So sánh mức độ hài lòng của các tổ trưởng tổ tiếng Anh với các giáo viên Tiếng Anh mới ra trường ở các trường phổ thông có các đặc điểm khác nhau ở Việt Nam

Trần Thị Ngọc Bích Tạp chí KHOA HỌC & CÔNG NGHỆ 125(11): 161 - 165

161

COMPARING THE SATISFACTION LEVEL OF HEAD ENGLISH TEACHERS

WITH BEGINNING TEACHERS OF ENGLISH AT HIGH SCHOOLS WITH

DIFFERENT CHARACRETISTICS IN VIETNAM

Tran Thi Ngoc Bich*

Ministry of Education and Training, Vietnam

SUMMARY

This study intends to examine the differences in satisfaction level with beginning English teachers at

high schools based on characteristics such as public/non-public status and location. The framework

for teaching performance was adapted from frameworks in Bransford, Darling-Hammond & LePage

(2005) and Ball & Cohen (1999). In this framework, the complex activities of teaching are divided

into 24 components clustered into the following 4 domains of teaching: knowledge of subject matter

and curriculum, knowledge of teaching, knowledge of learners, professional attitudes and values. The

research was carried at high schools in Hanoi and Ho Chi Minh City, two biggest cities in Vietnam.

The sample size is 94 head English teachers, asked to evaluate the teaching performance of

beginning English teachers in their school. The findings show that the satisfaction level of head

teachers with beginning teachers in non–public schools is higher than in public schools. The quality

of beginning English teachers in non-public schools and schools in rural area was more highly

appreciated than in public schools and schools in the city. Overall, the study seems to suggest that the

government should have the resolutions to minimize the gap between the schools in the rural and

urban area and between the public and private schools.

Key words: beginning English teachers, high school, and satisfaction.

INTRODUCTION*

Since Vietnam implemented Doimoi, an open

door policy welcoming foreign investment in

1986, the demand for highly qualified human

resources has been greater than ever before.

The government has regarded education as an

important element to develop the country. An

important function of public policies is to

distribute public resources rationally.

However the city – oriented policies have

created the disparity between urban and rural

areas in the field of education. The public

resources are allocated unfairly and majority

of high – quality education resources are

concentrated in cities. This has already led to

a serious unbalanced development in

education. The unbalanced development in

education has not only blocked the realization

of public interest and equity of education but

also restricted the harmonious social of

development between urban and rural areas. It

is necessary to look into public policies which

* Tel: 0905556609; Email: [email protected]

have influence on the division of public

resources and criticize them rationally to

narrow the gap in education between urban

and rural areas. Therefore, the study was

intended to examine the differences in

satisfaction level of head English teachers

with newly graduated teachers at high schools

based on characteristics such as public/non￾public status and location such as in suburban

and city center schools.

The design of the study for the most part

followed the quantitative research

methodology despite the fact that the

interviews were combined later. The research

was carried out on the teaching performance

of newly graduated teachers (beginning

teachers) at high schools in Hanoi and Ho Chi

Minh City.

This study utilized data sources drawn from

the heads of the English departments at high

schools. The reason for this decision on

sampling selection is that head English

teachers know a broader segment of a

teacher’s portfolio, especially those of