzing the perception, belief and behavior of secondary school teachers in Cambodia (N = 121). Its findings suggest that although the teachers have positive perception and belief towards ICT-integrated education, their usage of ICT in the classroom is notably limited. A number of barriers are identified such as inadequate ICT-related infrastructure and insufficient teacher training programs. Interestingly, ANOVA analysis reveals that female teachers have lower self-confidence with respect to ICT skills than do male teachers (p < .05). Policy implications regarding budget allocation and international public-private partnership are discussed