Transformative Impact of Teacher Activity Groups on Vietnamese K-12 Teachers’ Professional Growth: A Study of Satisfaction

This study aims to examine the satisfaction of Vietnamese K-12 teachers with the impact of Teacher Activity Groups (TAGs) on their professional development (PD). In the context of a rapidly evolving education system, PD plays a crucial role in enhancing teachers’ knowledge, skills, and effectiveness...

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Bibliographic Details
Published in:Journal of language teaching and research 2024-07, Vol.15 (4), p.1105-1116
Main Authors: Yen, Phuong Hoang, Lunney, Helen, Thi, Nguyen Anh, Thuy, Pham Trut, Tra, Nguyen Huong, Thu, Huynh Thi Anh, Thao, Le Thanh
Format: Article
Language:English
Subjects:
Beliefs, opinions and attitudes
Classrooms
Collaborative learning
Communication
Cooperative learning
Demographic aspects
Education
English teachers
Evaluation
Independent study
Language instruction
Pedagogy
Problem solving
Professional development
Public opinion
Questionnaires
Satisfaction
Skills
Teacher education
Teachers
Teaching methods
Vocational guidance
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Summary:This study aims to examine the satisfaction of Vietnamese K-12 teachers with the impact of Teacher Activity Groups (TAGs) on their professional development (PD). In the context of a rapidly evolving education system, PD plays a crucial role in enhancing teachers’ knowledge, skills, and effectiveness in the classroom. Collaborative approaches, such as TAGs, have gained attention as promising strategies for fostering teacher growth and satisfaction. However, limited research has explored the specific impact of TAGs in the Vietnamese context. To address this gap, a quantitative approach was employed, and data were collected using a questionnaire from 147 K-12 teachers. The questionnaire consisted of 21 items measured on a 5-point scale, assessing various aspects of participants’ satisfaction with the TAGs program. The results reveal high levels of overall satisfaction with the TAGs program, indicating positive perceptions of its interest, value, usefulness, and impact on professional development. Notably, variations in satisfaction levels were observed in relation to learner attendance and dropout rates. These findings provide valuable insights for educational policymakers and school administrators in designing and implementing effective PD initiatives tailored to the specific needs of teachers and students. By promoting teacher satisfaction and growth, TAGs have the potential to contribute to the continuous improvement of the Vietnamese education system.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.1504.08