Factors mediating teachers’ participation in professional development tools.. Factors mediating teachers’ participation in professional development tools.. Teachers’ frequency of partici
INTRODUCTION
Rationale of the study
Professional development (PD) is essential for improving teaching quality and student learning (Borko, 2004; Darling-Hammond et al., 2017) In Vietnam, however, PD programs for English as a Foreign Language (EFL) teachers are predominantly top-down initiatives mandated by the Ministry of Education and Training (MOET) (Le, 2020; Nguyen et al., 2020) These programs face criticism for their limited effectiveness in fostering teachers’ professional growth, raising concerns about teachers’ attitudes, the overall impact of these initiatives, and their influence on participation in informal PD opportunities Additionally, both contextual and individual factors significantly affect teachers’ PD experiences, yet there is a lack of empirical research on these influences among tertiary EFL teachers in Vietnam (Ngo, 2021).
My two decades of experience as an English as a Foreign Language (EFL) teacher in a higher education institution (HEI) within the MPS highlights the significant influence of the MPS on my professional development (PD) opportunities Many of these PD initiatives are designed for general educators, focusing on enhancing teaching skills and providing essential policing knowledge and political perspectives, particularly for teachers from outside the MPS However, my journey has been mixed, as I have encountered both positive and negative experiences Often, irrelevant PD content and various contextual challenges hinder my participation in these activities and limit the effective application of PD outcomes in my classroom.
Aims of the study and the research questions
This study aims to provide a comprehensive overview of professional development (PD) for English as a Foreign Language (EFL) teachers at higher education institutions (HEIs) in the Middle Eastern and North African region (MPS) It will explore teachers’ perceptions of PD, their preferred activities, the factors influencing their participation, and the outcomes of these activities The findings will highlight the implications of effective PD for EFL teachers in the MPS, emphasizing its importance for enhancing teaching practices.
In other words, the study seeks to answer the following research questions:
1 How do EFL teachers in Public Security HEIs conceptualize PD?
2 What PD activities are preferred by the teachers?
3 How do the demographic factors relate to teachers’ preferences for PD activities and frequency of PD involvement?
4 What factors influence teachers’ participation in PD?
5 How do teachers perceive the outcomes of PD?
6 How does teachers’ frequency of PD participation correlate with the influential factors and outcomes of PD?
Significance of the study
This study aims to address the existing gap in literature regarding professional development (PD) for tertiary English as a Foreign Language (EFL) teachers within the unique socio-cultural context of the armed forces Additionally, given the limited application of Activity Theory (AT) in Teaching English to Speakers of Other Languages (TESOL) research, this study demonstrates the relevance of AT, encouraging researchers to utilize this theoretical framework when exploring teachers' participation in professional development.
The study highlights key insights into local professional development (PD) from the perspectives of insiders, offering valuable information for various stakeholders such as policymakers, school leaders, academic managers, PD program designers, and teachers, ultimately benefiting students in the MPS and potentially in other settings Enhancing teachers' PD practices is expected to lead to better learning outcomes for students, which is the primary objective of the PD process.
LITERATURE REVIEW
Teacher Professional Development
The definition by Day’s (1999) illustrates the most comprehensive picture of PD as follows:
Professional development encompasses both natural learning experiences and intentional activities designed to benefit individuals, groups, or schools, ultimately enhancing the quality of education in the classroom It involves teachers reflecting on and renewing their commitment to the ethical dimensions of teaching while acquiring essential knowledge, skills, and emotional intelligence This ongoing process supports effective professional thinking, planning, and practice throughout various stages of their teaching careers.
This study defines professional development (PD) as a continuous process encompassing various formal and informal activities that enable teachers to enhance their knowledge, skills, and overall teaching quality It highlights the complexities of teaching and the significant role of teachers as change agents, while also addressing the factors that influence their participation in PD opportunities.
Previous studies on EFL teacher PD
Teachers tended to conceptualize PD as attending formal PD activities (Cirocki
Recent studies highlight that formal professional development (PD) activities, particularly top-down approaches, are frequently attended by English as a Foreign Language (EFL) teachers (Yücedağ & Şevik, 2021) In addition to these structured sessions, informal PD activities, such as casual discussions with colleagues and self-directed studies, play a significant role in teacher development (Atmojo, 2021; Yumru, 2015; Alibakhshi & Dehvari, 2015) Engaging in research is also recognized as a valuable form of professional development (Girma et al., 2019).
2.2.2 Factors influencing teachers’ participation in PD
Empirical studies indicate that several factors significantly influence EFL teachers' participation in professional development (PD) activities Key barriers include a lack of support from leaders and poor PD management, as highlighted by Putri et al (2021), Roemer (2021), and Ngo (2021) Financial constraints also play a crucial role; for instance, Roemer (2021) found that EFL teachers in Tanzania often struggle to earn a sufficient income, leading many to seek additional employment and hindering their involvement in language teaching associations Furthermore, Dang (2018) identified financial issues and time management as major challenges faced by EFL teachers in the Mekong Delta when engaging in PD training courses.
Heavy workload is another factor discouraging teachers from engaging in PD activities across contexts (Dau, 2020; Putri et al., 2021; Roemer, 2021; Zorba,
In 2022, it was observed that teachers' engagement in teaching and non-teaching responsibilities significantly restricts their available time for professional development (PD) activities This situation can lead to increased fatigue and stress among educators, ultimately diminishing their motivation to participate in PD initiatives.
Le, 2020) Regarding personal influences, occupational status, individual responsibilities, and time are also listed as the main ones (Ngo, 2021).
Research indicates that the implementation of professional development (PD) significantly influences teachers' engagement in PD activities (Putri et al., 2021; Zein, 2016; Zorba, 2022) Many PD programs may not align with teachers' needs, leading to a lack of the anticipated knowledge and skills (Putri et al., 2021) Additionally, an overdependence on generic, top-down training seminars poses a barrier to effective PD (Zorba, 2022).
