Faculty members' perceptions of teaching efficacy have a positive influence on teaching performance and students' learning achievement. Even less is known about university faculty teaching efficacy in the countries like Vietnam. This study was to investigate university faculties' perceptions of teaching efficacy in Vietnamese higher education and their relation to faculty members' demography. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy. Different factors of demography have different influences towards teaching efficacy. Almost demography factors, except length of employment factor, of gender, marital status, age groups, academic rank, and educational attainment were significant differences in faculty teaching efficacy. The study's implications for university management are also discussed.

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This paper presents the reality of career value orientation of psychology students in Ho Chi Minh City. The findings are: the career value orientation of this cohort falls in the level of "good". In order for students to have a stable career and good contribution to their future career, their career value orientation needs to fall in a higher degree -they need to obtain a full awareness of the economic, promotional, and moral aspects in career value orientation so that they will have proper attitude and behavior in career practice.

The research aimed to clarify the role of self-directed learning in the learning process of English learners at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. There were 539 students participating in this research. Within this research, the self-directed learning scale by Bhrati et al (2020) was administrated and the English grades were evaluated by participants. The results revealed that most of the students were at a good level in learning English according to their self-record. Self-directed learning explained 43.9% of changes in English learning grades, which means the higher students practice self-directed learning in learning English, the more chances their English learning grades could be changed. Especially, planning and deploying learning activities, a factor of self-directed learning, contribute mainly to changes in the English grades of students. As the results, the research suggests that lecturers and school managers should introduce and equip students with good planning and deploying learning activities skills to improve English grades and English learning outcomes in general. Moreover, the study also indicated that family social economic status could be a factor contributing to improving students’ self-directed learning and English learning grades. It could imply that social policymakers could reference for further consideration social impacts resulting in improving community education outcomes.