Investigation of the relationship between teacher job satisfaction, empowerment and loyalty: the difference between teachers of ethnic majority students and teachers of ethnic minority students in Vietnam

Nguyen, Loc Thi My; Tran, Trung; Pham, Thuan Van; Le, Hien Thi Thu; Tuyen, Nghiem Phuong; La, Thuy Phuong; Trinh, Thao Phuong Thi; Thuy, Ta Ngoc

doi:10.1080/13603116.2021.1991488

Cited by 4 publications

(1 citation statement)

References 41 publications

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“…While PD activities are well-documented, the research specifically addressing the satisfaction of EFL teachers with these activities in Vietnam remains limited. Nguyen et al (2021) hinted at a positive correlation between PD and teacher satisfaction in Vietnamese universities, but did not focus on EFL teachers. Similarly, Nguyen et al (2014) highlighted the relationship between PD opportunities and job satisfaction, yet the satisfaction with the PD activities themselves was not the focal point.…”

Section: Inquiry/action Researchmentioning

confidence: 99%

Exploring the EFL Teachers’ Satisfaction: Professional Development Activities at a Language Center in a Non-Anglosphere Context

Le,

Nguyen,

Nguyen

et al. 2024

E&SD

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This descriptive study aims to investigate the satisfaction levels of English as a Foreign Language (EFL) instructors in their professional development activities at a language center situated in the Mekong Delta region of Vietnam. A total of 30 EFL teachers were solicited to provide data through a questionnaire, and six out of the 30 were further selected for participation in semi-structured interviews. This study incorporated two primary techniques for data analysis: descriptive statistics for the quantitative data and thematic analysis for the qualitative data. The study concludes that the EFL teachers exhibited a high level of satisfaction towards the existing professional development activities that involved mentorship, observation, feedback from experts, and learning from colleagues. These activities fostered a supportive, collaborative, and personalized approach to professional development, resulting in the enhancement of the teachers’ knowledge, skills, motivation, and job satisfaction. The results, accordingly, suggest that language centers should adopt a personalized, supportive, and collaborative approach to professional development while also addressing the various factors that hinder teachers’ interest in research and writing.

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Section: Inquiry/action Researchmentioning

confidence: 99%

Exploring the EFL Teachers’ Satisfaction: Professional Development Activities at a Language Center in a Non-Anglosphere Context

Le,

Nguyen,

Nguyen

et al. 2024

E&SD

View full text Add to dashboard Cite

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Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?

See,

Gorard,

Gao

et al. 2024

Review of Education

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This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several countries. The review followed a conventional protocol, beginning with a search of key educational, psychological and sociological databases, followed by intensive screening and weighting the strength of evidence of each included report. Fifty‐one studies relevant to the research question were finally included in the review. There is strong evidence that the ethnic match between school leaders and teachers is strongly linked to the hiring and retention of minority ethnic teachers. Although there is some evidence that the student ethnicity of the school may be an important factor in the retention of ethnic minority teachers, this chiefly applies to Black teachers in the studies found from the USA. The entry qualifications and assessment criteria for certification to teach were deemed potential barriers to ethnic minority prospective teachers entering teaching. There is no good evidence that alternative certification of teachers increased the probability of ethnic minority teachers being hired or retained, but there are certain supportive features of alternative pathways that could improve their chances.

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Managing minority employees in organizations in Asia Pacific: Towards a more inclusive workplace?

Peng,

Cooke,

Wei

2023

Asia Pac J Manag

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Investigation of the relationship between teacher job satisfaction, empowerment and loyalty: the difference between teachers of ethnic majority students and teachers of ethnic minority students in Vietnam

Cited by 4 publications

References 41 publications

Exploring the EFL Teachers’ Satisfaction: Professional Development Activities at a Language Center in a Non-Anglosphere Context

Exploring the EFL Teachers’ Satisfaction: Professional Development Activities at a Language Center in a Non-Anglosphere Context

Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?

Managing minority employees in organizations in Asia Pacific: Towards a more inclusive workplace?

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