2.2.3 Teachers’ perceived outcomes of professional development involvement Some studies indicate that EFL teachers’ beliefs change as a result of PD involvement (Mohammadi & Moradi, 2017; Teng, 2016), while others reported mixed results (Sansom, 2019; Chaaban, 2017) Sansom (2019) suggested that few causal, one-directional changes were found in the experienced EFL teachers’ beliefs following a PD program Additionally, the change varied in each teacher with some teachers changing their beliefs, yet some remained unchanged.
Professional development (PD) engagement significantly influences teachers' instructional practices According to Kang and Cheng (2014), novice EFL teachers exhibit changes in their classroom practices at four levels: replacing existing methods with new ones, adding new strategies, modifying current practices, and discarding ineffective approaches Giraldo (2014) highlighted the enhancements in classroom practices among novice EFL teachers who participated in workshops focused on relevant language teaching issues, with observational data indicating alignment with modern teaching principles However, a study by Novozhenina and López Pinzón (2018) in Colombia revealed mixed outcomes from the PD program, where some teachers successfully integrated strategies learned in workshops, such as lesson sequencing and classroom management, while others struggled to implement these strategies effectively.
Participation in professional development (PD) activities significantly enhances various aspects of EFL teachers' careers Research indicates that engagement in PD leads to improved English proficiency and research skills (Han & Wang, 2021; Vasilopoulos, 2020; Yook & Lee, 2016; Alzahrani, 2019) Additionally, PD programs have been shown to boost teachers' self-efficacy (Vasilopoulos, 2020; Zonoubi et al., 2017).
Theoretical framework: Activity Theory
Activity Theory (AT) serves as a philosophical and interdisciplinary framework for analyzing human activities as interconnected development processes at both individual and social levels Recent advancements in AT highlight the importance of networks, interactions, and boundary crossings among activity systems, making it an effective tool for exploring and understanding social interactions within various contexts and cultures, as well as the dynamics and evolution of specific activities.
2.3.2 AT as a theoretical framework of this study
This study focuses on teacher professional development (PD) as the primary unit of analysis, employing the second generation of Activity Theory (AT) The activity system model illustrates the relationship between EFL teachers (the subjects) and their goal of enhancing their teaching competence (the object), mediated by various artifacts These artifacts encompass a diverse array of formal and informal PD activities, both individual and collective, along with the necessary facilities and resources that support teachers' professional learning.
In the context of teacher professional development (PD), a community comprising educational managers, PD experts, peers, students, and other social members plays a crucial role EFL teachers must adhere to established rules, norms, and cultures that influence their interactions within this community The study emphasizes both horizontal interactions among community members and the vertical division of status and power between teachers and others Additionally, the second generation of Activity Theory (AT) sheds light on the contradictions present within each element and among the various components of the PD activity system.
This study employs the third generation of Activity Theory (AT) to comprehensively analyze English as a Foreign Language (EFL) teacher professional development (PD) It focuses on understanding PD at a systemic level while incorporating the perspectives of various stakeholders engaged in PD activity systems (Tran, 2016).
A professional development (PD) activity can be evaluated in relation to teaching and student learning By utilizing the third-generation Activity Theory (AT), we can uncover the contradictions and tensions that exist between PD activities and other significant educational practices.
METHODOLOGY
Research design
The explanatory sequential design was utilized in this study, allowing for a comprehensive exploration of research issues (Dawadi et al., 2021) This design is particularly favored in educational mixed methods research due to its clear delineation of quantitative and qualitative phases, benefiting both readers and researchers (Creswell, 2015) The research commenced with the collection and analysis of quantitative data, followed by a qualitative phase that built upon the initial findings, ultimately offering a broader understanding of EFL teachers’ participation.
The qualitative phase of the PD activity aimed to gain a deep understanding of participants' experiences By integrating both qualitative and quantitative approaches, the research can be more effectively addressed, as qualitative insights enrich numerical data, while quantitative measures provide clarity to qualitative findings (Dürnyei, 2007, p 46).
Participant selection
The study employed convenience sampling to include a broad range of EFL teachers from 11 higher education institutions (HEIs) within the MPS Given the limited number of EFL educators in the region, the objective was to engage as many accessible and willing teachers as possible, all of whom had a minimum of two years of teaching experience.
Data analysis
The quantitative data were analyzed using SPSS version 26, employing descriptive statistics to summarize the independent and dependent variables for a clearer understanding of the dataset (Mackey & Gass, 2005) Inferential analysis was conducted to explore gender differences, types of institutions, experience levels, and program types in relation to preferences and frequency of professional development (PD) activities The Mann-Whitney U Test compared groups based on gender, institution, and teaching majors, while the Kruskal-Wallis H test assessed differences among experience groups To uncover the underlying structure of PD tools and mediating factors influencing teachers' PD participation, factor analysis was utilized Additionally, multiple regression analysis examined how these mediating factors predicted teachers' frequency of PD participation and the correlation between reported participation frequency and perceived outcomes of PD activities.
Thematic analysis was employed to analyze the interview data, following the comprehensive guide by Braun et al (2018) The process consists of six key steps: first, familiarization with the data; second, generating initial codes; third, constructing overarching themes; fourth, reviewing these themes for consistency; fifth, defining the themes clearly; and finally, producing a detailed report of the findings.
THE QUANTITATIVE FINDINGS
Teachers’ Conceptualizations of PD
According to the data presented in Figure 4.1, a significant majority of respondents, 89.3%, identified attending workshops, seminars, and conferences as a key professional development (PD) tool Additionally, 86% of participants highlighted learning from colleagues through collaborative work as another important method for professional growth This indicates that teachers greatly benefit from peer interactions in their professional development journey.
