The Influence of Classroom Management Styles on Student Learning Outcomes: A Lecturer-Based Study in Cambodian Higher Education

This study explores the relationship between classroom management styles and student learning outcomes in Cambodian higher education, using the perspectives of university lecturers as the primary data source. In the context of Cambodia’s post-pandemic shift toward hybrid and technology-integrated learning environments, effective classroom management has become a critical pedagogical concern. Drawing on a quantitative design, data were collected through structured questionnaires from 320 lecturers across selected public and private universities. The study employed exploratory factor analysis and simple linear regression to assess the constructs and test the proposed relationship. The results revealed that classroom management styles significantly influence student learning outcomes, accounting for 11.3% of the variance in student learning outcomes.