Exploring the relationship between perceived teacher professional development and teacher effectiveness among Vietnamese secondary shool teachers

• Main Author: -, Tran Nu Thuan Luong
• Format: text
• Language: English
• Published: Animo Repository 2022
• Subjects: Career development; High school teachers > Vietnam; Teacher effectiveness > Vietnam; Secondary Education; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etdm_elmd/34; https://animorepository.dlsu.edu.ph/context/etdm_elmd/article/1037/viewcontent/Exploring_the_relationship_between_perceived_teacher_professional_Redacted.pdf
• Institution: De La Salle University

Professional development program is important to teachers’ improvement and students’ achievement. This study’s main purpose was to investigate the relationship between the effectiveness of Professional Development Training Program designed by the Ministry of Education and Training in Vietnam in academic year 2018 -2019, as perceived by secondary school teachers in the central region of Vietnam and their teacher effectiveness. The researcher also explored deeper understanding of how this program contributed to their teaching practice. This current study adopted Desimone’s (2009) framework of effective professional development in terms of its five core characteristics: content focus, active learning, coherence, collective participation, and duration, as a model of the study. On the other hand, teacher effectiveness was measured in terms of five core factors: teacher characteristics, classroom management, knowledge of subject matter, planning and preparation for teaching and evaluation. Further, this study utilized mixed methods research design, where the quantitative data was obtained by administering three survey questionnaires to 318 secondary school teachers in five government secondary schools located in the central region in Vietnam. Meanwhile, the qualitative data was sought through a Focus Group Discussion (FGD) among eight selected participants. The quantitative findings revealed a significant positive relationship between the teacher professional development and teacher effectiveness in general and among the different subscales representing the core characteristics of each construct. The qualitative result indicated that Professional Development Training Program in Vietnam is relevant and beneficial when the teachers improve their developing competence, professional improvement, integration of values and needs, targeting specific outcomes, stakeholder involvement, and acquire the changes in: teacher characteristics, classroom management, knowledge of subject matter, planning and preparation for teaching, and evaluation. Recommendations for the future program makers, the MOET and school administrators were presented.