The participants’ definitions of PD
A significant number of participants identified attending training courses (79.3%), conducting research (78.7%), and engaging in postgraduate programs (78.7%) as essential forms of professional development (PD) in English language education Additionally, a slightly lower percentage of teachers (76%) emphasized the importance of lifelong learning for their professional growth However, it is noteworthy that only 114 respondents (76%) recognized PD as a vital component of their educational journey.
Engaging in activities that enhance teaching quality and improve student outcomes is crucial for educators Interestingly, attending courses required for obtaining teaching titles was identified as the least recognized form of professional development by respondents, with only 72.7% acknowledging its importance Despite being a mandatory requirement for all teachers in the MPS to qualify for academic appointments, this type of training often goes unnoticed in discussions about teacher professional development.
Teachers’ preferences for PD tools
4.2.1 Descriptive statistics of the quantitative results
Attending workshops, seminars, and conferences Attending training courses organized by the MPS or the institution address teachers’ deficit in performing their work
Postgraduate programs in English language education Participating in any activity that contributes to raising teacher’s teaching quality and student’s outcomes
In general, the subjects showed a positive attitude toward all of the PD tools listed in the questionnaire because all of the mean scores, except for that of
Teachers and management teams reported higher than average satisfaction with being observed, scoring above 3.0 Additionally, there was a clear preference for formal professional development (PD) tools, as the most highly rated activities were predominantly formal in nature.
Teachers’ preferences for PD tools
4) Observing teachers from your institution 3.63 1.028
8) Preparing lessons with other teachers 3.54 1.096
10) Participating in PD networks for EFL teachers 3.53 1.044
5) Observing teachers from other institutions 3.49 1.058
12) Conducting individual or collaborative research 3.26 1.101
6) Being observed by other teachers, a management team
Gender and preferred PD tools
The analysis revealed that 12 out of 13 items showed no significant difference in preferences for PD activities between male and female respondents, with p-values exceeding 0.5 However, Item 2 exhibited a significant difference, indicated by a p-value less than 0.5, highlighting a notable disparity in preferences between the male and female groups.
‘Training courses’ The results indicate that female teachers (mean rank = 76.06) seemed to give more preference for training courses than their male counterparts (mean rank = 57.06).
Teaching experience and preferences for PD tools
The study revealed a statistically significant difference in preferences regarding Item 6, which involved being observed by other teachers and management (χ²(3) = 10.744, p = 013), with Group 1 showing a notable distinction from Group 4 (p = 02) Additionally, a significant difference was found for Item 8, related to preparing lessons collaboratively (χ²(3) = 8.031, p = 045), where Group 1 also differed significantly from Group 3 (p = 041) These findings suggest that veteran teachers are more inclined to have their classes observed and to engage in collaborative lesson preparation.
Teachers’ institutions and preferences for PD tools
The Mann-Whitney U test was utilized to identify differences between the university teachers and college counterparts in preferences for various types of
PD Eight out of 13 items had p < 0.05, indicating a statistically significant difference between the two groups
The test revealed a significant difference between the university teachers in Item
College teachers demonstrated a notable preference for various professional development (PD) tools, particularly valuing opportunities such as observing teachers from other institutions, being observed by peers and management, engaging in informal conversations with colleagues, and collaborating on lesson preparation Additionally, they emphasized the importance of coaching and mentoring, participating in PD networks specifically for English as a Foreign Language (EFL) teachers, maintaining teaching journals, and pursuing self-study These findings highlight the significance of collaborative and reflective practices in enhancing teaching effectiveness.
Factors mediating teachers’ participation in PD tools
The respondents generally believed that all of the factors listed in the questionnaire were strongly influential on their participation in PD activities.
The most influential factors affecting teachers' professional development (PD) engagement included workload, available time for PD, support from faculty and institutional leaders, and financial considerations, all receiving mean scores above 4.0 Notably, support from leadership was deemed more impactful on PD uptake compared to support from colleagues, which had a mean score of 3.64 Additionally, "promotion prospects" were identified as the least influential factor, with a mean score of 3.48.
Exploratory Factor Analysis of the PD tools teachers participated in
To identify latent constructs and streamline the mediating factors scale, Exploratory Factor Analysis (EFA) was conducted on 12 items using the Varimax rotation method The analysis included an assessment of the data's suitability for EFA.
The first factor, Collaborative PD Tools, consists of six items (4, 6, 7, 8, 9, and
10) The second factor, Formal PD Tools, includes three items (1, 2, and 3) The third factor, Individual PD Tools, has three items (11, 12, and 13).
Exploratory Factor Analysis of the structure of the mediating factors
An Exploratory Factor Analysis (EFA) was conducted on a 15-item mediating factors scale using the Varimax rotation method to uncover latent constructs and streamline the number of variables The analysis revealed the first factor, termed the Institutional Factor, which comprises six distinct items.
(1, 2, 3, 4, 5, and 9) The second factor, Nature of PD Activities, includes three items (6, 7, 8, and 12) The third factor, Individual Factor, has three items (11, 13,
The correlation between influential factors and teachers’ participation in PD tools
It was indicated that the influential factors were predicted to contribute significantly to teachers’ involvement in Collaborative PD The results show that Institution Factor (β = 314, t = 4.244, p < 001), Nature of PD Activities (β
= 224, t = 2.815, p = 006), and Individual Factor (β = 299, t = 3.857, p < 001) all positively predicted teacher PD involvement frequency.
The study highlights that certain predictors significantly influence teachers' engagement with Formal Professional Development (PD) Tools Specifically, the Institution Factor (β = 222, t = 2.793, p = 006), Nature of PD Activities (β = 314, t = 3.669, p < 001), and Individual Factor (β = 227, t = 2.724, p = 007) all demonstrate a positive correlation with the frequency of teachers' involvement in these tools.
