INTRODUCTION
Background of study
In today's era of rapid industrialization and globalization, English has emerged as a crucial international language, serving as a second language for many countries and millions of individuals worldwide Consequently, the demand for English education has become essential for both individuals and society, particularly in Vietnam, where joining the WTO has opened new pathways for development and employment opportunities Recognizing this importance, the Ministry of Education and Training has integrated English into primary and secondary school curricula, emphasizing the need for improved teaching quality Teachers play a pivotal role in this educational mission, as their professional development directly impacts student success The National Law of Education in Vietnam mandates effective foreign language instruction, highlighting the necessity for teachers to continuously enhance their skills and knowledge Ongoing professional development is vital, as it allows teachers to reflect on their practices, adapt to changes, and implement new methods, ultimately leading to higher quality education As noted by Duong (2003) and Pham (2001), teacher development is essential for effective education, enabling educators to address challenges and improve their teaching strategies through critical reflection on classroom experiences.
This study investigates the perceptions and practices of Lower Secondary English Teachers in Kon Tum regarding the handling of critical incidents in language classrooms for professional development It emphasizes the importance of continuous professional growth for teachers and aims to provide lower secondary schools with valuable information and strategies to effectively manage classroom events.
Rationale for the study
This study aims to enhance English teachers' awareness of the significance of professional development, as many view it as having minimal impact on their daily responsibilities and even consider it a waste of time (Guskey, 2000, p.4) Despite numerous professional development activities in EFL contexts like Vietnam, their quality often falls short Additionally, there is a concerning lack of focus on professional knowledge in Vietnam As noted by Le (2000), while Vietnamese teachers express enthusiasm for new methodologies during training courses, they tend to revert to traditional teaching methods once they return to their classrooms (p.1).
This study reveals valuable insights into handling critical incidents in language classrooms, particularly beneficial for teachers in EFL countries like Vietnam Critical incidents, which are unexpected events that arise during teaching, provide opportunities for educators to learn, enhance their teaching practices, and address student-related issues By analyzing these incidents, teachers can gain awareness of their beliefs and reflect on their professional experiences In many countries, critical incidents serve as pivotal moments that inspire change and development in teaching methodologies They encourage educators to contemplate the events, understand their causes, and explore alternative strategies to achieve their objectives Overall, effectively managing critical incidents is essential for teacher professional development.
I believe that lower secondary English teachers in Kon Tum recognize the importance of managing critical incidents for their professional growth Therefore, I have selected this topic for my study My aim is to uncover valuable insights from addressing critical incidents that can assist teachers in Kon Tum and across Vietnam in tackling the pressing issue of teacher professional development.
The aims and research questions of the study
This study explores lower secondary English teachers' perceptions regarding the implementation of critical incident handling in language classrooms for their professional development It examines the current realities of managing critical incidents and identifies both favorable and unfavorable conditions affecting this process Additionally, the study proposes solutions aimed at enhancing the quality of critical incident management to support teachers' professional growth.
This study particularly will seek the answer to the following questions:
1 What are teachers‟ perceptions of handling critical incidents for their professional development?
2 What is the reality of handling critical incidents by lower secondary teachers of English in Kon Tum?
3 What should be done to improve the quality of handling critical incidents for the teachers‟ professional development?
Significance of the study
This study aims to offer valuable insights into the effectiveness of managing critical incidents in language classrooms for the professional development of lower secondary English teachers in Kon Tum The research findings are expected to enhance teachers' understanding of critical incident management, leading to essential improvements in professional development practices at schools and institutions across Vietnam.
Scope of the study
This study examines teacher professional development at the secondary level in Kon Tum province Data will be gathered from forty teachers across six lower secondary schools in the region.
Structure of the study
This study consists of five chapters: (1) Introduction, (2) Literature Review,
(3) Research Methodology, (4) Findings and Discussion, (5) Conclusion, Implications and Suggestions for Further Studies
Chapter one provides an overview of the study's background, outlining its rationale, objectives, and research questions It highlights the significance of the research, defines the scope, and presents the overall structure of the study.
Chapter two briefly reviews professional development notions and handling critical incidents as well as their importance and previous studies
Chapter three is the research methodology
Chapter four shows and discusses the findings of the study
Chapter five offers the conclusion, implications and suggestions for further studies.
LITERATURE REVIEW
Definitions of professional development
The professional development of teachers is a lifelong process that commences with initial preparation and extends until retirement As a well-established concept in the ELT profession, it has been extensively discussed in various studies Professional development encompasses a broad range of activities and experiences designed to support the ongoing growth of teacher expertise It can be defined as the professional growth that teachers acquire through experience and systematic analysis of their own practice, ultimately leading to enhanced expertise.
