Teacher Quality to Meet the General Education Program
Main Article Content
Abstract
The quality of educators is a crucial foundation, which partly plays a decisive role in determining the quality and effectiveness of pedagogical activities and improving the eduational quality to meet the requirement of the General Education Program 2018. The research assesses the quality of teachers based on survey data of a sample collection of 651 teachers from three provinces including Hanoi, Nghe An, and Can Tho; focuses on analyzing the quality of educators according to teacher quality criteria to meet the General Education Program 2018. The result shows that most teachers (62.4%) self-assessed the quality of teachers at the level one “fully folowing requirement”, level two (19.7%) “actively implementing requirement”, level three (6.8%) “being an example for others”, level four (8%) “sharing experiences and creating new style to behave” and level five (3.2%) “training others”. The study also showed a statistically significant correlation between teachers' quality and their demographic characteristics such as age, gender, years of experience. However, the technical expertise and educational levels may insignificantly correlate with the teachers’ quality. This means that the teachers’ quality should be improved to successfully implement the Genereal Education Program 2018.
Keywords:
Teacher quality, teachers' ethics, teachers' style.
References
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[2] S. Liu, L. Meng, Perceptions of Teachers, Students, and Parents of the Characteristics of Good Teachers: a cross-cultural comparison of China and the United States, Educational Assessment, Evaluation and Accountability, Vol. 21, No. 4, 2009, pp. 313-328, http://doi.org/10.1007/ s11092-009-9077-z.
[3] M. Drvodelić, V. Rajić, Prospective Primary School Teacher Views on Personal and Professional Qualities, Practice and Theory in Systems of Education, Vol. 6, No. 1, 2011, pp. 47-56.
[4] T. Hosgorur, A Discussion of What Makes a Good Teacher: Opinions of Pre-service Primary School Teachers, Procedia-Social and Behavioral Sciences, Vol. 55, 2012, pp. 451-460, http://doi.org/10.1016/j.sbspro.2012.09.524.
[5] D. Fasko, W. Willis (Eds), Contemporary Philosophical and Psychological Perspectives Moral Development and Education, Cresskill, NJ: Hampton Press, 2008.
[6] L. D. Hammond, Accountability in Teacher Education, Action in Teacher Education, Vol. 42, No. 1, 2020, pp. 60-71, http://doi.org/10.1080/01626620.2019.1704464.
[7] D. Ofman, Core Qualities: A Getaway to Human Recourses, Schiedam, Scriptum, 2000.
[8] J. M. Foster, E. F. Toma, S. P. Troske, Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective? Journal of Education Finance, Vol. 38, No. 3, 2013, pp. 255-275.
[9] J. M. Foster, E. F. Toma, S. P. Troske, Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective? Journal of Education Finance, Vol. 38, No. 3, 2013, pp. 255-275.
[10] I. Bircan, E. Y. Yonelimler, New Directions in Education), Cagdas Egitim Sistemlerinde Ogretmen Yetistirme Ulusal Sempozyumu, Ankara, Bildiriler Kitabi, 2003, pp. 44–47.
[11] S. A. Azer, The Qualities of a Good Teacher: how can They be Acquired and Sustained? Royal Society of Medicine, Vol. 98, No. 2, 2005, pp. 67-69.
[12] F. Korthagen, In Search of Essence of a Good Teacher: Toward a More Holistic Approach in Teacher Education, Teaching and Teacher Education, Vol. 20, No. 1, 2004, pp. 77-97.
[13] J. H. Stronge, Qualities of Effective Teachers Association for Supervision and Curriculum Development, Alexandria, VA: ASCD, Teachers matter, OECD Retrieved from http://www.nefmi.gov.hu/letolt/nemzet/oecd_publication_teachers_matter_english_ 061116.pdf/, 2022 (accessed on: April 05th, 2022).
[14] R. J. Walker, Twelve Characteristics of an Effective Tteacher, Educational Horizons, Vol. 87, No. 1, 2008.
[15] S. R. Kaufman, L. Sandilos, Improving Students' Relationships with Teachers to Provide Essential Supports for Learning, Teacher’s Modules, 2011.