As for the Individual PD Tools, the results show that Institution Factor (β = 187, t = 2.378, p = 019), Nature of PD Activities (β = 302, t = 3.568, p < 001), andIndividual Factor (β = 287, t = 3.480, p = 001) all positively predicted teachers’ participation.
Teachers’ perceptions of the PD outcomes
4.4.1 Descriptive statistics of the quantitative results
The majority of the respondents held a very positive view about the outcome of
Professional development (PD) activities across all 15 aspects received mean scores around 4.0, indicating strong positive feedback An impressive 90.7% of participants acknowledged that their English language skills and knowledge improved through these activities Additionally, nearly 90% of respondents recognized benefits such as increased confidence in teaching, enhanced class management, a greater willingness to adopt new teaching techniques, and improved skills in lesson planning and material design.
The study revealed that approximately 80% of teachers expressed a strong desire for improvements in four key areas: increased opportunities for professional development activities, enhanced teacher research capabilities, better practices in student evaluation and assessment, and the development of ICT skills for teaching.
A significant 77.3% of teachers reported enhanced skills in individualized teaching, while 76% noted improvements in classroom management Additionally, about two-thirds of educators experienced boosts in job satisfaction, recognition from peers and leaders, and increased student autonomy However, it is important to highlight that fewer respondents indicated changes in career development opportunities and salary.
4.4.2 Teachers’ frequency of participation in PD tools and outcomes
The findings reveal that the frequency of involvement plays a crucial role in enhancing teachers' professional development, with a significant statistical relationship identified (F(3, 145) = 98.297, p < 001) Notably, participation in Collaborative Professional Development (PD) Tools emerged as a strong predictor of positive outcomes for teachers, evidenced by a substantial effect size (β = 364, t = 5.631, p < 001).
Individual PD Tools (β = 320, t = 5.301, p < 001), and Formal PD Tools (β
= 300, t = 5.172, p < 001) Thus, the results revealed that the model of participation in three forms of PD activities positively predicted teachers’ reported improvements related to their English instruction and teaching careers.
Relationship between teachers’ frequency of PD participation and outcomes
B Std Error Beta Tolerance VIF
Collaborative PD Tools 290 051 364 5.631 000 543 1.843Individual PD Tools 241 046 320 5.301 000 624 1.603
THE QUALITATIVE FINDINGS
Teachers’ conceptualizations of PD
In follow-up interviews, EFL teachers were prompted to define professional development (PD) and discuss key quantitative findings Their definitions revealed two main themes: PD as tools and PD as goals, highlighting the resources and objectives within the activity system The tools theme was further divided into five subthemes.
Professional development (PD) encompasses various forms, including training courses, self-study, and lifelong learning It also includes formal qualification programs and workshops or seminars aimed at enhancing teaching methodologies, expanding knowledge, developing skills, building research capacity, and meeting established teacher standards.
Teachers’ preference for professional development tools
Teachers and faculty leaders were interviewed about teachers’ preferences for
The data analysis highlighted that all professional development (PD) tools included in the questionnaire were acknowledged by participants Additionally, two new tools surfaced: the Outstanding Teacher Competition and Teaching in Other Institutions Teachers showed a strong preference for methods such as self-study, training courses, and observing the classes of their peers.
Teachers prefer engaging in external classes, informal discussions with colleagues, participating in teacher networks, and pursuing formal qualification programs However, they show less enthusiasm for coaching and mentoring, conducting research, participating in teacher competitions, and being observed by peers.
Female teachers tend to favor training courses more than their male counterparts, as these courses are typically shorter and have less impact on family commitments Additionally, veteran teachers often engage in sharing their experiences and providing feedback through class observations, making them more willing to participate in professional development activities.
Factors mediating teachers’ participation in professional development tools 17 5.4 Teachers’ perceptions of the professional development outcomes
sense of responsibility, Teachers’ gender, and Teachers’ age and experience.
The second theme, Institutional and Ministerial Factors, includes
Implementations of PD tools, Financial factor, The faculty and institution leaders, The colleagues, The students, Working hour management, The confidentiality policy, Excessive supervision, and Heavy workload
Interviews with teachers and leaders corroborated the quantitative findings, highlighting that individual factors, along with institutional and ministerial elements, significantly influence teachers' professional development (PD) engagement The qualitative insights further elucidated these findings, indicating whether each factor had a positive or negative effect on PD participation Individual factors predominantly served as enablers, while institutional and ministerial factors presented a mix of enablers, such as supportive faculty and leadership, barriers like student dynamics and workload management, and dual roles as both enablers and barriers, particularly regarding the implementation of PD tools.
5.4 Teachers’ perceptions of the professional development outcomes
Teachers reported that their professional development (PD) participation positively impacted various areas, highlighting eight key themes: enhanced pedagogical knowledge and skills, improved ICT skills for teaching, increased proficiency in the English language, strengthened research capacity, boosted self-efficacy, and expanded networks among teachers.
PD opportunities, recognition from colleagues and leaders, and job satisfaction.
Teachers reported that their professional development (PD) participation led to improvements in various aspects of their teaching However, during interviews, they expressed less optimism about enhancements in their English language knowledge, skills, and research capacity compared to the quantitative data Several teachers attributed the minimal progress in their English language skills to their specific working environments rather than the effectiveness of the PD tools.
DISCUSSION
Teachers’ conceptualization of professional development
Teachers perceive professional development (PD) as engaging in a range of activities that can be both formal and informal, and may occur individually or collaboratively This aligns with similar research findings from diverse contexts, including studies conducted in Turkey and Indonesia.
In recent studies conducted in 2019, Thailand (Phothongsunan, 2018), and Iran (Alibakhshi & Dehvari, 2015), English as a Foreign Language (EFL) teachers have defined professional development (PD) as the engagement in various activities aimed at enhancing their skills, with a significant focus on formal, top-down approaches.
