The Influence Of Professional Standards On The Perception Of Teacher Quality Among Public Preschool...

THE INFLUENCE OF PROFESSIONAL STANDARDS ON THE PERCEPTION OF TEACHER QUALITY AMONG PUBLIC PRESCHOOL TEACHERS IN DONGDA DISTRICT, HANOI Nguyen Thi Hien (Department of Early Childhood Education Ministry of Education and Training) Nguyen Thi Thanh (Central College of Education) Abstract This study focuses on assessing “The influence of preschool teacher professional standards (issued under Circular 26/2018/TT BGDĐT) on the perception of teacher quality of school teachers, public preschool in Dong D[.]

ON THE PERCEPTION OF TEACHER QUALITY AMONG PUBLIC

PRESCHOOL TEACHERS IN DONGDA DISTRICT, HANOI

Nguyen Thi Hien

(Department of Early Childhood Education - Ministry of Education and Training)

Nguyen Thi Thanh

(Central College of Education)

Abstract: This study focuses on assessing “The influence of preschool teacher professional standards (issued

under Circular 26/2018/TT-BGDĐT) on the perception of teacher quality of school teachers, public preschool

in Dong Da district, Hanoi city” The research results show that professional standards have changed the perception of ECE stands for teacher quality in public preschools in Dong Da district Teachers are motivated

to strive to practice, minimize the negative effects often encountered in the process of nurturing, caring and

educating preschool children However, the standard assessment teaching is sometimes still formal, superficial, still conceptual, and has not yet entered the essence Evaluation results have not been used effectively, not created incentives to strive Training plans to improve quality capacity sometimes do not come from standard assessment results The assessment often focuses on the last few days of the year, so teachers have difficulty collecting evidence for self-assessment.

Keywords: influence, professional standards of preschool teachers, teacher quality, ivory ethics, teacher style.

1 BACKGROUND

The teacher is the main factor determining the quatity of the preschool education system Investment

in improving the quality of teachers in general and preschool teachers, in particular, is increasingly interested in many countries around the world

Implement Resolution No 29-NQ/TW dated November 4, 2013 of the Party Central Committee

on a fundamental and comprehensive renovation of education and training (Resolution No 29-NQ/TW

of the Party Central Committee, 2013) meeting the requirements of industrialization and modernization Stemming from the guiding viewpoints of the government and the general trends in the investment and development of ECE, the Ministry of Education and Training (Education and Training) has issued regulations on professional standards of ECE (Education Law, 2019) The regulation proposes regimes and policies for preschool teachers to be evaluated well in terms of professional competence It also helps preschool teachers self-assess their professional competence; develop a training plan to improve their moral, political, professional characteristics

Since the promulgation of the professional standards for preschool teachers, there have been no studies investigating the effects of professional standards on the awareness of preschool teachers, and there have been no studies that delve deeper into understanding because perceptions are affected by What are the changes in professional standards leading to ECE teachers when performing their duties, especially changes in the moral qualities of each teacher?

Therefore, the author focuses on researching and assessing “The influence of preschool teacher professional standards (issued under Circular 26/2018/TT-BGDĐT) on the perception of preschool

teachers quality at public preschools in Dong Da district, Hanoi city” Research results will suggest

proposing policies in implementing standards in ECE institutions to meet the requirements of preschool education innovation

2 RESEARCH METHODS

- Qualitative research methods

+ Theoretical research: Analysis of documents and related regulations on professional standards; Researching scientific works related to research issues

+ Semi-structured interviews with relevant subjects, including managers, teachers, and lecturers

Purpose of the interview: The goal is to find out the perception of the respondents; To interview

what they think or how they care about the research thesis

Interview process: We designed different questions for semi-structured interviews with teachers and

administrators by working with professors and using identified structures as relevant to the main research questions (see Appendix 3 and 4)

Time and location: To understand the participants’ perceptions regarding the criteria-based assessment,

we conducted approximately one-hour face-to-face interviews

Observation with notes: We recorded all subject-related factors during data collection in a

note-book We kept a field log to record our thoughts, feelings, experiences, and perceptions during research This process helps us code and categorize the information collected from the interviews during the data analysis The data will be ordered and chronologically time arranged, reviewed many times, and coded

- Quantitative research method

+ Survey method: Using questionnaire

SPSS and Excel software are used for descriptive statistical analysis and inferential interpretation + Descriptive statistical method: using different statistics to analyze the survey data collected on two groups of surveyed subjects

