TUEBA Teachers’ Perceptions of Teacher Professionalism in Thai Nguyen

Education

The purpose of this study is to explore the central phenomenon of teacher professionalism, to identify perceptions of teacher professionalism and what factors contribute to or inhibit teacher professionalism. The main research question of this study is how do TUEBA teachers perceive teacher professionalism in the school? Subsidiary research questions were addressed in order to reach the purpose of the study: what are the teachers’ perceptions of the factors that contribute to teacher professionalism at school? What are their perceptions of the factors that inhibit teacher professionalism? Semi-structured interviews were conducted with ten participants and analyzed with the help of topic-based coding and interpretation. The researcher used purposeful sampling. This study is significant because it shows teachers' perceptions of how professionalism is determined in the Vietnamese education system. Research shows that professionalism of teachers in Vietnam is a complex concept that encompasses many different aspects of teaching and learning including career commitment, school courses, and learning communities. Professional and supportive work environment. There are also several factors that limit professionalism including lack of time management skills, lack of motivation, exhaustion, and paperwork. The limited study was that only ten participants shared their views on teacher professionalism. Future studies may extend research by doing a similar study in other University or other Vietnamese contexts, to explore other teachers' perceptions of professionalism. involves teachers who teach different subjects in rural and urban areas.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.