Teachers primarily define professional development (PD) as participation in formal activities, particularly training courses, indicating that these structured experiences are viewed as crucial for their professional growth This perspective aligns with previous research, which highlights a tendency among educators to connect PD with formal, top-down initiatives (Alibakhshi & Dehvari, 2015; Agbayahoun, 2016; Topkaya & Çelik, 2016).
Participants in this study highlighted the importance of professional development (PD) as not only the adoption of PD tools but also as a means to achieve specific goals Teachers recognized the necessity of updating their professional knowledge and skills, largely due to the inadequate preparation provided by pre-service teacher education (Richard & Farell, 2005; Yook & Lee, 2016) Additionally, EFL teachers identified research engagement as a key objective of PD, emphasizing its role in enhancing research capacity Understanding the significance of research in PD is essential for teachers, as it aligns with the transformative PD model (Kenedy, 2005) By engaging in research, teachers can critically examine their practices, gain insights into their educational context (Kennedy, 2014), and implement informed changes to improve their teaching strategies (Dikilitaş, 2015).
Teachers’ preferences for professional development tools
The study reveals that teachers have a pronounced preference for formal professional development (PD) tools, aligning with previous research conducted in different contexts (Girma et al., 2019; McElearney et al., 2018; Phothongsunan).
In recent years, formal professional development (PD) activities have emerged as essential tools for teachers' professional growth, particularly within the MPS framework The MPS organizes annual training courses, setting participant limits for each institution, which may explain the preference among teachers for these structured PD opportunities Initially, EFL teachers may engage in these mandated PD activities out of obligation; however, they often recognize their value in enhancing professional competence The requirement for a specific number of PD hours may further contribute to the inclination of EFL teachers toward formal PD tools.
PD programs, teachers can prove to the administrators that they have fulfilled the required annual number of hours for PD or teachers’ standards.
This study reveals that while teachers prefer formal professional development (PD) tools, they also value collaborative PD methods such as observing peers, engaging in informal discussions, and participating in EFL networks This preference for collaboration is noteworthy, especially given previous findings that suggest Vietnamese EFL teachers typically favor isolation in their professional learning Unlike their counterparts in higher education institutions, teachers in the MPS are required to be present during office hours, allowing them to engage in job-embedded PD activities that complement formal training This inclination towards collaborative learning may reflect the cultural aspect of collectivism prevalent in their environment.
Factors mediating teachers’ participation in professional development tools 21 6.4 Teachers’ perceptions of the professional development outcomes
Mixed data revealed that various individual factors significantly influence teachers' participation in professional development (PD) activities This supports existing research indicating that teachers' involvement in PD is contingent upon multiple personal factors (Dau, 2020; King et al., 2023; Ngo, 2019; Richter, 2011) Many interview participants emphasized that a sense of responsibility serves as a crucial motivator for their PD engagement, aligning with findings from earlier studies (Appova & Arbaugh, 2017; Ngo, 2019; Tran, 2016) Additionally, several respondents highlighted that teachers' intrinsic motivation to learn acts as a key enabler of their participation in PD, reinforcing the notion that commitment to lifelong learning drives teachers to engage in professional development activities.
An investigation into the impact of teaching experience on professional development (PD) participation revealed that teachers with over 20 years of experience engaged less frequently in formal PD tools, such as qualification programs This aligns with previous studies (David & Bwisa, 2013; Richter et al., 2011; Zhang et al., 2021) The trend can be explained by the fact that many experienced EFL teachers in the MPS hold the title of 'Senior Lecturer' and possess advanced degrees, with 93.9% having Master's or Doctoral qualifications Despite this, these seasoned educators did not exhibit a significantly lower frequency of participation in other PD forms compared to their early-career counterparts Richter et al (2011) highlighted that veteran teachers typically do not engage less in PD; rather, they prefer different types of professional development opportunities.
While some teachers had positive experiences with professional development (PD) tools organized by MPS, many found them to be irrelevant, repetitive, and overly theoretical, leading to concerns about their applicability to students Faculty leaders echoed these sentiments, attributing the issue to a top-down approach that neglects teachers' input in designing PD programs To enhance effectiveness, PD should be tailored to teachers' needs and interests, focusing on subject matter content Engaging teachers in relevant models that reflect their classroom dynamics is crucial, moving away from traditional, generic, lecture-based formats.
A contradiction identified between the subjects and the mediating artifacts in the
PD activity system was the teachers’ need for PD opportunities and the lack of
Teachers showed a preference for formal professional development (PD) activities offered by the Ministry of Public Security (MPS) and its Higher Education Institutions (HEIs), indicating a reliance on internal PD initiatives influenced by their specific contexts Additionally, this preference highlights a concern that PD programs often cater to general educators, while English as a Foreign Language (EFL) teachers seek specialized training tailored to their unique needs.
The quantitative phase revealed that while teachers experienced both positive and negative aspects of professional development (PD) tools, the Nature of PD Activities showed a positive correlation with their participation in Collaborative, Formal, and Individual PD forms This trend can be attributed to feedback from teachers during the qualitative phase, indicating that many were required to attend numerous PD activities mandated by the MPS Consequently, EFL teachers within the MPS often comply with regulations, leading them to engage in PD activities irrespective of their personal needs and interests.
Financial constraints significantly impact teachers' participation in professional development (PD) opportunities in Vietnam Many teachers, particularly those who are new to the profession, struggle with low salaries, which hinder their ability to afford external PD programs As a result, these financial challenges often prevent educators from enhancing their skills and advancing their careers, making it difficult for them to support their families effectively (Dau, 2020; Hoang, 2020).
The study indicates that faculty and institutional leaders within the MPS significantly enhance the professional development (PD) of English as a Foreign Language (EFL) teachers This aligns with previous research highlighting the vital role of institutional leadership in teacher PD (Chu et al., 2021; King et al., 2023; Zhang et al., 2021) In the MPS framework, faculty leaders hold authority over teachers, determining annual PD plans, selecting participants for PD programs, and organizing relevant PD activities, thereby ensuring a structured approach to teacher development.