Professional development is crucial for teachers as it enhances their knowledge and teaching methods, ultimately benefiting student achievement Sparks and Hirsh (2000) emphasize that effective professional development is vital for improving teaching quality and raising student performance According to Hassel (1999, cited in Kent, M.A, 2004), it involves refining staff skills and competencies to achieve exceptional educational outcomes Guskey (2000) defines professional development as processes aimed at enhancing educators' knowledge, skills, and attitudes to improve student learning Hirsh (2009) describes it as a comprehensive and intensive approach to increasing the effectiveness of teachers and principals in boosting student achievement.
Professional development is a lifelong journey essential for foreign language teachers, as outlined in the 2002 Program Standards It enables educators to reflect on their experiences within professional communities, enhancing their learning, cultural competence, and pedagogical practices.
Professional development is essential for educators to enhance their performance and improve student achievement (Hayes & Mizell, 2010) It is a crucial aspect of teaching that all teachers should engage in to ensure continuous career growth Teachers can pursue professional development based on their individual circumstances and preferences This process addresses training gaps by providing opportunities for teachers to reflect on their classroom practices, gain insights from their teaching experiences, view education as an ongoing journey, and effectively manage change and diversity (Pham, 2001).
2.1.2 Why is teacher professional development necessary?
The 45th session of the International Conference on Education in Geneva (1996) highlighted the crucial role of quality teachers in achieving effective education It asserted that a strong educational system is vital for economic growth, political stability, and social cohesion, while also serving as the foundation for cultivating an advanced culture that respects ethnic identities Furthermore, quality education is essential for developing highly skilled human resources that can adapt to the evolving demands of the modern labor market.
To achieve a high standard of education, the development of quality teachers is essential, and significant advancements are necessary for enhancing educational quality today According to Guskey (2000), successful educational reform and school improvement plans consistently highlight the importance of high-quality professional development He further emphasizes that substantial improvements in education rarely occur without professional development initiatives.
As teachers gain experience, their knowledge and skills can become outdated or misaligned with school needs, highlighting the importance of ongoing professional development (Richards & Farrell, 2005) To effectively prepare students for the future, teachers must also invest in their own growth, as their confidence and effectiveness directly impact student success Great teachers foster great students, making teacher development a critical component of high-quality education (Duong, 2003) Professional development enables educators to understand their decision-making processes and enhances their ability to navigate various situations, as noted by Underhill (1999).
1 It helps us to remain fresh, alert, up to date, and confident in themselves and in the topic they teach
2 It enables teachers to participate in and contribute to the development of their schools as „learning organizations‟ and their profession as a „learning profession‟
3 Perhaps most importantly it benefits the learners to be taught by teachers who are engaged in these first two activities, teachers who are themselves showing learning, teachers who are in some way on the same side of the learning fence as their students
Quality professional development is essential for all teachers, as it enables them to set both short-term and long-term goals for their growth (Richards and Farrell, 2005) Through professional development, educators can enhance their skills, leverage their existing strengths, and improve their overall competence and pedagogical abilities.
2.1.3 Activities for EFL teacher professional development
Teachers can enhance their professional development by engaging in teaching journal writing, which serves as a continuous record of their observations and reflections on teaching practices According to Richards and Farrell (2005), this practice allows educators to critically analyze their actions both inside and outside the classroom, fostering a deeper understanding of their teaching methods Additionally, journaling enables teachers to document their experiences and reflect on them, leading to personal insights and growth The ability to revisit past reflections offers a progressive clarification of ideas and experiences, making journal writing an invaluable tool for professional growth As noted by Ho and Richards, it provides an opportunity for teachers to articulate and explore their teaching practices effectively.
Richards (1995, cited in Sri Widayati, 2008) defines a lesson report as a structured inventory that allows teachers to document the key aspects of a lesson The primary aim of a lesson report is to provide teachers with an efficient method for monitoring lesson activities, including the time allocated to various components and the overall effectiveness of the lesson Unlike a lesson plan, which outlines a teacher's intentions, a lesson report reflects the actual events from the teacher's perspective For optimal effectiveness, lesson report forms should be meticulously prepared, following the procedures recommended by Richards.
1 Identify in as much as possible the philosophy underlying the course and the different kinds of teaching activities, procedures, and resources that you expect to use in the course
3 Use the lesson report form on a regular basis to record the activities, procedures, and resources used throughout the course
4 Meet periodically to review and compare lesson report with those of their teachers teaching the same course
Reflective teaching involves analyzing classroom practices, understanding the rationale behind them, and evaluating their effectiveness through self-observation and self-assessment According to Cruickshank and Applegate (1981), it is the process by which teachers contemplate their lessons and explore potential strategies to meet their educational objectives.
