Personal profiles of the academic staffs as predictors of professional characteristics basis for staff development program

PERSONAL PROFILES OF THE ACADEMIC STAFFS AS PREDICTORS

OF PROFESSIONAL CHARACTERISTICS: BASIS FOR

STAFF DEVELOPMENT PROGRAM

A Dissertation Presented to the

Faculty of International Graduate School

Southern Luzon State University, Lucban, Quezon, Philippines

In Collaboration with

Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfillment of the

Requirements for the Degree of

Doctor of Philosophy in Education Management

LAI VAN CHINH – (TERRY)

April, 2014

i

APPROVAL SHEET

The Dissertation of

LAI VAN CHINH

entitled

PERSONAL PROFILES OF THE ACADEMIC STAFFS AS PREDICTORS

OF PROFESSIONAL CHARACTERISTICS: BASIS FOR

STAFF DEVELOPMENT PROGRAM

Submitted in Partial Fulfillment of the

Requirements for the Degree

Doctor of Philosophy in Educational Management

In the Graduate School

Southern Luzon State University, Republic of the Philippines

in collaboration with

Thai Nguyen University, Socialist Republic of Vietnam

has been approved by the Committee

_____________________ ______________________

Member Member

______________________ ______________________

______________________

Chairman

DR. CONRADO ABRAHAM DR. APOLONIA A. ESPINOSA

Adviser Dean, Graduate School

Accepted in partial fulfillment of the requirements for the degree

Doctor of Philosophy in Educational Management

WALBERTO MACARANAN, Ed. D

Vice President, Academic Affairs

_____________________

Date

ii

ACKNOWLEDGMENT

The researcher wishes to extend his most sincere gratitude to the following people,

who in one way or another, made this piece of work a reality:

Dr. Cecilia N. Gascon, President of Southern Luzon State University, Republic of the

Philippines, who made possible the linkage with Thai Nguyen University and the offering of

Doctor of Philosophy in Educational Management, through the ITC-TUAF;

Dr. Dang Kim Vui, President of Thai Nguyen University, who developed the linkage

with Southern Luzon State University, Republic of the Philippines and the offering of Doctor

of Philosophy in Educational Management, through the ITC-TUAF;

Dr. Conrado Abraham, his research adviser, for his support and supervision

throughout his graduate study program. His advice and support during the conduct of his

study has greatly helped him a lot;

Prof. Nordelina Ilano, Director, Office for International Affairs of SLSU for her

outright assistance to the Ph.D. students;

Dr. Tran Thanh Van, the Dean of the Graduate School of Thai Nguyen University, for

his assistance and encouragement to pursue this study;

Dr. Dang Xuan Binh, the Director of International Training Center, for his

indefatigable effort to encourage the Ph.D. students to pursue this study;

To all the SLSU and TNU Professors, who unselfishly shared their time and

knowledge throughout the graduate studies in Thai Nguyen University, Vietnam;

Special thanks to his family and friends for their support, encouragement for being

the sources of greatest inspiration, which made his career a success.

Lai Van Chinh

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TABLE OF CONTENTS

TITLE PAGE Page

APPROVAL SHEET ...................................................................................................i

ACKNOWLEDGMENT.............................................................................................ii

TABLE OF CONTENTS...........................................................................................iii

LIST OF TABLES.......................................................................................................v

LIST OF FIGURES...................................................................................................vii

LIST OF APPENDIX................................................................................................viii

ABSTRACT ................................................................................................................ix

CHAPTER

1 INTRODUCTION……………………………………………………………....1

Background of the Study........................................................................................3

Objectives of the study .........................................................................................6

Hypothesis of the Study........................................................................................6

Significance of the Study......................................................................................7

Scope and Limitation of the Study .......................................................................7

Definition of Terms..............................................................................................8

2 REVIEW OF RELATED LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . .12

Review of Related Literature..............................................................................12

Reserch paradigm ...............................................................................................30

3 METHODOLOGY………......................................................................…......32

Locale of the Study.............................................................................................32

Research Design .................................................................................................33

Respondents of the study....................................................................................33

Research Instruments..........................................................................................33

iv

Data Gathering Procedures.................................................................................34

Statistical Treatment...........................................................................................34

4 RESULTS AND DISCUSSION..........................................................................37

5 SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS...........................................................................61

Summary.............................................................................................................61

Findings .............................................................................................................61

Conclusions ........................................................................................................63

Recommendations ..............................................................................................65

BIBLIOGRAPHY......................................................................................................66

APPENDIX ...............................................................................................................70

CURRICULUM VITAE............................................................................................116

v

LIST OF TABLES

1. Scale of values ............................................................................................................