Informal conversations among colleagues served as valuable opportunities for sharing knowledge and skills, and feedback on teaching practices was highly appreciated This finding contrasts with Zhang et al (2021), which suggested that colleague support did not significantly impact the professional motivation of Chinese EFL teachers, attributing this to cultural factors that discourage seeking help to maintain face In contrast, this study aligns with Western research (Evers et al., 2016; Kwakman, 2003; Visone, 2019) that highlights the positive influence of colleagues on teachers' professional development engagement.
Interviews revealed that students negatively influence teachers' professional development (PD) involvement, highlighting a contradiction between teachers' goals of enhancing their teaching methods and English proficiency, and the low English proficiency and passive learning styles of their students This discrepancy underscores the need for effective PD programs that allow teachers to participate in activities directly relevant to their classrooms and student needs (Darling-Hammond et al., 2017).
According to the MPS’ policy, teachers are required to work in the institution during office hours, thus having limited time for external PD Through the lens of
The current study reveals a contradiction between teachers' needs and established professional development (PD) rules This discrepancy may serve as a catalyst for change and growth, prompting educators to seek alternative PD methods, including self-study and collaborative activities with colleagues.
The second tension surrounding the rule involves restrictions on relationships with foreigners and international travel This highlights a contradiction within the MPS policies, which aim to equip teachers with the skills necessary for an international environment, while simultaneously imposing regulations that limit their ability to engage in such experiences.
In the initial phase, teachers identified workload as the primary barrier to professional development (PD) involvement, a concern echoed by faculty leaders in the subsequent phase This conflict arises from the disparity between the demands of teachers' PD activities and their teaching responsibilities As highlighted in previous studies, the time allocated to teaching and other job-related duties significantly restricts opportunities for PD (Tran, 2016; Zorba, 2022) Furthermore, excessive workloads can lead to fatigue and stress among teachers, further diminishing their motivation to engage in PD activities (Le, 2020b; OECD, 2014).
The imposition of professional development (PD) activities and teacher standards from the top-down has created tensions within the PD activity system, as many teachers and leaders criticized the lack of needs analysis prior to implementation This issue is reflected in quantitative data showing that institutional factors positively influenced teachers' participation in various forms of PD, including Collaborative Tools (β = 314), Formal Tools (β = 222), and Individual Tools (β = 187) These findings align with previous research in Vietnam, highlighting the significant role of the Ministry of Education and Training (MOET) and institutions in determining the types of PD activities available to teachers.
6.4 Teachers’ perceptions of the professional development outcomes
6.4.1 The outcomes related to English language teaching
Teachers observed significant improvements in English proficiency, attributed to both formal and informal professional development (PD) activities This enhancement aligns with the standards set by the Ministry of Education and Training (MOET) for English as a Foreign Language (EFL) teachers, emphasizing the importance of language proficiency in educational reforms, as noted in previous research (Hoang, 2020; Ngo, 2019; Tran, 2016) Additionally, top-down PD initiatives are often grounded in government and MOET documentation (Hoang, 2020) To support the National Foreign Languages Project, various courses aimed at enhancing English language skills have been organized to help teachers meet the required language proficiency standards.
The integration of results from both phases demonstrates a significant enhancement in teachers' instructional competence due to their participation in professional development (PD) programs This aligns with findings from previous studies conducted in Vietnam and internationally Participants noted a notable shift in their attitudes toward teaching, attributing this change to their improved professional knowledge and skills, which fostered greater confidence in their teaching abilities This observation corroborates Whitworth & Chiu's assertion that as educators implement innovative practices and witness their effectiveness, their self-efficacy is likely to rise.
6.4.2 The outcomes related to the teaching career
CONCLUSION AND IMPLICATIONS
Implications
7.1.1 Implications for policy-makers and academic managers
Teachers showed a preference for many of PD activities including formal and informal ones, but the MPS seemed to excessively focus on formal ones Thus,
Professional development (PD) plans for English as a Foreign Language (EFL) teachers should incorporate diverse activities tailored to meet teachers' specific needs Emphasizing collaborative opportunities is essential, as collaboration is a key element of effective professional development.
To promote professional development (PD) activities for teachers involving foreign nationals, it is essential to establish clear policies This includes defining the submission procedures for permission and setting specific time limits for the authorized agency to respond to teachers' requests, thereby streamlining the process.
Professional development (PD) policies must prioritize teachers' characteristics, which are often overlooked It is essential to consider the duration and location of PD programs to encourage participation among female teachers Additionally, the age and experience of educators should be taken into account, as teachers at various career stages have distinct preferences and requirements for PD formats and content.
EFL teachers should be actively involved in all phases of the educational process, including planning, designing, delivering, and follow-up Tailoring content to address the specific professional needs and challenges faced by EFL teachers in their workplaces will enhance its relevance and effectiveness Focusing on the unique experiences of EFL educators, rather than generalizing for a broader audience, will provide more valuable and applicable resources.
To enhance EFL teachers' professional development, it is essential to reduce required teaching hours and other responsibilities, allowing for greater engagement in professional learning Additionally, fostering closer collaboration between the Ministry of Public Security (MPS) and the Ministry of Education and Training (MOET) will provide EFL teachers with improved access to professional development events and funding opportunities.
EFL teachers in this study heavily relied on formal professional development (PD) programs from the MPS, yet expressed dissatisfaction due to the programs' lack of relevance to their needs To enhance their professionalism, teachers should take a more proactive role, acting as change agents instead of merely following directives Additionally, they reported a strong preference for collaborative activities, recognizing their value; thus, it is essential for teachers to actively participate in mentoring, coaching, peer conversations, study groups, and professional networks to foster growth and development (Richter et al., 2011).