+ Inferential statistical method: Based on descriptive statistics, describe, infer and interpret the influence of ECE professional standards on the awareness of ECE teachers about teacher quality and their professional skills

3 RESEARCH SAMPLE

Quantitative research: The questionnaire was sent to 242 preschool teachers from 27 public

preschools in Dong Da district, Hanoi

Qualitative research: conducting the above semi-structured interview 28 teachers (n = 28) and 14

administrators (n = 4) assign numbers based on the number of people in each group (G1-28 and Q1-14)

4 QUESTIONNAIRE

Based on reference to the research process, develop a research tool to assess the influence of professional standards of preschool teachers by Nguyen Thi Hien (Nguyen Thi Hien, No 496 period 2-2// 2021), the author proposes the following research questions:

Preschool teachers’ perception

of “Teacher’s Qualities 1 2 3 4 5

1 Preschool teacher professional standards have influenced teacher’s perception of teacher ethics So they:

1a Strictly implement the regulations on teacher ethics

1b Consciously strive to improve the moral quality of teachers

1c Being an exemplary model of teacher ethics

1d share experiences, support colleagues in moral training

2 Preschool teacher professional standards have influenced teacher’s perception of their working style So they

2a Having a working style and method suitable to the work of a preschool teacher

2b Having a sense of self-training, creating a scientific working style

2c Be an exemplary model of respect and closeness to children and young parents

2d Have a good influence and support colleagues to form a teacher’s style

5 RESEARCH RESULTS

5.1 Some conceptual research tools

In this study, the authors mention some basic concepts as follows:

Impact: Most English dictionaries in the world are using the term impact to indicate that the influence is the effect of one object/thing on another object/thing; Vietnamese dictionary: influence is to

influence and make certain objects change (Vietnamese Dictionary, 2017)

ECE professional standards: “Standard is what is chosen as a model for implementation, a unit

of wage measurement” (Vietnamese Dictionary, 1998); “ECE professional standard is a measure to determine the level of achievement in terms of quality and capacity of teachers” (Dinh Thi Kim Thoa,

2008); Professional standards for preschool teachers: “are a system of qualities and competencies that

teachers need to achieve in order to carry out their tasks of nurturing, caring for and educating children in preschool education institutions Quality is a teacher’s ideology, ethics, and working style in performing jobs and tasks Competency is the ability to perform assigned tasks and tasks” (Ministry of Education and Training, 2018)

Qualities of teachers “Quality (limited to people) can be understood as the essence, the thing to create individual worth of each person (http://giadinh.bvhttdl.gov.vn/khai-niem-pham-chat-dao-duc/, n.d.); “When it comes to a person’s qualities, it is often seen from such angles as political qualities, moral qualities (virtue) and competence qualities (talent)” (Nguyen Thu Thuy, 2019)

Teacher quality is teachers’ perception, ethics, and behavior in performing their jobs and duties (Circular 26/2018/TT-BGDĐT, 2018)

5.2 The reliability of the survey on “The influence of professional standards on teachers’ perceptions of teacher quality.”

The structure of teacher quality includes teacher ethics and teacher style, so the thesis reviews and evaluates the reliability of the questionnaire according to Cronbach’s Alpha formula (similar to calculating the reliability of the whole questionnaire) The results of the overall reliability of the structure

on teacher quality reached 950 The indexes of the component variables according to the results of the correlation between the variables and the correlation with the total variable, specifically as follows: c1a (.791 and 944) c1b (.839 and 941)) c1c (.812 and 942 ) c1d (.850 and 940) c2a (.842 and 940) c2b (.822 and 942) c2c (.827 and 942) c2d (.736 and 947)

Table 5.1 Reliability of the survey on “The influence of professional standards

on teachers’ perception of teacher quality”

Total variable 950 Correlation with total variable Reliability coefficient if excluding variable

Thus, the results show that the indexes ensure the correlation between variables and with the total variable The information collected from the survey is reliable enough to be used for the research of the topic

5.3 The reliability of the survey on the influence of professional standards on teachers’ perception

of teacher ethics.”

