LECTURERS’ PERCEPTIONS TOWARDS PROFESSIONAL DEVELOPMENT: A CASE STUDY OF THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY VIETNAM NGUYEN VO DAN THANH A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION (EDUCATIONAL MANAGEMENT) FACULTY OF GRADUATE STUDIES MAHIDOL UNIVERSITY 2010 COPYRIGHT OF MAHIDOL UNIVERSITY Thesis entitled LECTURERS’ PERCEPTIONS TOWARDS PROFESSIONAL DEVELOPMENT: A CASE STUDY OF THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY VIETNAM ………………………………………………. Nguyen Vo Dan Thanh Candidate ………………………. Patreeya Kitcharoen, Ph. Naranan Suriyamanee, Ed.
Arisara Leksansern, Ed. Banchong Mahaisavariya, Lect. Arisara Leksansern, Ed., Dip Thai Board of Orthopedics Program Director Dean Master of Education Program in Faculty of Graduate Studies Educational Management Mahidol University Faculty of Social Sciences and Humanities Mahidol University Thesis entitled LECTURERS’ PERCEPTIONS TOWARDS PROFESSIONAL DEVELOPMENT: A CASE STUDY OF THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY VIETNAM was submitted to the Faculty of Graduate Studies, Mahidol University for the degree of Master of Education (Educational Management) on June 14, 2010 …………………………………………… Ms. Nguyen Vo Dan Thanh Candidate ……………………………………………….
Sirichai Chinatangkul, Ph. Patreeya Kitcharoen, Ph. Naranan Suriyamanee, Ed. Arisara Leksansern, Ed.
Banchong Mahaisavariya, Assoc. Wariya Chinwanno, Ph., Dip Thai Board of Orthopedics Dean Dean Faculty of Social Sciences and Humanities Faculty of Graduate Studies Mahidol University Mahidol University ACKNOWLEDGEMENTS Firstly, I would like to show my deep and sincere gratitude to The Royal Thai Government through Thailand International Development Cooperation Agency (TICA) – Ministry of Foreign Affairs for providing me the scholarship to pursue Master‟s degree in Mahidol University. My deeply gratitude goes to my major advisor, Dr. Patreeya Kitcharoen, for her invaluable advice, encouragement during my research, and to my co-advisor, Assoc.
Naranan Suriyamanee and Dr. Arisara Leksansern for their kindness and valuable suggestion. I also thank Assoc. Sirichai Chinatangkul – Chair of my thesis defense committee for his good comments to improve the quality of my thesis.
I am very grateful to all professors and staff of the Faculty of Social Sciences and Humanities for their assistance during my study here in Thailand. My special thanks to Prof. Vo Van Sen – Rector of the University of Social Sciences and Humanities (USSH) – Vietnam National University – Ho Chi Minh City – Viet Nam for his kind support from the beginning to the end of my study. The invaluable response and the cooperation of all lecturers in the USSH are also acknowledged.
I would like to thank all of my Vietnamese friends, colleagues, and my classmates for their emotional support, care, and valuable memories during my stay in Thailand. Finally, I am greatly indebted to my family, particularly my parents for their love, patience, and support. Without their encouragement, it would have been impossible for me to finish my study. Nguyen Vo Dan Thanh -iii- LECTURERS‟ PERCEPTIONS TOWARDS PROFESSIONAL DEVELOPMENT: A CASE STUDY OF THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES – VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY – VIETNAM NGUYEN VO DAN THANH 5137868 SHEM/M M.
(EDUCATIONAL MANAGEMENT) THESIS ADVISORY COMMITTEE: PATREEYA KITCHAROEN, Ph., ARISARA LEKSANSERN, Ed., NARANAN SURIYAMANEE, Ed. ABSTRACT This study was intended to investigate the perceptions of lecturers in the University of Social Sciences and Humanities (USSH) – Vietnam National University – Ho Chi Minh City – Viet Nam about professional development with regard to teaching, research, and working conditions; and to evaluate their perceptions towards professional development by personal factors (age, gender, marital status, educational level, monthly income, years working, and faculty field) and organizational factor (organizational commitment). Participants in this study were 214 lecturers (133 females and 61 males) in the USSH. A mixed method approach was used.