Recommendations for further study
The study's findings and limitations highlight the need for additional research, particularly in similar settings like Higher Education Institutions (HEIs) within the Ministry of National Defense.
Secondly, more studies need to be conducted to examine the commonalities and differences between EFL teachers at three-year colleges and their peers at universities/academies concerning PD
To gain a comprehensive understanding of professional development for MPS teachers, it is essential to involve various stakeholders, such as MPS ministers, educational managers, institutional leaders, and students, in future research initiatives.
Fourthly, the study results indicated that EFL teachers accessed various forms of
PD, consisting of both formal and informal ones Thus, the outcomes of each form of PD should be investigated more fully to evaluate the effectiveness of these PD tools
The primary objective of enhancing teachers' professionalism is to elevate the quality of teaching and learning Observing teachers' classroom practices is essential for understanding how they integrate professional development (PD) outcomes into their teaching Additionally, it is crucial to assess the relationship between teachers' participation in PD and student learning outcomes.
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC HÀ NỘI
PHÁT TRIỂN CHUYÊN MÔN CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƯỜNG CÔNG AN DƯỚI GÓC NHÌN CỦA THUYẾT HOẠT ĐỘNG
TÓM TẮT LUẬN ÁN TIẾN SĨ
PGS.TS Phạm Ngọc Thạch PGS.TS Nguyễn Thị Mai Hương Trần Văn An
CHƯƠNG 1: ĐẶT VẤN ĐỀ 11.1 Lý do thực hiện nghiên cứu 11.2 Mục tiêu nghiên cứu và câu hỏi nghiên cứu 21.3 Ý nghĩa của nghiên cứu 2CHƯƠNG 2: TỔNG QUAN NGHIÊN CỨU 32.1 Phát triển chuyên môn cho giáo viên 32.2 Các nghiên cứu trước đây về PTCM giáo viên tiếng Anh 42.3 Khung lý thuyết: Thuyết Hoạt động 6CHƯƠNG 3: PHƯƠNG PHÁP NGHIÊN CỨU 83.1 Thiết kế nghiên cứu 83.2 Lựa chọn đối tượng tham gia nghiên cứu 83.3 Phân tích dữ liệu 9CHƯƠNG 4 KẾT QUẢ ĐỊNH LƯỢNG 104.1 Quan niệm của giảng viên về PTCM 104.2 Sở thích của giảng viên đối với các HĐPTCM 114.3 Yếu tố tác động đến sự tham gia PTCM của giảng viên 134.4 Đánh giá của giảng viên về tác động của quá trình tham gia PTCM 15CHAPTER 5 THE QUALITATIVE FINDINGS 165.1 Quan niệm của giảng viên về PTCM 165.2 Sở thích của giảng viên đối với các HĐPTCM 175.3 Yếu tố ảnh hưởng đến sự tham gia PTCM của giảng viên 175.4 Đánh giá của giảng viên về tác động của PTCM 18CHƯƠNG 6 BÀN LUẬN 196.1 Quan niệm của giảng viên về PTCM 196.2 Sở thích của giảng viên đối với các HĐPTCM 206.3 Các yếu tố ảnh hưởng sự tham gia PTCM của giảng viên 216.4 Đánh giá của giảng viên về kết quả tham gia HĐPTCM 26CHƯƠNG 7 KHUYẾN NGHỊ VÀ KẾT LUẬN 28
7.1 Khuyến nghị 28 7.2 Hướng phát triển của nghiên cứu 29
DANH MỤC TỪ VIẾT TẮT
BGDĐT Bộ Giáo dục và Đào tạo
CSĐT Cơ sở đào tạo ĐBSCL Đồng bằng sông Cửu Long
EFA Phân tích nhân tố khám phá
HĐPTCM Hoạt động phát triển chuyên môn
PTCM Phát triển chuyên môn
1.1 Lý do thực hiện nghiên cứu
Phát triển chuyên môn (PTCM) cho giảng viên là yếu tố then chốt trong việc nâng cao chất lượng giảng dạy và học tập, góp phần cải thiện toàn bộ hệ thống giáo dục (Borko, 2004; Darling-Hammond và cộng sự, 2017) Tuy nhiên, các chương trình PTCM dành cho giáo viên tiếng Anh tại Việt Nam thường gặp nhiều thách thức.
Bộ Giáo dục và Đào tạo (BGDĐT) áp đặt các hoạt động PTCM từ trên xuống, dẫn đến sự chỉ trích về hiệu quả hạn chế của chúng đối với sự phát triển chuyên môn của giáo viên (Lê, 2020; Nguyễn và cộng sự, 2020) Sự phổ biến của các hoạt động này đã dấy lên những lo ngại về thái độ của giáo viên, tính hiệu quả và ảnh hưởng đến sự tham gia của họ vào các cơ hội PTCM không chính thức Ngoài ra, PTCM của giáo viên còn bị tác động bởi yếu tố bối cảnh và cá nhân, nhưng nghiên cứu về ảnh hưởng của những yếu tố này đối với giảng viên tiếng Anh bậc đại học tại Việt Nam vẫn còn hạn chế (Ngô, 2021).
Trong quá trình giảng dạy tiếng Anh tại một cơ sở giáo dục đại học thuộc Bộ Công an, tôi đã nghiên cứu sâu về vấn đề phát triển chuyên môn cho giảng viên Với hơn 20 năm kinh nghiệm, tôi nhận thấy nhiều cơ hội phát triển nghề nghiệp (PTCM) mà tôi tham gia đều do Bộ Công an và cơ sở giáo dục quyết định Những cơ hội này không chỉ dành cho giảng viên tiếng Anh mà còn cho tất cả các môn học, nhằm nâng cao kiến thức chuyên môn, phương pháp giảng dạy và trang bị nghiệp vụ Công an cơ bản Tham gia các hoạt động này mang lại cho tôi cả những trải nghiệm tích cực lẫn tiêu cực, nhưng cũng gặp phải những khó khăn do nội dung PTCM không phù hợp và bối cảnh không thuận lợi, ảnh hưởng đến việc áp dụng kết quả PTCM vào thực tiễn giảng dạy.