The author considers the reliability of the survey on “professional standards affect teachers’ perception of teacher ethics using Cronbach’s alpha value.” The reliability index of the total variable

is 920, the component variables according to the results of the correlation between the variables and the correlation with the total variable, specifically as follows: c1a (.820 and 893) c1b (.792 and 901 respectively: c1a (.820 and 893) c1b (.792 and 901) )) c1c (.850 and 882) c1d (.797 and 898)

Table 5.2 The reliability of the survey on the influence of professional standards on teachers’ perception of

teacher ethics

Total variable 920

Correlation with total variable Reliability coefficient if excluding variable

C1d 797 , 898

5.4 Reliability of the survey on the influence of professional standards on teachers’ perceptions

of their own working style

Results of the reliability of the survey on “professional standards affect teachers’ perception of home style” education, shows that the reliability index of the total variable is 910, the component variables according to the results of the correlation between the variables and the correlation with the total variable, specifically after c2a (.818 and.871) c2b ( 825 and 870) c2c (.857 and 857) c2d (.680 and .923) In the item c2d criterion, the confidence index is higher than that of the total variable However,

it is still within the allowable limit, so the index is still statistically significant and does not affect the reliability of the questionnaire

Table 5.3 The reliability of the survey on the influence of professional standards

on teachers’ perception of their own working style

Total variable 910

Correlation with total variable Reliability coefficient if excluding variable

5.5 The influence of professional standards on the perception of teacher quality

Due to the perception of ethics and working style that has been affected by professional standards, the preschool teachers have self-assessed about the changes in related behaviors of themselves, specifically:

Table 5.4 Teachers’ perception of teacher quality

Sta-tistics

N disagreeTotally agreeDis- Doubt Agree Strongly agree

Mean DeviationStd Valid Missing

1 Standard of Vietnamese language arts has influenced her perception of teacher ethics So she:

C1a

Strictly

implement the

regulations on

teacher ethics

242 0 6.2% 0.4% 1.7% 52.5% 39.3% 4,182 , .9769

C1b

Consciously

strive to

improve

teachers’

moral qualities

242 0 3.3% 0.4% 3.7% 53.3% 39.3% 4248 8277

C1c

As examples

morally

exemplary

teachers

242 0 3.7% 0.4% 2.1% 57.0% 36.8% 4,227 8312

share

experiences,

support

colleagues in

ethics training

of teachers

242 0 4.5% 0.4% 4.5% 57.9% 32.6% 4136 8844

2 Preschool teacher professional Standard influenced the teacher’s perception on their working style Therefore, they

C2a

Have a

working

method

suitable to

the work of

a preschool

teacher

242 0 3.7% 0.4% 4.5% 57.4% 33.9% 4,174 , .8416

C2b

Consciously

self-trained

in scientific

working style

242 0 2.9 % 0.8% 3.7% 58.3% 34.3% 4,202 7970

C2c

Be a role

model in

respect and

closeness to

children

242 0 3.3% 0.4% 2.9% 53.3% 40.1% 4,264 8226

C2d

Influencing

colleagues

to form the

teacher’s style

242 0 4.5% 1.7% 6.6% 59.9% 27.3% 4037 9033

Table 5.4 shows that mean (the average value of the options selected by the candidates) is concentrated around the value 4 to 4.2, corresponding to the scale of 4 and 5 (measured by Likert 1-5) The results show that most teachers believe that professional standards have influenced on their perception about teacher quality, so they have strictly implemented the regulations on teacher ethics, consciously striving to improve the quality of teachers

Thus, the influence of professional standards has had a positive effect on preschool teachers’ awareness of teacher’s qualities

5.6 Semi-structured interview results

In order to confirm the survey results by questionnaire, the topic has conducted interviews with school management and teachers, and the interview results show that:

Most ECE teachers believe that the ECE profession requires teachers to be patient, have flexible pedagogical skills, and have the right communication and action behaviors Teachers communicate and behave with children with gentle, open, joyful gestures, giving children a sense of security, peace, and comfort, sowing positive emotional nuances in children’s hearts Therefore, they always comply well with the regulations on teacher ethics At school, they have never committed violations of teacher ethics and abused children However, since the new standard (circulars 26) was issued, teachers are more aware

of the need to nurture and practice to improve their quality following professional requirements G06