In 1991, the distinction between reflection-in-teaching and reflection-on-action was established, highlighting the necessity for teachers to remain adaptable to learners' inquiries and unexpected challenges during instruction Teachers are encouraged to review their teaching methods and materials before and after class By gathering and analyzing information from classroom experiences, educators can critically assess their practices and beliefs, ultimately fostering opportunities for improvement and enhancement in their teaching strategies.
A teacher support group consists of two or more educators collaborating to achieve individual or shared goals, highlighting the effectiveness of teamwork over solitary efforts (Richards & Farrell, 2005) These groups allow teachers to discuss significant issues, share experiences, and enhance their professional development Hall (2001) emphasizes that professional development should facilitate the sharing of expertise, the exchange of information and materials, collaboration on curricula, and ongoing dialogue among colleagues.
Peer coaching is a confidential collaborative process where professional colleagues engage in reflection on their practices, enhance and develop new skills, exchange ideas, teach each other, conduct classroom research, and address workplace challenges.
Peer coaching can be carried out in three ways depending on the needs of teachers such as technical coaching, collegial coaching, and challenge coaching (Benedetti, 1997, p.41)
What is a critical incident?
Teachers encounter numerous critical incidents throughout their careers, which serve as valuable learning opportunities Each teaching experience prompts self-evaluation, allowing educators to refine their methods for future lessons Engaging in reflective practice fosters a deeper understanding of teaching, enhances professional growth, and cultivates informed decision-making skills, ultimately leading to greater confidence in their teaching abilities This reflective approach is increasingly integrated into language teacher education programs, encouraging trainee teachers to contemplate their experiences and consider alternative strategies to achieve their objectives An effective way to facilitate this reflection is through the analysis of critical incidents that arise during teaching, a method recognized for its open-ended and retrospective nature.
“serves as a form of reflective inquiry” (p115) Farrell (2008) also states that:
A critical incident refers to any unexpected event that takes place during a class Research indicates that when trainee teachers engage in formal reflection on these incidents, they can gain valuable insights into the teaching and learning process.
A critical incident refers to an unexpected event that takes place during or outside of class and leaves a lasting impression on educators (Brookfield, 1990) According to Richards and Farrell (2005), these incidents are significant as they can lead to valuable insights regarding teaching and learning practices.
Critical incidents in language teaching gain significance through conscious reflection When language teachers formally analyze these incidents, they can discover new insights into their teaching practices (Richards & Farrell, 2005).
Tripp (1993) takes a more “interpretative” approach Acknowledging that
“normal, everyday events” (p 40) can be made critical, he emphasizes that they are not intrinsically so: “The point is that incidents only become critical because someone sees them as such” (p 27)
Critical incidents serve as essential learning tools for both teachers and students, enhancing future learning experiences and classroom dynamics In the ESL classroom, utilizing critical incidents is an effective strategy for fostering problem-solving skills and improving students' English language proficiency.
2.2.1 Benefits of handling critical incidents
Richards and Farrell (2005) provide several benefits of analyzing critical incidents for language teachers
Writing about and discussing critical incidents can significantly enhance a teacher's self-awareness, allowing them to recognize and reflect on their assumptions regarding language teaching and learning.
Reflecting on student responses to various teaching techniques allows educators to assess and refine their established routines and procedures, enhancing their instructional methods.
Encouraging teachers to reflect on critical incidents in their practice fosters a deeper understanding of various teaching dimensions This reflection prompts educators to ask insightful questions they may not have previously considered, ultimately enhancing their teaching effectiveness.
It can help bring beliefs to the level of awareness By writing, reading
Analyzing, and interpreting critical incidents, teachers can become more aware of their beliefs and decide if any of them should be changed
It can be create opportunities for action research
Building a community of critical practitioners can be achieved by collaboratively examining critical incidents among teachers, fostering an environment that influences teaching practices and policies within a school.
It can provide a resource for teachers Compiling a file of critical incident reports can serve as a useful resource for both new teachers and experienced teachers
2.2.2 Procedures used for handling critical incidents
A critical incident is an unplanned and unexpected event that occurs during a lesson, making it challenging to categorize these incidents effectively For trainee teachers, each incident can feel particularly dramatic due to their lack of prior experience Therefore, it is essential to prepare for such occurrences To handle critical incidents effectively, Richard and Farrell (2005) recommend following specific general procedures that can enhance the response to these situations.
Critical incidents uncover the fundamental principles, beliefs, and assumptions that influence classroom practices (Richards & Farrell, 2005) Understanding a critical incident involves two key stages: first, describing the incident, and second, explaining its significance, addressing the "what" and the "why."
