Abstract:
The main purpose of this study was to propose the guidelines for stakeholders’ accountability in Cambodian students’ reading literacy.
By using, two research instruments — face-to-face questionnaire with 5 liker-scale and reading task which accounted by students only— the total of 29 primary school principals, 41 school teachers, 427 parents/caregivers and 427 students who were studying at grade 5 and 6 were the sample size. After double translation from English to Khmer language, these instruments were used to pilot with 212 and indicated the extraction of communalities ranked from .257 to .936 and the Cronbach’s alpha reliability coefficients estimated from .532 to .850.
The result show that among 24 stakeholders’ accountabilities, only 9 variables significantly effected on the students’ reading literacy; however, all four stakeholders have interaction relationship with each other. Also, SEM revealed that school principals’ accountability was found to positively associate with teacher’ accountability but negatively with parents’ accountability. Teacher’ accountability negatively affected students’ accountability but positively on students’ reading literacy both directly and indirectly. Parents’ accountability directly affected on students’ accountability which means that students whose parents value and show great accountability will tend to has a high level of accountability as well. Also, parents’ accountability and teacher’ accountability were found to have insignificant association with each other. Moreover, students’ accountability directly affected on students’ reading literacy, which indicated that the more level of accountability students have, the more they gain their reading literacy
To improve and strengthen students’ reading literacy, all stakeholders need to take more actions on their relationship with children. The future researcher should adopt reading test from PISA for Development and the proposed guide should be added up higher level.