2. Frequency and Percentage Distribution of the Respondents' Profile in Terms of

Age..................................................................................................................................

3. Frequency and Percentage Distribution of the Respondents' Profile in Terms of

Gender ............................................................................................................................

4. Frequency and Percentage Distribution of the Respondents' Profile in Terms of

Civil status.......................................................................................................................

5. Frequency and Percentage Distribution of the Respondents' Profile in Terms of

Highest Education attainment..........................................................................................

6. Frequency and Percentage Distribution of the Respondents' Profile in Terms of

Length of service............................................................................................................

7. Frequency and Percentage Distribution of the Respondents' Profile in Terms of

Monthly income ..............................................................................................................

8. Frequency and Average Weighted Mean of the Respondents' Profile in Terms of

working attitude...............................................................................................................

9. Frequency and Average Weighted Mean of the Respondents' Profile in Terms of

Mastery of the Subject Matter.........................................................................................

10. Frequency Average Weighted Mean of the Respondents' Profile in Terms of

Pedagogical Ability.........................................................................................................

11. Frequency and Average Weighted Mean of the Respondents' Profile in Terms of

Scientific Research Ability..............................................................................................

12. Average Weighted Mean Frequency and Percentage Distribution of the

Respondents' Profile in Terms of Ability of supplying social services ........................

13. Frequency and Average Weighted Mean of the Respondents' Profile in Terms of

Ability of Ability of self-developing...............................................................................

14. Correlation of the professional characteristics in terms of age of respondents ......

15. Correlation of the Professional characteristics in terms of respondents’ Gender

16. Correlation of the Professional characteristics in terms of respondents’ civil status

17. Correlation of the Professional characteristics in terms of respondents’

Educational attainment....................................................................................................

18. Correlation of the Professional characteristics of respondents in terms of length

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of service.........................................................................................................................

19. Correlation of the Professional characteristics of respondents in terms of Family

income............................................................................................................................

20. Correlation between Age with Professional characteristics......................................

21. Correlation between gender with Professional characteristics..................................

22. Correlation between civil status with Professionals characteristics..........................

23. Correlation between Educational attainment with professional characteristics.......

24. Correlation between length of service with professional characteristics..................

25. Correlation between family income with professional characteristics...................

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vi

LIST OF FIGURES

1. Research paradigm. 30

2. Location of Hong Duc university in Thanh Hoa Province 32

vi

LIST OF APPENDIX

Appendix Page

A Correlation of the professional characteristics in terms of respondents

(Multiple regressions and Chi – Square) 70

B Questionnaire for academic staff 108

Title: PERSONAL PROFILES OF THE ACADEMIC STAFF

AS PREDICTORS OF PROFESSIONAL

CHARACTERISTICS: BASIS FOR STAFF

DEVELOPMENT PROGRAM

Researcher: Lai Van Chinh

Degree Doctor of Philosophy, Development Education

Nam/ Address of the

Institution

Southern Luzon State University

Graduate School

Lucban, Quezon

Date Completed April, 2014

Adviser Dr. Conrado Abraham

ABSTRACT

This study was conducted to determine the personal profiles of the academic staff as

predictors of professional characteristics: Basis for staff development program of Hong Duc

University. It is the main objective of this study to determine if the Personal Profiles is a

predictor of Professional Characteristics of the Academic Staff of Hong Duc University.

Specifically, this research work sought to find out the personal profiles of the academic staff

of Hong Duc in terms of age, gender, civil status, .educational attainment, .length of service,

ix

and .family income; to determine the professional characteristics of the academic staff of

Hong Duc University as perceived by the respondents in terms of working attitudes, mastery

of the subject matter, pedagogical ability, ability to conduct scientific researches, ability to

conduct extension services, ability of supplying social services, and ability to self￾development. Furthermore, it was conducted to find out the significant differences between

the perceptions of the respondents when grouped into profiles; identify which of the profile of

the respondents predict professional characteristics of the academic staff of Hong Duc

University; and to propose an enhancement program based from the results of the study.

This study used the descriptive correlation design in analyzing the investigated

variables. A total of 508 teachers from different department of Hong Duc university were

requested to answer the questionnaire. They were randomly selected using the fish bowl

technique. Weighted mean was utilized to describe the leadership styles of principals. Chi￾square test was used to determine the significant relationship of the instructional variables and

leadership styles of principals. Multiple regressions were used to find out the predictability of

the influence of instructional variables to staff development program. The statistical analysis

was done using the Statistical Package for Social Sciences (SPSS), now also known as

Predictive analysis software.

