Teachers' Self-efficacy and Job Pressure in Response to general requirements in the new educational curriculum in Vietnam
Keywords:
Type:
TextAbstract
Teachers' self-efficacy perception has played an important role in supporting them in adapting well to new changes at work. One hundred fifty-eight high school Vietnamese teachers voluntarily participated in this study. Teachers' self-efficacy scale was used in this study. The scale was translated into Vietnamese, and quantitative data was collected via online questionnaires. Qualitative data was gathered during open-ended questions about teachers' specific pressure from changes in the general education curriculum in Vietnam integrated into the survey. Factor analysis confirmed the appropriateness of the teacher's self-efficacy scale in the context of Vietnamese teachers. The pressure decreased when teachers had confidence in the effectiveness of the strategies used in teaching. In addition, three other specific items were found that caused pressure on teachers regarding the changing of the new curriculum. The conclusions have contributed practical significance to studies of teachers' self-efficacy in the multicultural context. These have also made a theoretical contribution to the studies on teachers' self-efficacy in the new requirements that need to be met in changes in educational programs.
Downloads
References
Abdullah, A. S., & Ismail, S. N. (2019). A Structural Equation Model Describes Factors Contributing Teachers’ Job Stress in Primary Schools. International Journal of Instruction, 12(1), 1251-1262. https://doi.org/10.29333/iji.2019.12180a
Google Scholar CrossrefAlwaleedi, M. A. (2017). Impact of demographic variables in the development of teachers’ self-efficacy beliefs in the context of Saudi Arabia. Asian Social Science, 13(1), 1-10. https://doi.org/10.5539/ass.v13n1p1
Google Scholar CrossrefBandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co, New York, USA. https://www.academia.edu/28274869/Albert_Bandura_Self_Efficacy_The_Exercise_of_Control_W_H_Freeman_and_Co_1997_pdf
Google Scholar CrossrefCollie, R. J., Shapka, J. D., & Perry, N. E. (2012). School Climate and Social–Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Google Scholar CrossrefCoxhead, I., Vuong, N. D. T., & Nguyen, P. (2022). Getting to Grade 10 in Vietnam: does an employment boom discourage schooling? Education Economics, 31(3), 353-375. https://doi.org/10.1080/09645292.2022.2068138
Google Scholar CrossrefDağlı, E., & Kalkan, F. (2021). The Relationship Between Empowering Leadership Behaviors of School Principals and Teachers' Self-Efficacy Perceptions and Job Satisfaction Levels. Egitim ve Bilim - Education and Science, 46(208), 105-123. https://doi.org/10.15390/EB.2021.10083
Google Scholar CrossrefDe Smul, M., Heirweg, S., Keer, H. V., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225. https://doi.org/10.1016/j.tate.2018.01.001
Google Scholar CrossrefDicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583. https://doi.org/10.1037/a0035504
Google Scholar CrossrefETEP. (2022a). ETEP Program - Accompanying teachers in innovating and development. http://etep.moet.gov.vn/
Google Scholar CrossrefETEP. (2022b). Program to develop pedagogical schools to improve the capacity of teachers and administrators of general education institutions. Enhancing Teacher Education Program. https://taphuanphuyen.lms.vnedu.vn/trang-tinh/about-etep
Google Scholar CrossrefFrench, A., Lambert, L., Nguyễn Thị Hồng, M., & Yến, T. T. N. (2023). The role of policy reform in developing teacher educator professional competencies and identities in Vietnam: implications, tensions and possibilities. PRACTICE. 1-16 https://doi.org/10.1080/25783858.2023.2177189
Google Scholar CrossrefSecretary, G. (2013). Resolution No. 29/2013-NQ/TW dated 04/11/2013 on Fundamental and comprehensive innovation in education, serving industrialization and modernization in a socialist-oriented market economy during international integration, ratified in the 8th Cent. Ministry of Education and Training Vietnam. https://moet.gov.vn/tintuc/pages/doi-moi-can-ban-toan-dien-gd-va-dt.aspx?ItemID=3928
Google Scholar CrossrefGobena, G. A. (2018). Factors Affecting In-Service Teachers’ Motivation: Its Implication to Quality of Education. International Journal of Instruction, 11(3), 163-178. https://doi.org/10.12973/iji.2018.11312a
Google Scholar CrossrefGovernment. (2015). Decision No. 404 / QD-TTg approving the Scheme on renewal of general education textbooks and programs. Retrieved from https://chinhphu.vn/default.aspx?pageid=27160&docid=179497
Google Scholar CrossrefHallinger, P., Tran, N. H., & Truong, T. D. (2021). Mapping the professional learning of primary teachers in Vietnam: a multi-method case study. Professional Development in Education, 49(5), 856-870. https://doi.org/10.1080/19415257.2021.1879218