“why”) (Tripp, 1993, cited in Richards & Farrell, 2005)
Prepare and analyzing critical incidents reports
Teachers often schedule periods for monitoring their teaching and compile incident reports when utilizing critical incidents as a professional development tool These critical incidents typically highlight ordinary classroom events that are deemed to hold significant importance.
(1999) suggests that the reporting of such critical incidents (written or spoken) should follow specific steps: self-observation, describing what happened, self- awareness, self-evaluation
Critical incidents in the classroom or school can lead to significant changes in a teacher's personal and professional life Reflecting on these incidents allows teachers to connect more deeply with their work As Freeman (1996, p.89) emphasizes, it is essential for teachers to center themselves in narrating their life stories.
Richards and Farrell (2005) draw out a number of decisions to need to be made in carrying out critical incidents analysis These include the following:
Who is the audience for the analysis? Audiences might include the teacher, other teachers, or supervisor
When deciding what types of incidents to write about, you have the flexibility to either cover a wide range of occurrences or concentrate on specific incidents that align with your objectives.
Analyzing critical incidents can be time-consuming, particularly when it comes to documenting them after class To address this challenge, consider using a recorder to capture your thoughts immediately following the incident or class, allowing you to reflect and write it out later.
Overview of previous studies
Griffin (2003) conducted a case study at a mid-size Midwestern university to evaluate how Critical Incidents, combined with explicit instruction and coaching, enhance preservice teachers' reflective and critical thinking skills The study involved analyzing 135 Critical Incidents written by 28 undergraduate preservice teachers during a six-week field experience, assessed by a three-person review panel The panel focused on levels of reflective language and thinking, orientation toward growth and inquiry, and modes of reflective thinking Findings indicated that utilizing Critical Incidents significantly improved preservice teachers' reflective abilities and heightened their awareness of the factors influencing teaching and learning.
Farrell (2008) contributed to the ELT literature through a study involving eighteen trainee teachers in an English language teacher education course in Singapore The participants were required to maintain a journal detailing and reflecting on at least two critical incidents from their teaching experiences While Farrell highlighted the benefits of analyzing these incidents for trainee teachers, he cautioned language teacher educators about the potential issues of categorizing such incidents too rigidly, emphasizing the need for careful consideration when assigning critical incident tasks.
In a study by Orly Shapira-Lishchinsky (2010) titled “Teachers’ Critical Incidents: Ethical Dilemmas in Teaching Practice,” fifty teachers explored ethical dilemmas arising from critical incidents in their teaching experiences Utilizing a three-stage coding process based on grounded theory, the research identified a complex model of ethical dilemmas, including conflicts with school rules, standards, or norms The findings highlighted a variety of responses to these dilemmas, suggesting the need for educational programs that address teachers' critical incidents.
In a case study published in the Iranian Journal of Language Teaching Research, Farrell (2012) highlights the significant benefits of critical incident analysis through narrative reflective practice for ESL teachers' professional development This approach enables teachers to gain new insights into their roles by reflecting on their teaching and learning perspectives By analyzing and interpreting critical incidents, both novice and experienced ESL teachers can deepen their philosophical and theoretical understanding of their practices, potentially leading to further exploration through detailed action research projects.
Numerous professional development tools have been studied and implemented, highlighting their effectiveness Estacio (2004) found that journaling, when practiced weekly by ten teachers over three months, serves as a powerful tool for professional growth by fostering reflection that enhances the teaching and learning process Similarly, Wong and Nicotera (2003) explored peer coaching as a professional development strategy, revealing that it positively impacts student teachers by boosting their confidence and providing practical strategies for their classroom practice.
In the Vietnamese context, the needs of learning English are more increasing
It has become one of the most important subjects in educational curricula Therefore, professional development is indispensible to teachers of English
Relating to tools for professional development, there have been numerous studies on teacher professional development for Vietnamese teachers Nguyen
In a 2011 study at Hue University’s College of Foreign Languages, researchers examined teachers' perceptions and practices of reflective teaching for professional development The findings revealed that educators in both the English and English for Specific Purposes departments were generally aware of reflective teaching and held positive attitudes towards reflecting on student activities The study recommended the implementation of additional professional development activities beyond conventional methods to enhance the sharing of teachers' experiences.
The existing research primarily focuses on professional development and reflection, with minimal attention given to critical incidents In the context of English as a foreign language in Vietnam, there is a notable lack of studies addressing critical incidents This gap in the literature presents a significant opportunity for further research in this area.