Quantitative measures consisted of demographics, perceptions, and comparisons of differences of perceptions, analyzed by descriptive (frequency, percentage, means, and standard deviation) and inferential (One-way ANOVA and t-tests) statistics. Post-hoc tests were also done to determine significant differences between pairs of values of an independent variable. Qualitative measures included six questions in an interview questionnaire, which were analyzed by content analysis. Findings reveal that the overall perception level of the lecturers in the USSH regarding the three aspects of professional development (teaching, research, and working conditions) was high.
When the perceptions were compared based on personal and organizational factors, there were statistically significant differences found by age, gender, educational level, years working, and organizational commitment. Although the results of this study indicate that lecturers‟ perceptions towards professional development were found to be at a high level, it is recommended that the concerned authorities should have more reasonable policies regarding lecturers‟ salary and fringe benefits to motivate them. Moreover, a survey on lecturers‟ professional development needs should be conducted to obtain a deeper understanding of their thinking, attitudes, and interests. Further studies should be carried out with the staff‟s professional development in the USSH.
KEY WORDS: PROFESSIONAL DEVELOPMENT/LECTURERS/ PERCEPTIONS/ USSH/ VIETNAM 102 pages -iv- CONTENTS Page ACKNOWLEDGEMENTS iii ABSTRACT iv LIST OF TABLES vii LIST OF FIGURES ix LIST OF ABBREVIATIONS x CHAPTER I INTRODUCTION 1 1.1 Background and Significance of the Problem 1 1.5 Scope of the Study 5 1.7 Operational Definitions of the Terms 5 CHAPTER II LITERATURE REVIEW 7 2.1 Background of the University of Social Sciences and Humanities – Vietnam National University – Ho Chi Minh City 8 2.2 Concepts and Definitions of Perception 15 2.3 Concepts and Definitions of Professional Development 17 2.4 Theories relating to Professional Development 20 2.5 Related Researches on Professional Development 34 2.6 Conceptual Framework 37 CHAPTER III RESEARCH METHODOLOGY 39 3.2 Population and Sample 40 3.3 Research Instruments 41 -v- CONTENTS (cont.5 Data Analysis 45 CHAPTER IV RESULTS 46 4.1 Personal and organizational factors of the sample 47 4.2 Lecturers‟ perceptions towards three aspects of Professional Development (teaching, research, and working conditions) 50 4.3 Comparisons of the lecturers‟ perception towards professional development based on their personal and organizational factors 55 4.4 Opinions and suggestions of the lecturers in the USSH towards professional development 65 4.5 Analysis of the interviews 67 CHAPTER V DISCUSSION 72 5.1 Lecturers‟ perceptions towards professional development 72 5.2 Comparisons of the lecturers‟ perception towards professional development based on their personal and organizational factors. 75 CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS 82 6.2 Recommendations 85 BIBLIOGRAPHY 87 APPENDIX 93 BIOGRAPHY 102 -vi- LIST OF TABLES Table Page 2.1 The Relationship Among Three Need-Based Theories 25 3.1 Number of Research Population and Sample 40 3.2 Measurement Scales of Organizational Commitment Level 42 3.3 Measurement Scales of Lecturers‟ Perception Level 42 3.4 Criteria for understanding the mean of perception level 43 3.5 The value of Cronbach‟s alpha reliability coefficients 44 4.1 Frequency and percentage of the respondents classified by their personal factor 47 4.2 Frequency and percentage of the respondents classified by their organizational factor in regard to Commitment level 49 4.3 Mean, standard deviation and level of commitment 49 4.4 Overall perception level towards professional development (Teaching, Research, and Working Conditions) 51 4.5 Mean, standard deviation and perception levels on teaching 51 4.6 Mean, standard deviation and perception levels on research 53 4.7 Mean, standard deviation and perception levels on working conditions 54 4.8 Comparison of lecturers‟ perceptions towards professional development based on their age group 56 4.9 Post hoc test for age group significant differences 56 4.10 Comparison of lecturers‟ perceptions towards professional development based on their gender 57 4.11 Comparison of lecturers‟ perceptions towards professional development based on their marital status 58 4.12 Comparison of lecturers‟ perceptions towards professional development based on their educational level 59 4.13 Post hoc test for significant differences of education level groups 59 -vii- LIST OF TABLES (cont.14 Comparison of lecturers‟ perceptions towards professional development based on their monthly income 61 4.15 Comparison of lecturers‟ perceptions