Abstract

There are two main objectives of this study: (1) to analyze the components of an evidence-based curriculum for a master’s degree in school principal education in the Cambodian context, and (2) to explore the procedure to implement the evidence-based curriculum for a master’s degree in school principal education in the Cambodian context. A qualitative research method was employed in this study to cultivate insightful information. Twelve key informants were purposively selected to participate in semi-structured interviews and focused groups. The data were painstakingly analyzed through thematic and discourse analyses. As a result, the research findings articulate that there are seven main components of the evidence-based curriculum in school principal education in the Cambodian context, such as clear learning objectives concerning stakeholders’ need analysis, prior knowledge of the learners, knowledge progression, real-world application, content knowledge and application, and products of teaching and learning. Those components are crucial in training school principals in Cambodia to develop their schools to attain effective and model school standards. Furthermore, the procedures for implementing the evidence-based curriculum in school principal education were processed with systematic processes and solid steps. The implementation is conducted by setting the learning objectives with the involvement of all relevant stakeholders until the teaching and learning aftermath of the training programs are produced. These procedures need to be implemented carefully and swiftly to ensure that school principals obtain sufficient capability and knowledge to develop their schools into more sustainable ways with full community participation.