Summary
This chapter reviews key issues related to the research title, establishing a theoretical background and underscoring the necessity of the study to clarify essential terms in professional development It provides definitions of professional development and critical incident handling, highlighting their distinctions Additionally, the chapter presents various professional development activities to offer readers an overview of effective tools, emphasizing the utility of handling critical incidents It also discusses the benefits and procedures associated with critical incident management, aiming to enhance readers' understanding of the study's central theme Furthermore, previous studies in this field are explored to provide a comprehensive context.
METHODOLOGY
Introduction
This chapter outlines the research methodology employed in this study, detailing the research approach, participant selection, research instruments, and the procedures for both data collection and analysis.
Research approach
The study utilizes a descriptive design and incorporates both qualitative and quantitative methods for data analysis, enabling the identification of issues through data gathered from questionnaires and interviews.
Participants and research sites
The survey involved 40 English teachers, including 6 heads of English sections and 34 teachers from 6 lower secondary schools in Kon Tum, comprising 4 schools in the city and 2 in the suburbs A questionnaire was distributed directly to all participants, as detailed in Table 3.1 This selection was made to explore how teachers from diverse backgrounds in different areas perceive and address critical incidents in their professional development.
Table 3.1: Research sites and number of participants for questionnaire
Ly Tu Trong lower secondary school 09
Nguyen Sinh Sac lower secondary school 10
Nguyen Hue lower secondary school 07
Tran Hung Dao lower secondary school 04
Chu Van An lower secondary school 04
Nguyen Cong Tru lower secondary school 06
Table 3.2 presents the demographic characteristics of the participants, revealing that a significant majority (92.5%) are female The largest age group among respondents is those aged 36-45, comprising nearly half of the participants Additionally, 65% of the teachers have over 10 years of teaching experience, while 27.5% have between 6 to 10 years, and those with less than 6 years of experience represent the smallest group Notably, all participants hold a Bachelor's degree, indicating that the respondents are experienced English teachers in a mature age bracket.
Table 3.2: Demographic characteristics of questionnaire participants
36-45 years old More than 45 years old
The participants of the interview consist of 8 teachers of English who selected from the pool of survey participants, including 3 heads of English section and 5 teachers of English (labeled T1, T2, T3, T4, T5, T6, T7, T8).
Research instruments
To conduct this research, the researcher employed two instruments: a questionnaire for gathering quantitative data and an interview question list to obtain qualitative insights into teachers' perceptions and practices regarding the management of critical incidents for their professional development.
The questionnaire was developed by adapting insights from the literature review and includes both closed-ended questions using a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) and open-ended questions.
The questionnaire comprised three sections with a total of 42 items The first section included gap-filling questions aimed at gathering participants' personal information, such as sex, age, teaching experience, and degree The second section featured 32 questions that explored teachers' perceptions and practices in managing critical incidents, as well as their needs in this area Responses were rated on a five-point Likert scale, ranging from "strongly disagree" to "strongly agree," organized into four clusters as detailed in Table 3.3.
Table 3.3: Summary of the questionnaire
1 Teachers‟ perceptions on handling critical incidents 1, 2, 3, 4, 5, 6, 7
- Teachers’ perceptions on professional development 1, 2
- Necessity and benefits of critical incidents 3, 4, 5, 6, 7
2 The content of handling critical incidents 8, 9, 10, 11, 12, 13, 14
3 Teachers‟ implementing handling critical incidents 15, 16, 17, 18, 19, 20,
4 Difficulties for teachers to handle critical incidents 27, 28, 29, 30, 31, 32
The third section presented three case studies focused on critical incidents to assess teachers' approaches to managing such situations Teachers provided their insights through a gap-filling exercise.
A total of 40 teachers and heads of the English section from six selected schools participated in the questionnaires To ensure clarity and accuracy in responses, all questions were provided in both English and Vietnamese (see Appendices 1 & 2).
The questionnaire was initially piloted with 10 teachers who shared similar backgrounds with the intended participants before being administered to the 40 respondents in the main study This piloting process aims to assess and enhance the quality of the survey instrument prior to its use in the main study (Seliger and Shohamy, 1989) Additionally, the pilot study evaluates the appropriateness of Cronbach's Alpha reliability coefficient for the research The results allow the researcher to analyze internal consistency by calculating the reliability coefficient for each item and cluster.
To ensure the reliability of information gathered from the questionnaire and to obtain rich, insightful data, the researcher conducted interviews with selected participants These open-ended interviews allowed interviewees to elaborate on their thoughts, providing the researcher with opportunities to explore new research avenues while remaining aligned with the questionnaire's themes This format fosters a collaborative exchange of ideas between the interviewer and interviewee, promoting a more in-depth understanding than a standard questionnaire.
All interviews were conducted in Vietnamese to the interviewee to express full meaning and recorded by tape-recording, chatting/email, and written notes.