Based on the results of the study, the following were the findings:

The frequency distribution of the respondents’ profile in terms of age, gender, and

civil status show that that most of staff’ age in Hong Duc University including teaching and

non-teaching were ranging from 31-40 years old in which catered 43.3 percent of the whole

distribution and the lowest was from age ranging 21-30 years old with 23.2 percent. And there

were age range that was near the retirement age which 56 and above that catered only 7.5

percent. While, in terms of gender, it shows that most of the Hong Duc University Staff were

male which catered 42.5 percent of the whole distribution and female respondents catered the

rest 57.5 percent in which a clear indication of the university professor in Hong Duc did not

x

show too much difference in the number of managers and professors who can manage and

teach in college or university. And in terms of status, it shows that most of the respondents

were married which catered 89,8 percent of the whole distribution.

In terms of the frequency distribution of the respondents’ profile on their highest

educational attainment, it shows that most of the academic staff or professor/lecturer in Hong

Duc University have at least attained their master’s degree which catered 46.3 percent with a

minute difference in the academic staff who are stagnant with their bachelor degree which

catered 41.5 percent. And 12.20 percent catered only the academic staff who have attained

their doctorate degree.

In terms of income levels for academic staff, those who have worked over 10 years is

very stable, they have at least an income of 5000.000đ per month which is enough for

ensuring their lives and families. However, the number of new employees under 10 years

which was rated at 11.4% have low-income.

Considering the professional characteristics of the respondents in terms of working

attitude, it shows that the academic staff of the university of Hong Duc were very good in

Having a good lifestyle and behavior, being a role model for students of the school where

they are working with mean score of 4.88. And they were also very good in Being ambitious

and keen on teaching and researching of the school with mean score of 4.86. But, they were

only good in protecting, defending and implementing the rules of ethnic teacher with mean

score of 3.43.

The professional characteristics of the respondents, in terms of mastery of the subject

matter, shows that they are good in Basic and Specialized knowledge with mean score of 3.84;

Knowledge of the policy and guidelines of the Viet nam Communist Party with mean score of

3.94; and Methods of testing and evaluating the results of students with mean score of 3.80; But

on the other hand, they were weak in the Knowledge of management and international integration

with mean score of 3.2.

xi

The professional characteristics of the respondents in terms of pedagogical ability

shows that the average rate of the competency assessment criteria of Hong Duc University

reached 3.46% which is very high although a few are still under average on Ability of

organizing, monitoring and getting feedback, evaluating from students; while 3,05, 39

lecturers are under average in Deploying educational programs and organizing scientific

research activity ability and 3,27, 46 lecturers are under average

It is reflected in the findings that the scientific research capabilities of lecturer of Hong

Duc University is still weak with an average of 3.38%, in which: Ability of collecting and

processing data and information: 3,20; Ability of writing reports and stating research results,

defending views and scientific thesis: 3,24 và năng lực về Ability of organizing scientific

workshop and giving feedback to scientific works: 3,19.

The ability to provide social services is not high, with the Weighted Mean Average

rate of 3:47%, but there are still some criteria at the average level, which is the ability of

supplying various services for society: 3.16; and in the ability to Conduct mission services for

the society: 3.14.

In summary, the assessment of content quality and capacity of the academic staff

revealed low in meeting or complying with the tasks leading to innovative and comprehensive

higher education as a response to Resolution 14/2006/NQ - CP of the Government on faculty

development for local universities.

1

CHAPTER I

INTRODUCTION

Nowadays, universities focus on building and developing core competencies and

distinctive competence of lecturers to create sustainable and long-term competitive advantage

that also enhance socio-economic needs of the country. It is in this context that the

government has established a comprehensive educational system which is envisioned to make

citizens literate, socially responsible, useful and law-abiding. A very significant factor in

education in this country is the fact that the government has taken the responsibility of

educating the citizenry.

The learner is the most important component in the educative process and so he is the

center of attention in the whole educational system. Hence, considering that the learner is the

center in the training process, he must be provided with the knowledge in accordance with the

times and the demands of the market. In view of this, Vietnamese universities in general and

local universities in particular should take full advantage of local opportunities. They should

overcome challenges, meet the elevation and development of higher education in the

knowledge economy, which will contribute to the social development needs and demand of

reaching up international level and joining the integration process.

As stated in Article 9 of Education Law of Vietnam, educational development is the

first national priority with a view to improving people’s knowledge, training manpower, and

fostering talents. Educational development must be linked with the requirements of socio￾economic development, to the scientific-technological advances, and to the consolidation of

national defense and security, must ensure the balance in terms of qualifications, professional

and regional structure, must expand scale on the basis of quality and efficiency assurance, and

must link education with employment.

The teacher, therefore, is a key player in the teaching-learning situation and he must

be a model to all his learners in all aspects of life. Learners are good imitators and they