towards professional development based on their years working 62 4.16 Comparison of lecturers‟ perceptions towards professional development based on their faculty field 62 4.17 Comparison of lecturers‟ perceptions towards professional development based on their organizational commitment 63 4.18 Post hoc test for commitment significant differences 64 4.19 Summary of the research results 64 -viii- LIST OF FIGURES Figure Page 2.1 Education System in Vietnam 9 2.2 Administrative and Educational System of the USSH 13 2.3 The Four Dimensions of Professional Development 18 2.4 Maslow‟s Hierarchy of Needs 21 2.5 Herzberg et al., Two-factor Theory 22 2.6 Translating Adult Learning Theory into Practice 27 -ix- LIST OF ABBREVIATIONS APEC Asia-Pacific Economic Cooperation CIPD Chartered Institute of Personnel and Development – UK CPD Continuous Professional Development DOET Department of Education and Training HCMC Ho Chi Minh City HPPLC Health Professions and Prelaw Center, Indiana University HRD Human Resource Development MOET Ministry of Education and Training NGOs Non-Government Organizations PD Professional Development SWOT Strengths – Weaknesses – Opportunities - Threats USSH University of Social Sciences and Humanities VNU Vietnam National University -x- CHAPTER I INTRODUCTION 1.1 Background and Significance of the Problem Vietnam is on the way towards global integration with a fast-growing economy. At present, there are many challenges and opportunities for Vietnam integrating to the wide and broad international market. One of the most significant national advancement goals is to gain a high quality of human resources.
More and more young, creative intellectual and well-trained talents of high educational standards are in urgent need in Vietnam. Hence, to meet the international standards, the quality of education in a university is very important. In Vietnam culture, education and teachers are always respected as the most valuable asset of the country. Education is considered as the knowledge, skills, attitudes, qualities, and capacities that facilitate persons to reach their growth and to become active responsible participants in constructing a new world order with a systematic process.
Education is a creative and continuous process to develop the hidden capacities and powers within everyone who may contribute their knowledge to the enrichment and development of society. However, in the report for APEC 2006, Dr. Loc Nguyen from MOET presented that education in Vietnam until early 1990s is still affected by the centrally planned economy. It is very difficult to transit to a market oriented society.
According to Vietnam Ministry of Education and Training (MOET), besides many achievements Vietnam education attained in the recent years, there are still some weaknesses and shortcomings in quality and in structure such as the education is not connected strongly with practice; the training is not related to employment; the level of education management is slower than the needs of development; infrastructure is poor and insufficient; teaching staff is still weak. -1- While creating conditions for educational development, society demands from education an active service and timely adjustment of the scope and structure to improve education quality to meet diversified requirements. Education should be relevant to and keep pace with the new changes in mechanism and to be developed one step in front of the social development. In education, teachers are considered as one of the most important factors played the key role in enhancing awareness for the responsibilities and capability of the present and future generations.
Teachers may be seen as an architect and there are persons who are the most knowledgeable and proficient that will be qualified for this profession. In the Educational Technology Journal 1998, Kenzie (1998: 33) provided a list of descriptors of the role of a teacher: “…the teacher is circulating, redirecting, disciplining, questioning, assessing, guiding, directing, fascinating, validating, facilitating, moving, monitoring, challenging, motivating, watching, moderating, diagnosing, trouble-shooting, observing, encouraging, suggesting, watching, modeling and clarifying.” Because of the importance role of teachers in education, professional development for teachers is very essential to enhance the quality of education, particularly in Vietnam. Professional development can be understood as the development of an individual in his or her professional function. In specific, “teacher development is the professional growth a teacher achieves as a result of gaining increased experience and examining his or her teaching systematically” (Glatthorn, 1995: 41).
Professional development embraces formal and informal experiences.