Google Scholar CrossrefHelms-Lorenz, M., Slof, B., Vermue, C. E., & Canrinus, E. T. (2012). Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements. Educational Studies, 38(2), 189-207. https://doi.org/10.1080/03055698.2011.598679
Google Scholar CrossrefHu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Google Scholar CrossrefKlassen, M. R., Bong, M., Usher, L. E., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67–76. https://doi.org/10.1016/j.cedpsych.2008.08.001
Google Scholar CrossrefKlassen, R., Wilson, E., Siu, A. F. Y., Hannok, W., Wong, M. W., Wongsri, N., . . . Jansem, A. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. Eur J Psychol Educ, 28, 1289–1309. https://doi.org/10.1007/s10212-012-0166-x
Google Scholar CrossrefKlassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237
Google Scholar CrossrefKlassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114–129. https://doi.org/10.1016/j.cedpsych.2011.01.002
Google Scholar CrossrefKuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509-1526. https://doi.org/10.1080/13603116.2018.1544298
Google Scholar CrossrefLiu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160–170. https://doi.org/10.1016/j.ijer.2012.03.006
Google Scholar CrossrefMehdinezhad, V., & Mansouri M. (2016). School Principals’ Leadership Behaviours and its Relation with Teachers’ Sense of Self-Efficacy. International Journal of Instruction, 9(2), 51-60. https://doi.org/10.12973/iji.2016.924a
Google Scholar CrossrefMOET. (2018a). Circular No. 32/2018/TT-BGDDT dated 26/12/2018 on promulgation of the new general education curriculum. Retrieved from https://moet.gov.vn/van-ban/vanban/Pages/chi-tiet-van-ban.aspx?ItemID=1301
Google Scholar CrossrefMOET. (2018b). The general education curriculum attached Circular No. 32/2018/TT-BGDDT dated 26/12/2018. Ministry of Education and Training Vietnam. https://moet.gov.vn/tintuc/Pages/CT-GDPT-Tong-The.aspx?ItemID=8421
Google Scholar CrossrefMOET. (2019). Circular No. 17/2019/TT-BGDDT dated 1/11/2019 on promulgation on training program for teacherti of general education institutions. Retrieved from https://moet.gov.vn/van-ban/vanban/Pages/chi-tiet-van-ban.aspx?ItemID=1324
Google Scholar CrossrefMOET. (2020a, August 18). Investing in school facilities, classrooms, teaching equipment, and standardizing upland education. Ministry of Education and Training Vietnam. https://moet.gov.vn/bovoinguoidan/pages/hoi-dap.aspx?ItemID=6236
Google Scholar CrossrefMOET. (2020b). Official Dispatch 5512/BGDDT-GDTrH dated 18/12/2020, Instructions development and implementation on teachers' educational plans. Ministry of Education and Training Vietnam. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-5512-BGDDT-GDTrH-2020-xay-dung-va-to-chuc-thuc-hien-ke-hoach-giao-duc-cua-nha-truong-462988.aspx
Google Scholar CrossrefMOET. (2021). Circular No. 39/2021/TT-BGDDT dated 30/12/2021 on List of minimum high school teaching equipment attached. Ministry of Education and Training Vietnam. https://moet.gov.vn/giaoducquocdan/co-so-vat-chat-va-thiet-bi-truong-hoc/Pages/chi-tiet-van-ban-quy-pham-phap-luat.aspx?ItemID=1435
Google Scholar CrossrefMOET. (2022a, August 12). Conference to summarize the school year 2021-2022 and deploy tasks for 2022-2023 of Education in Vietnam. Ministry of Education and Training Vietnam. https://moet.gov.vn/tintuc/Pages/tin-tong-hop.aspx?ItemID=8044
Google Scholar CrossrefMOET. (2022b, January 10). ETEP program and initial positive effects. Ministry of Education and Training Vietnam. https://moet.gov.vn/tintuc/Pages/cai-cach-hanh-chinh.aspx?ItemID=7717
Google Scholar CrossrefMOET. (2023). Decision 4068/QD-TTg dated 28/11/2023 on approving Plan for organizing exams and recognition of high school graduation from 2025. Ministry of Education and Training Vietnam. https://xaydungchinhsach.chinhphu.vn/toan-van-quyet-dinh-4068-qd-ttg-phuong-an-thi-tot-nghiep-thpt-tu-2025-11923112916510334.htm
Google Scholar CrossrefNguyen, C. H., Pham, H. T. T., & Pham, H. T. (2022). Renovation in Curriculum Design and Training Programs for Teacher Education in Vietnam. In M. S. Khine & Y. Liu (Eds.), Handbook of Research on Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-9785-2_41
Google Scholar CrossrefNguyen, L. T., Dang, V. H., & Pham, H. T. (2023). The effects of school climate on high school teacher stress and self-efficacy in Ho Chi Minh City. Educational Psychology, 43(1), 57-77. https://doi.org/10.1080/01443410.2022.2128054
Google Scholar CrossrefNguyen, M. T. (2017). Learners’ quality and competence-based reform of general education program. Vietnam Journal of Education, 1(1), 1-6.
