Phnom Penh: The teaching profession in Cambodia has witnessed significant changes over the past decade, particularly in terms of attracting higher caliber graduates and increasing salaries.
According to World Bank. Between 2013 and 2019, the entry salary for public primary school teachers more than tripled when adjusted for inflation. This shift transformed a wage penalty experienced by public school teachers in 2012 into a wage premium by 2019. Notably, half of the teacher trainees from 2014 to 2024 came from the top decile of Grade 12 examinees, highlighting the enhanced attractiveness of the profession. This trend has reached even remote provinces, which historically faced challenges in recruiting qualified teacher candidates.
Despite these positive developments, World Bank reports that a significant 84% of primary school teachers continue to earn income through secondary jobs. This is indicative of the fact that many teachers still work only half-day schedules for their schools and students. The prevalence of secondary employment among teachers has not significantly changed since 2012, despite the remuneration reforms introduced in subsequent years.
Furthermore, improvements in primary teacher education qualifications have not yet led to measurable enhancements in teaching methods or teacher math competencies. Classroom observations conducted in both 2012 and 2024 reveal little change in instructional methods and classroom practices. Additionally, primary teacher math test scores from the 2024 survey showed only marginal improvements compared to scores from 2012.
Looking forward, Cambodia faces the challenge of increasing its capacity to produce qualified new teachers for primary schools. Currently, 19% of the teaching workforce consists of contract teachers who have received minimal training, indicating a need for replacement with fully qualified teachers in the long term. Furthermore, with around one-third of civil servants expected to leave the workforce in the next eight years due to retirement or other forms of attrition, there is a pressing need to address this impending workforce gap.
In response to these findings, World Bank recommends focusing future teacher payrate adjustments and remuneration reforms on effort and performance. A long-term strategy should aim to increase the hours worked by primary school teachers and reduce the prevalence of secondary jobs. Additionally, easing entry restrictions into teacher training facilities and the workforce, while ensuring the quality of pedagogic programs, is crucial. The introduction of a teacher licensing system is also recommended to allow professionals with university degrees to transition into teaching roles. Lastly, revising the policy on contract teachers by introducing multiyear contracts and increasing training requirements is essential to fully phase out double-shift teaching positions in the coming years.