Demography Factors and Faculty Members’ Teaching Efficacy in Vietnamese Higher Education

Duong, Quang Minh; Nguyễn, An Thùy; Nguyen, Phan Hong

doi:10.5296/jse.v7i1.10397

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…Teaching efficacy of faculty members in higher education has a positive influence on teaching performance and students' learning achievement (Duong, Nguyen, & Nguyen, 2017).…”

Section: Teacher Efficacymentioning

confidence: 99%

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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Community college faculty have experienced a shift in focus from access to access and student success. Given this shift in responsibility for student learning, community college faculty should be sufficiently prepared to teach a diverse student body and subsequently uphold beliefs regarding their ability to bring about desired outcomes of student engagement and learning. Given preparedness is a measure of self-efficacy, professional development for community college faculty is a critical investment in the support and development of teacher efficacy and faculty skill.Social learning theory specifically speaks to a means of increasing self-efficacy. As a professional development practice, social learning allows for participants to share problems, ideas, viewpoints, and collaboration towards solutions. Faculty development grounded in social learning theory may serve as a viable option for community college faculty to learn best practices in teaching and learning via social influence and social reinforcement. Therefore, the purpose of this study was to determine the effect, if any, of professional development modeled upon social learning theory on community college teacher efficacy. Administrators and faculty developers may find the results of this study useful as they make decisions about program design and resource allocation.iii A pre-experimental, one-group pre-and post-test research design using the Teacher's Sense of Efficacy Scale was used to measure the effectiveness of a faculty development treatment on teacher efficacy beliefs in the constructs of classroom management, student engagement, and instructional strategies. This method enabled a comparison of efficacy levels prior to and after participation in faculty professional development as a means to determine any potential influence.Data were analyzed by employing dependent and independent sample t-tests to determine differences in teacher efficacy mean scores over time. Findings indicated no significant differences in pre-and post-test scores for overall teacher efficacy and efficacy in the constructs of classroom management, student engagement, and instructional strategies. However, there was a significant difference in overall teacher efficacy scores after participating in the faculty development treatment between new and experienced faculty. From these findings, three themes were drawn that provide specific recommendations for community college faculty development program design. iv

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“…Teaching efficacy of faculty members in higher education has a positive influence on teaching performance and students' learning achievement (Duong, Nguyen, & Nguyen, 2017).…”

Section: Teacher Efficacymentioning

confidence: 99%

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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“…Therefore, the consideration of the conditions in each region and each province, especially in the remote and mountainous areas, and their own characteristics such as the distance between schools and home, and the number of the children per class were not the same. This was not to be mentioned in the large cities, the parents' demand on the primary education had been raised (Duong, Nguyen & Nguyen, (2017), so the above amount of teacher redundancy could be un-significantly explained.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, if the redundant teachers were solved rightly from the first year, the following years would become easy. However, it was easy to see the situation that primary school teachers quitted their jobs was quite significant (Attfield & Vu, 2013) due to the failure control of the post-training employment rate of the intermediate schools or the pedagogical departments of the universities to confirm the right situation of the post-training labor use (Duong et al, 2017). Therefore, it was necessary to have deep analysis to clarify this issue.…”

Section: Discussionmentioning

confidence: 99%

Projection in Education: Conditions for the Sustainable Development of Vietnamese Education

Dinh-Thai¹,

Giang²,

Huynh³

et al. 2020

EUROPEAN J ED RES

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Projection in education is one of the important bases for the implementation of the sustainable and crucial strategies to ensure the development of national education, including Vietnam. As a country in Southeast Asia with the distinctive characteristics of culture and history, Vietnam has the certain advantages and disadvantages in the development of education. In this study, the projection of Vietnamese students of each school level in the period of 2015-2035, was referred in comparison with the projection of the teacher resource in all school levels as one of the conditions for the basic educational development in Vietnam. The study was conducted using an integrated projection in education's formula, combined with a census (birth rate-for students; the number of teachers from Department of Education and Training's reports, the pedagogy students prepare for graduation-for teachers) from 32 provinces and cities of Vietnam and analyzed on the rate of population change over the years. The results showed that the shortage of the teacher resource (especially the preschool teachers) and the erratic increase in the number of the children born in the good years according to the Eastern concept were the anxious issues when developing Vietnamese education and integrating into the global development trend.

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“…The studies of the relationship between male and female faculty teaching efficacy and educational attainment item of individual factor are very few in order to discuss with the results of this study. The research of Duong, Nguyen and Nguyen (2017) showed that there were statistical difference between these educational attainment and faculty teaching efficacy in technology usage factor (F = 5.009, p < 0.01). The finding post hoc comparison showed that faculty members holding bachelors' degree (M = 4.32, SD = 0.37) have higher scores in technology usage than those holding masters' degree (M = 3.88, SD = 0.61).…”

Section: Comparison Among Male and Female Faculty Teaching Efficacy Wmentioning

confidence: 99%

A Comparison of the Effects of Organizational Environment and Individual Factors on Male and Female Faculty Teaching Efficacy in Vietnam

Duong

2017

ELR

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The purpose of this study examined the correlation between factors of teaching efficacy and their relation to faculty members' backgrounds, and how organizational environment factors affect faculty teaching efficacy in male versus female populations. A questionnaire measuring six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The finding of this study indicated that it was relatively high positive correlation between factors of teaching efficacy. Comparative results of male and female faculty members in various contexts detected using a statistical method and criteria demonstrated that almost individual factors including marital status, age groups, and academic rank were not significant in the male and female faculty teaching efficacy, except educational attainment factor. In addition, both genders were similarly affected by their organizational environment as far as teaching efficacy is concerned. The study's implications for university management were also discussed.

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Demography Factors and Faculty Members’ Teaching Efficacy in Vietnamese Higher Education

Cited by 4 publications

References 14 publications

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Projection in Education: Conditions for the Sustainable Development of Vietnamese Education

A Comparison of the Effects of Organizational Environment and Individual Factors on Male and Female Faculty Teaching Efficacy in Vietnam

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