Data collection procedures
The researcher conducted a pilot study involving 10 English teachers from lower secondary schools in Kon Tum, selected for their shared context To ensure clarity, the researcher provided detailed instructions for the participants to understand the questionnaire effectively.
The Vietnamese questionnaire was distributed to 40 English teachers at lower secondary schools in Kon Tum during their English session meetings The completed questionnaires were returned within a week, as these meetings occur weekly.
The researcher conducted the interviews after sending a list of questions to the interviewees two days in advance, allowing them ample time to prepare effectively.
Data analysis
The study utilized both quantitative and qualitative methods for data collection, employing questionnaires and interviews for thorough analysis The data gathered from the questionnaires were analyzed using SPSS (Statistical Packages for Social Sciences) version 18.0, with the results presented in tables and charts.
FINDINGS AND DISCUSSION
Introduction
This chapter focuses on analyzing the study's results to address the three research questions outlined in Chapter One, organized into four key categories It begins by evaluating the reliability of both the pilot and main studies, followed by a presentation and discussion of the data gathered from the questionnaire and interviews.
The reliability statistics of data collected from the questionnaire
To ensure the reliability of the research, the initial ten questionnaires were piloted with ten participants sharing similar backgrounds to the intended respondents of the main study The reliability of the questionnaire items was assessed using the Cronbach's Alpha coefficient based on the collected data.
The reliability analysis of the questionnaire in the pilot study is illustrated in table 4.1 below:
Table 4.1: The reliability of pilot questionnaire
The pilot study revealed a Cronbach's Alpha of 725, indicating that the items in the scale demonstrate reasonable consistency and reliability Consequently, this questionnaire is suitable for administration to 40 respondents in the main study on a larger scale.
The data gathered from 40 questionnaires were submitted to SPSS Window version 18.0 for quantitative data analysis As shown in Table 4.2, the Cronbach‟s
The study reports an Alpha value of 768, demonstrating that the reliability of the questionnaire exceeds the recommended threshold of 70 This indicates that the questionnaire is sufficiently reliable for conducting the research.
Table 4.2: The reliability of questionnaire
Findings and discussion
4.3.1 Teachers’ perceptions on handling critical incidents
This study aims to explore lower secondary school English language teachers' perceptions of managing critical incidents It focuses on items 1 through 7, which are categorized into two sub-clusters: items 1 and 2 address teachers' views on professional development, while items 3 to 7 discuss the importance and advantages of handling critical incidents for professional growth Utilizing a five-point scale ranging from 1 (strongly disagree) to 5 (strongly agree), the data will be analyzed to present an overview of the general mean for these items within the cluster.
Table 4.3: Teachers’ perceptions on handling critical incidents
Teachers‟ perceptions on handling critical incidents
Table 4.3 presents the descriptive statistics reflecting lower secondary school English teachers' perceptions of their professional development (PD) and practices Notably, the mean score of this cluster is 4.1536, indicating a strong positive perception regarding the handling of critical incidents for professional development The minimum value recorded is 3.29, which is above the neutral average of 3, suggesting a trend towards agreement as indicated by the five-point scale The subsequent sections will provide a detailed exploration of teachers' perspectives on professional development, emphasizing the importance and advantages of effectively managing critical incidents.
4.3.1.1 Teachers’ perceptions on professional development
Teachers have a positive perception of professional development, as indicated by a mean score of 4.3500 in the data presented in Table 4.4, surpassing the threshold of 4 (agree) on a five-point scale This suggests that teachers highly value professional development opportunities.
Table 4.4: Mean of teachers’ perceptions for professional development
Teachers‟ perceptions for professional development
Table 4.5 reveals that teachers' perceptions of professional development significantly exceeded the neutral value of 4, with most responses nearing the maximum score of 5 on the five-point scale Nearly all participants expressed strong agreement with the statements that "Professional development helps develop one's profession and assists students in learning more effectively" (M = 4.43) and "Teacher professional development is a decisive factor for successful, effective, and high-quality education" (M = 4.28) These findings indicate that lower secondary school English teachers hold very positive attitudes towards professional development.
Table 4.5: Teachers’ perceptions on professional developme nt
1 Teacher professional development is one of the decisive factors for successful, effective and high quality education
2 Professional development helps develop on profession and assists students to learn their lesson in a more effective way
4.3.1.2 Necessity and benefits of handling critical incidents for professional development
The researcher employed Descriptive Statistics to analyze the Mean indicator of this sub-cluster, aiming to provide a comprehensive overview of the necessity and advantages of effectively managing critical incidents.