Google Scholar CrossrefNguyen, V. H., Nguyen, V. B. H., Vu, T. M. H., Hoang, T. K. H., & Nguyen, T. M. N. (2020). Vietnamese Education System and Teacher Training: Focusing on Science Education. Asia-Pacific Science Education, 6(1), 179-206. https://doi.org/10.1163/23641177-BJA10001
Google Scholar CrossrefPham, H. C. (2021). English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward. VNU Journal of Science: Education Research, 37(4), 39-48. https://doi.org/10.25073/2588-1159/vnuer.4538
Google Scholar CrossrefPutwain, D. W., & Von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, 39(1), 51-64. https://doi.org/10.1080/01443410.2018.1500681
Google Scholar CrossrefReilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365-378. https://doi.org/10.1108/IJEM-04-2013-0053
Google Scholar CrossrefSaeki, E., Pendergast, L., Segool, N. K., & Von der Embse, N. P. (2015). Potential psychosocial and instructional consequences of the Common Core State Standards: Implications for research and practice. Contemporary School Psychology, 19(2), 89–97. https://doi.org/10.1007/s40688-014-0043-5
Google Scholar CrossrefSánchez-Rosas, J., Dyzenchauz, M., Freiberg-Hoffmann, A., García-Rubian, M., & Okinishi, M. (2023). Transformational Leadership and Collective Teacher Self-Efficacy: The Mediating Role of Satisfaction with Job Resources. International Journal of Instruction, 16(1), 801-820. https://doi.org/10.29333/iji.2023.16145a
Google Scholar CrossrefSeng, S., Carlon, M. K. J., & Cross, J. S. (2020). Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities. International Journal of Sociology of Education, 9(2), 154-190. https://doi.org/10.17583/rise.2020.4267
Google Scholar CrossrefSGGP. (2023). Number of teachers quitting at alarming rate. SGGP (Sài Gòn Giải Phóng) English Edition. https://en.sggp.org.vn/number-of-teachers-quitting-at-alarming-rate-post100828.html
Google Scholar CrossrefSkaalvik, E. M., & Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Google Scholar CrossrefSkaalvik, E. M., & Skaalvik, S. (2016). Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Professio. Creative Education, 7, 1785-1799. https://doi.org/10.4236/ce.2016.713182
Google Scholar CrossrefTran, D. V. (2015). Effects of Gender on Teachers’ Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction. International Journal of Higher Education, 4(4), 147-115. https://doi.org/10.5430/ijhe.v4n4p147
Google Scholar CrossrefTran, D. V. (2016). Predicting Sense of Efficacy and Teachers’ Job Satisfaction of Teachers from Their Perceptions of the Decision Participation. International Journal of Higher Education, 5(2), 59-62. https://doi.org/10.5430/ijhe.v5n2p59
Google Scholar CrossrefTran, H. N., Ha, V. X., Le, A. V., Nguyen, N. A., & Pham, T. K. (2021). Principal leadership and teacher professional development in a Vietnamese high school for gifted students: Perspectives into practice. European Journal of Educational Research, 10(4), 1839-1851. https://doi.org/10.12973/eu-jer.10.4.1839
Google Scholar CrossrefTschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Google Scholar CrossrefVan, D. U., & Hoi, P. T. (2022). Which direction reducing pressure on teachers? (Giảm áp lực cho giáo viên, hướng nào?). https://nhandan.vn/giam-ap-luc-cho-giao-vien-huong-nao-post725292.html
Google Scholar CrossrefVon der Embse, N. P., Pendergast, L. L., Segool, N., Saeki, E., & Ryan, S. (2016). The influence of test-based accountability policies on school climate and teacher stress across four states. Teaching and Teacher Education, 59, 492-502. https://doi.org/10.1016/j.tate.2016.07.013
Google Scholar CrossrefVon der Embse, N. P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50, 308-317. https://doi.org/10.1016/j.lindif.2016.08.001
Google Scholar CrossrefYu, X., Wang, P., Zhai, X., Dai, H., & Yang, Q. (2015). The effect of work stress on job burnout among teachers: The mediating role of self-efficacy. Social Indicators Research, 122(3), 701-708. https://doi.org/10.1007/s11205-014-0716-5
Google Scholar CrossrefZeng, Y., Liu, Y., & Peng, J. (2024). Noticing the unnoticed: Teacher self-efficacy as a mediator between school context and teacher burnout in developing regions. Revista de Psicodidáctica (English Edition). https://doi.org/10.1016/j.psicoe.2024.02.002
Google Scholar CrossrefPublished
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2024 Diep Ngoc Le
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
