Assessing Preservice Teachers’ Satisfaction with Integrated Training Programs in Vietnam: A Case Study at Vietnam National University, Hanoi

Abstract

This study evaluates preservice teachers’ satisfaction with integrated teacher education programs in Vietnam, focusing on two majors: Natural Science Education and History-Geography Education. A mixed-methods approach was employed, combining a survey of 295 students at the University of Education, Vietnam National University, Hanoi, with in-depth interviews involving 12 lecturers and 6 academic administrators directly engaged in program implementation. Data were collected using a five-point Likert-scale questionnaire and analyzed through Exploratory Factor Analysis (EFA), descriptive statistics, independent-samples t-tests, one-way ANOVA, and multiple linear regression. Exploratory Factor Analysis (EFA) revealed four key factors affecting students’ satisfaction, represented by observed variables associated with curriculum content and structure, teaching and assessment practices, academic staff and learning support, and professional development and teaching practicum opportunities. The findings indicate that students generally reported a relatively high level of satisfaction with the integrated teacher education programs. Multiple regression analysis showed that teaching and learning support exerted the strongest influence on overall student satisfaction, followed by curriculum content and structure, professional development opportunities, and learning facilities. In addition, students intending to pursue teaching careers reported significantly higher satisfaction than those without such intentions (t = 2.86; p = 0.008). Qualitative findings corroborated the quantitative results while highlighting several challenges, including heavy course workloads, insufficient interdisciplinary coherence among some modules, and limitations in practicum support mechanisms. The study provides empirical evidence for improving integrated teacher education programs and contributes practical recommendations for enhancing program quality and relevance in preparing interdisciplinary teachers within the context of Vietnam’s ongoing general education reform.