(good level according to professional standards) “I understood why it is necessary to care, ask and help and share with colleagues and their family when facing difficulties, not alienating, keeping distance with colleagues, and not discussing the privacy of colleagues and their weaknesses The process of gathering evidence to evaluate the standard rating helps me to be more aware of this” As a longtime person in the school, G09 “I see at my school since the standards were issued, those who used to cause internal conflicts, some people spoke badly of the other, now have more awareness of their words According

to the report, internal conflicts have decreased because of fear of evaluation and grading at the end of the year, but this is also a positive influence Thanks to standard assessment, it can limit the negative effects of teacher quality G26 believes that “although there is still a phenomenon of anger and yelling

at children because the class size is too large, creating a lot of pressure for teachers, so even though we understand what can and can’t be done, preschool teachers-” second mother of the child, but sometimes teachers still violate” Q12 said that “since having professional standards (TT26), her school teachers understand and have a clearer orientation in training to improve teacher quality for teachers In order for teachers to improve the quality of teachers, it is necessary to evaluate teachers fairly, objectively and transparently, to create teachers’ trust Teachers are satisfied with the results of year-end evaluation and grading, creating motivation for them to improve day by day.” (Agree with this opinion, there are Q03, Q06, Q08, Q11)

According to Q04, “in order to help teachers make the transition from changing awareness to changing behavior, it is necessary to organize training to raise awareness about teacher quality regularly through many different forms” Q01 added, “the school has organized thematic activities to raise awareness about legal knowledge, ethical standards requirements of preschool teachers, supervise, support and adjust teachers in communication and behavior with children, ensuring the right conditions working conditions and environment to reduce pressure on teachers”

Thus, with the results of the above data analysis, it can be concluded that professional standards have changed the perception of teacher quality of preschool teachers in public schools in Dong Da district Teachers always have a sense of learning, fostering and improving the quality of teachers, have

a sense of training and self-cultivation Managers have many changes in organizing training courses, ensuring the quality of training courses Teachers are motivated to strive to practice, minimize common negatives such as internal conflicts, uncultured behavior in schools with 100% specificity The results answered question number one that the influence of professional standards positively affected preschool teachers’ awareness about teacher’s qualities

6 CONCLUSIONS AND RECOMMENDATIONS

Conclusion: Thus, with the above data analysis results, it can be concluded that professional

standards have changed the perception of teacher quality of preschool teachers in public preschools in Dong Da district Although it is not much, teachers have been more conscious of improving teachers’ quality, consciously training and cultivating themselves Thanks to the fair and objective assessment according to the criteria and clear and transparent evidence, a cultural environment has been created in the school Teachers are motivated to strive to practice and minimize common negatives such as internal conflicts and uncultured behavior in schools with 100% specificity The results answered question number 1 that the influence of professional standards positively affected preschool teachers’ awareness about teacher quality

However, the standard assessment is sometimes formal, superficial, and conceptual, not yet in essence Evaluation results have not been used effectively, not created incentives to strive Training plans

to improve quality capacity sometimes do not come from standard assessment results The assessment often focuses on the last few days of the year Hence, teachers have difficulty collecting evidence for self-assessment

Managers have a role in creating incentives for teachers in preschools to strive for standards Managers who are interested in that place have real quality, and standards are put into practice, the school has clear and transparent policies, teachers are often conscious in training to improve quality and capacity to meet standard requirements For schools of management staff who still underestimate or are still leveling, slapping in assessment often creates little motivation for teachers to strive

Recommendations

For schools, it is necessary to have specific annual plans, short-term, medium-term, and long-term plans for the standard assessment; Develop policies according to the actual situation of the school to encourage teachers to strive for standards; attach importance to evaluation based on collecting clear evidence that is transparent; guide teachers on how to collect evidence to avoid accumulating at the end

of the year

For teachers who are active in self-study and self-research to raise awareness to meet the requirements of the standard; advise leaders on solutions to improve the quality and effectiveness of the standards in practice, meeting the requirements of the ECE program implementation

REFERENCES

1 Ministry of Education and Training (2018) Circular 26 promulgates professional standards for preschool teachers

2 Nguyen Thi Hien (No 496 period 2-2/2021) Developing research tools The influence of criteria of child rearing, health care and education in professional standards on professional skills of preschool teachers Education Journal, 8-13

3 Education Law (2019)

4 Resolution No 29-NQ/TW of the Party Central Committee (2013)

5 Dinh Thi Kim Thoa (2008) Curriculum assessment in early childhood education Education Publishing House

6 Nguyen Thu Thuy (2019) Professional ethics of preschool teachers in Vietnam today PhD thesis

7 Vietnamese Dictionary (1998 ) Social Science Publishing House

8 Vietnamese Dictionary (2017) Da Nang Publishing House, Vietnam

9 http://giadinh.bvhttdl.gov.vn/khai-niem-pham-chat-dao-duc/