Factors of Teachers’ Engagement in Private Tutoring: The Case of Secondary Schools in Cambodia

Abstract

Shadow education, or private tutoring, is a growing global phenomenon, especially in developing countries like Cambodia. It refers to informal academic support that complements school lessons. Since the 1990s, private tutoring has become increasingly prevalent, with many regular teachers engaging in it to supplement their income. However, the underlying factors behind teachers' participation and regional differences remain unclear. This study adopted a mixed-methods approach to analyze these factors. Quantitative data from the 2018 PISA-D and qualitative data from questionnaires and in-depth interviews were analyzed. Quantitative analysis revealed that having a side job, dissatisfaction with wages, and participation in training are factors that increase the likelihood of providing private tutoring. Qualitative analysis showed that teachers provide tutoring not only for income but also to support students and improve their teaching skills. Regional differences also emerged, with teachers in rural areas primarily tutoring students from their own classes, while teachers in urban areas also tutored students from other schools, suggesting the commercialization of education. These results provide valuable insights for the formulation of education policies and contribute to the international discussion on the role of private tutors in public education systems.