[16] Y. Y. Chu, The Interactive Effects of Personal Traits and Guided Practices on Preservice Tteachers’ Changes in Personal Teaching Efficacy, British Journal of Educational Technology, Vol. 37, No. 4, 2006, pp. 513-526,
http://doi.org/10.1111/j.1467-8535.2006.00550x.
[17] R. Norton, Foundation of a Communicator Style Construct, Human Communication Research, 1978, pp. 99-100.
[18] R. Norton, Teacher Effectiveness as a Function of Communicator Style, In B. Ruben (Ed.), Communication Yearbook 1, New Brunswick, NJ: Transaction Books, 1977, pp. 525-542.
[19] D. D. Anh, T. T. H. Giang, D. T. T. Huong, Evaluation of the Quality of High School Students in Vietnam and some International Experiences, Journal of Educational Sciences, 2017, pp. 114-118 (in Vietnamese).
[20] M. W. Berkowitz, M. C. Bier, Based Character Education, The Annals of the American Academy of Political and Social Science, Vol. 591, No. 1, 2004, pp. 72-85.
[21] T. Lickona, Eleven Principles of Effective Character Education, Journal of Moral Education, Vol. 25, No.1, 1996, pp. 93-100.
[22] T. M. Kiem, Questions and Answers on Ethics, National Political Publishing House, Hanoi, 2011 (in Vietnamese).
[23] E. L. Deci, R. M. Ryan, The Support of Autonomy and the Control of Behavior, Journal of Personality and Social Psychology, Vol. 53, No. 6, 1987, pp. 1024.
[24] J. Reeve, Why Teachers Adopt a Controlling Motivating Style Toward Students and how They can Become more Autonomy Supportive, Educational Psychologist, Vol. 44, No. 3, 2009, pp. 159-175.
[25] M. D. Kasa, Y. Don, M. S. O. Fauzee, M. F. M, Yaakob, Teacher Quality Standards: The Differences in Moral Competency Level among Malaysian Teachers, Indonesian Educational Administration and Leadership Journal, Vol. 2, No. 1, 2020, pp. 68-80.
[26] M. Çelikten, M. Şanal, Y. Yeni, Teaching profession and feature, Journal of the Institute of Social Sciences, Vol. 19, No. 2, 2005, pp. 207-237.
[27] N. Karimova, Professional and Moral Competence of Primary School Teachers: Essence, Structure, Content. European Journal of Research and Reflection in Educational Sciences, Vol. 7, No. 11, 2019, pp. 77-80.
[28] T. S. Harding, M. Mayhew, M. C. J. Finelli, D. Carpenter, Theory of Planned Behavior as a Model of Academic Dishonesty in Humanities and Engineering Undergraduates, Ethics and Behavior, Vol. 17, No. 3, 2007, pp. 255-279.
[29] S. Y. Chan, P. Leung, The Effects of Accounting Students' Ethical Reasoning and Personal Factors on Their Ethical Sensitivity, Managerial Auditing Journal, Vol. 21, No. 4, 2006, pp. 436-457.
[30] C. O'Leary, R. Radich, An Analysis of Australian Final Year Accountancy Students Ethical Attitudes, Teaching Business Ethics, Vol. 5, No. 3, 2001, pp. 235-249.
[31] J. R. Rest, Moral Development in Young Adults, In R. A. Mines, K. S. Kitchener, (Eds), Adult Cognitive Development: Methodes and Models, New York: Praeger, 1986b.
[32] M. J. Mayhew, M. E. Engberg, Diversity and Moral Reasoning: How Negative Diver Sepeer Interactions Affect the Development of Moral Reasoning in Undergraduate Students, Journal of Higher Education, Vol. 81, No. 4, 2010, pp. 459-488.
[33] S. Reeve, L. Sandilos, Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning, American Psychological Association,Vhttp://www.apa.org/education/k12/relationships.aspx/, 2011 (accessed on: April 05th, 2022).
[34] K. Cherry, How Social Learning Theory Works, Reviewed by Amy Morin, LCSW, 2009, pp. 1-4.
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