Table 4.6: The mean score of the necessity and benefits of handling critical incidents
Necessity and benefits of handling critical incidents
Table 4.6 reveals that the mean score for the necessity and benefits of managing critical incidents is 4.0750, indicating a strong agreement among teachers on the importance of this issue The minimum and maximum scores for the five items range from 3.40 to 5.00, highlighting a significant appreciation for the positive outcomes that can arise from effectively handling critical incidents.
Table 4.7: Mean scores of the necessity and benefits
Items N Min Max Mean SD
3 Teachers learn more about their teaching, their learners, and themselves
4 Teachers can enrich their instructional repertoire
5 Teachers can become more aware of their beliefs and decide if any of them should be changed
6 Teachers can become more aware of some of their assumptions about language teaching and learning
7 Teachers will know how to deal better with ethical dilemmas in the future
Table 4.7 indicates that item 7 achieved the highest mean score of 4.30 among five items in this sub-cluster, reflecting a strong consensus among teachers on the importance of handling critical incidents for their professional development Additionally, as illustrated in chart 4.1, 95% of teachers either strongly agreed or agreed that they would be better equipped to address ethical dilemmas in the future, with only 5.6% remaining undecided.
Chart 4.1 Teachers will know how to deal better with ethical dilemmas in the future
The findings indicate that teachers gain valuable insights into their teaching practices, their students, and their own beliefs, with mean scores of 4.20 and 4.05, respectively These scores, as shown in Table 4.7, are only slightly lower than that of item 7, highlighting a strong interest among participants in addressing critical incidents The primary goal of managing these incidents is to elevate teachers' beliefs to a conscious level and enhance their self-awareness.
In addition, the mean score of items 4 and 6 get the lowest value 3.93 and 3.90 among the rest of the sub-cluster, but they were higher than the average value
The findings indicated that teachers of English in lower secondary schools in Kon Tum had a positive perception of the instructional items, with nearly reaching a score of 4 on a five-point scale Notably, no participants expressed disagreement, and only 25% were undecided This suggests that these educators are aware of their assumptions about language teaching and learning and recognize the potential to enhance their instructional strategies.
The findings highlight the importance of managing critical incidents for teachers, emphasizing their necessity and benefits for professional development A significant majority of participants expressed strong agreement with the five provided statements, underscoring the value of these experiences in enhancing teaching practices.
4.3.2 The content of handling critical incidents
This study aims to identify the critical incident categories that lower secondary school English language teachers commonly utilize to manage classroom critical incidents Specifically, this research focuses on items 9, 10, and 11 within this category.
12, 13, and 14, which was analyzed by means of Descriptive Statistics whose result is shown in Table 4.8
Table 4.8: The content of handling critical incidents
The content of handling critical incidents
Table 4.8 reveals a mean score of 3.5464 for this cluster, surpassing the average value of 3 on a five-point scale, indicating that teachers possess a positive attitude towards managing critical incidents Additionally, the minimum and maximum scores of 2.57 and 4.57 highlight a significant disparity within the responses.
Teachers commonly address critical incidents in the classroom by emphasizing language proficiency and classroom participation, which were identified as the two most important factors by a significant number of participants As indicated in Table 4.9, the mean scores for participants' perceptions of these aspects were notably high, with values of M=3.83 for language proficiency and M=3.80 for classroom participation, both nearing the threshold of 4.0 (agree) These findings suggest that the majority of participants recognize language proficiency and classroom participation as key factors employed by teachers in managing classroom dynamics.
Table 4.9: Mean scores of the content of handling critical incidents
According to chart 4.2, nearly 80% of participants either strongly agree or agree with the statement regarding language proficiency In contrast, only 7.5% of participants disagreed, while 12.5% remained undecided.
A significant majority of participants, accounting for 77.5%, expressed strong agreement or agreement regarding classroom participation, indicating that teachers prioritize this aspect for their professional development In contrast, only 10% disagreed, while 12.5% remained undecided.
Discussion
4.4.1 Teachers’ perceptions on professional development
This study aims to enhance the understanding of lower secondary school English language teachers' attitudes towards managing critical incidents for their professional development Survey results reveal that participants largely agree with key statements regarding the handling of such incidents Overall, it can be concluded that nearly all English teachers in Kon Tum province exhibit positive attitudes towards their professional development and their practices in managing critical incidents.
The majority of questionnaire participants recognized the significance of professional development for their careers, believing it enhances the quality of education (Duong, 2003) Additionally, they noted that professional development not only aids teachers in refining their expertise but also improves students' learning effectiveness, as confirmed by various studies (Hassel, 1999; Guskey, 2000; Hirsh, 2009; Hayes Mizell, 2010).
Handling critical incidents is essential for teachers, as it enhances their professional awareness and aids in identifying and resolving problems By engaging with these incidents, educators gain insights into their teaching practices, their students, and themselves, allowing them to refine their instructional strategies A significant majority of teachers (92.5%) agree that reflecting on critical incidents equips them to better address ethical dilemmas in the future This heightened awareness, as noted by Richards and Farrell (2005) and supported by Nilsson (2009) and Orly Shapira-Lishchinsky (2010), not only prepares teachers for future challenges but also contributes to their professional development through valuable experiences in managing classroom incidents.
All teachers recognized that addressing critical incidents was an effective method for developing improved strategies and solutions for the classroom Through careful thought, analysis, and reflection on the events, they considered what occurred, the reasons behind it, and alternative actions that could have been taken to achieve their objectives These insights align with the research conducted by Andrew Finch (2010).
4.4.2 The content of handling critical incidents
This study aims to explore lower secondary school English language teachers' perceptions of utilizing critical incidents in their classroom practices Survey findings indicate that teachers in Kon Tum province are keen on addressing critical incidents, with 85% prioritizing language proficiency Additionally, classroom participation and student behavior are commonly addressed by these educators Interviews further reveal that teachers believe managing these aspects is crucial for enhancing their teaching effectiveness and improving students' English language proficiency.
More than half of teachers actively address critical incidents related to gender and classroom space, while around 60% focus on resolving issues tied to lesson objectives and additional classroom support This indicates that nearly half of the remaining teachers show a lack of interest in these matters, possibly due to their perceived unimportance and time consumption Interviews revealed a notable disparity in how teachers handle critical incidents based on their workplace; those in urban areas tend to manage these situations more effectively than their suburban counterparts This difference may stem from better learning conditions for city students compared to those in the suburbs, where ethnic minority students often face challenging backgrounds Consequently, critical incidents are less frequent in suburban settings, limiting teachers' opportunities to enhance their professional development and improve the learning environment for their students.
Most teachers identified and addressed various categories of critical incidents to enhance their teaching practices and improve student learning outcomes These findings align with Farell's (2008) study, highlighting the importance of all categories of critical incidents for educators.
4.4.3 Teachers’ implementing handling critical incidents
The study aims to explore how frequently critical incidents are managed and to assess teachers' perceptions of this process Survey results indicate that participating teachers employ various methods to address critical incidents Furthermore, nearly all lower secondary English teachers in Kon Tum province exhibit positive attitudes towards handling such incidents, aligning with the detailed process established by Martin (1996).
A significant majority of teachers (77.5%) reported that they do not ignore critical incidents during lessons, indicating a commitment to addressing these issues to enhance the teaching and learning process (Farrell, 2008) The findings suggest that lower secondary school English teachers in Kon Tum employ various strategies to manage critical incidents, influenced by their complexity Most teachers (82.5%) engage in brief discussions with students to gather information about the incidents before resuming lessons, while 67.5% prefer to address incidents immediately Additionally, nearly half of the teachers (47.5%) reflect on these incidents at home to devise solutions for future classes.
The survey findings reveal that a significant majority of participants, specifically 75% of teachers, followed the critical incident analysis steps outlined by Martin (2006) However, a minority of teachers, approximately 27.5%, skipped the crucial step of selecting the critical incident, while 17.5% neglected to express their thoughts afterward Interviews indicated that some teachers approached critical incidents without a formal process, relying instead on the context, classroom atmosphere, and their personal experiences to resolve issues.
The findings indicate that nearly all teachers experienced common critical incidents, reinforcing the authors' perspective The teachers demonstrated a strong understanding of how to manage these situations, effectively reflecting on their teaching practices.
4.4.4 Some difficulties for teachers to handle critical incidents
This study aims to investigate the challenges teachers face in managing critical incidents It highlights that difficulties are a constant presence for educators during the implementation of critical incident handling Notably, survey results indicate that a significant barrier is the lack of time for teachers to address critical incidents in the classroom, with 80% of respondents citing this issue.
A significant challenge faced by teachers in handling critical incidents is the lack of experience, with 75% of educators reporting they have not participated in relevant training courses Additionally, 72.5% of teachers struggle with limited access to literature on critical incident management in Vietnam, making it difficult to find reference materials Furthermore, 70% of teachers highlighted a lack of communication among colleagues as a crucial factor hindering their ability to address these incidents Interviews also revealed that pressure from school administrators contributes to the difficulties teachers encounter when managing critical incidents.
However, teachers do not agree that unsatisfactory professional qualifications may hamper them to solve classroom critical incidents.
Summary of the chapter
This chapter presents key research findings on how lower secondary school English teachers perceive and manage critical incidents It highlights the necessity and benefits of addressing these incidents while discussing the frequency with which they occur and teachers' perceptions of the handling process Additionally, it addresses the challenges that hinder teachers from effectively dealing with critical incidents.