1.2 Mục tiêu nghiên cứu và câu hỏi nghiên cứu
Nghiên cứu này nhằm cung cấp cái nhìn tổng quát về phương pháp giảng dạy tiếng Anh tại các cơ sở giáo dục đại học thuộc BCA Để thực hiện mục tiêu này, nghiên cứu sẽ làm rõ nhận thức của giảng viên về phương pháp giảng dạy, các hoạt động giảng dạy mà họ ưa thích, những yếu tố ảnh hưởng đến sự tham gia vào phương pháp giảng dạy, cũng như kết quả của các hoạt động giảng dạy này.
Nói cách khác, nghiên cứu nhằm trả lời các câu hỏi nghiên cứu sau:
1 Giảng viên tiếng Anh tại các trường Công an quan niệm như thế nào về PTCM giảng viên?
2 Hoạt động PTCM nào được giảng viên ưa thích?
3 Các yếu tố nhân khẩu học liên quan như thế nào đến sở thích của giảng viên đối với các hoạt động PTCM và tần suất tham gia PTCM?
4 Yếu tố nào ảnh hưởng đến sự tham gia của giảng viên vào PTCM?
5 Giảng viên nhìn nhận kết quả tham gia các hoạt động PTCM như thế nào?
6 Tần suất tham gia PTCM của giảng viên tương quan với các yếu tố ảnh hưởng và kết quả của PTCM như thế nào?
Nghiên cứu này nhằm bổ sung lý luận về PTCM giảng viên tiếng Anh đại học trong bối cảnh lực lượng vũ trang Đồng thời, do Thuyết Hoạt động (THĐ) ít được áp dụng trong nghiên cứu Dạy tiếng Anh cho người nói ngôn ngữ khác, nghiên cứu sẽ cung cấp bằng chứng về khả năng áp dụng của THĐ, từ đó hỗ trợ các nhà nghiên cứu trong việc áp dụng lý thuyết này trong các nghiên cứu giáo dục, đặc biệt là liên quan đến PTCM của giáo viên.
Nghiên cứu đã làm sáng tỏ nhiều khía cạnh của PTCM trong BCA từ góc nhìn của những người tham gia, mang lại lợi ích cho các bên liên quan như nhà hoạch định chính sách, lãnh đạo trường, cán bộ quản lý giáo dục, người thiết kế chương trình, giảng viên và học viên Những cải tiến trong thực hành PTCM của giảng viên có thể nâng cao kết quả học tập của học viên, góp phần vào mục tiêu cuối cùng của quá trình PTCM.
CHƯƠNG 2: TỔNG QUAN NGHIÊN CỨU
2.1 Phát triển chuyên môn cho giáo viên Định nghĩa của Day’s (1999) phác họa bức tranh toàn diện về PTCM cho giáo viên như sau:
Phát triển chuyên môn (PTCM) là quá trình bao gồm tất cả các trải nghiệm học tập tự nhiên và các hoạt động có kế hoạch nhằm nâng cao chất lượng giáo dục Giáo viên tham gia vào việc tự đánh giá, đổi mới và mở rộng cam kết để đáp ứng yêu cầu giảng dạy, từ đó phát triển kiến thức, kỹ năng và trí tuệ cảm xúc cần thiết Định nghĩa này nhấn mạnh sự phức tạp của công tác giảng dạy và vai trò của giáo viên như những người tạo ra thay đổi, đồng thời chỉ ra các yếu tố ảnh hưởng đến sự tham gia của họ vào các hoạt động PTCM.
2.2 Các nghiên cứu trước đây về PTCM giáo viên tiếng Anh
2.2.1 Quan niệm của giáo viên về PTCM
Giáo viên thường hiểu PTCM là tham gia các hoạt động chính thức như HĐPTCM, được xác nhận qua nghiên cứu của Cirocki & Farrell (2019) và Yücedağ & Şevik (2021) Các hoạt động này, thường mang tính áp đặt từ trên xuống, là phổ biến nhất trong số các giáo viên tiếng Anh Bên cạnh đó, PTCM cũng bao gồm các hoạt động không chính thức như trao đổi chuyên môn với đồng nghiệp và tự học Nghiên cứu khoa học cũng được xem là một phần của PTCM, theo quan điểm của Alibakhshi & Dehvari (2015) và Girma et al (2019).
2.2.2 Các yếu tố ảnh hưởng đến sự tham gia PTCM của giáo viên
Nghiên cứu thực nghiệm đã chỉ ra rằng sự tham gia của giáo viên tiếng Anh vào hoạt động phát triển chuyên môn (HĐPTCM) bị ảnh hưởng bởi hai rào cản chính: thiếu sự hỗ trợ từ các nhà lãnh đạo và quản lý Các tác giả như Putri và cộng sự (2021) cùng với Roemer (2021) đã nhấn mạnh tầm quan trọng của sự hỗ trợ này trong việc khuyến khích giáo viên tham gia tích cực vào các hoạt động phát triển chuyên môn.
Nghiên cứu chỉ ra rằng giáo viên tiếng Anh ở Tanzania gặp khó khăn về tài chính, khiến họ không thể nuôi sống gia đình chỉ bằng thu nhập từ giảng dạy, dẫn đến việc phải tìm kiếm nguồn thu nhập bổ sung và giảm sự tham gia vào các hiệp hội giảng dạy ngôn ngữ (Roemer, 2021) Tương tự, nghiên cứu của Đặng (2018) về giáo viên tiếng Anh ở Đồng bằng sông Cửu Long cũng cho thấy rằng vấn đề tài chính và quản lý thời gian là hai thách thức lớn trong việc tham gia các khóa đào tạo phát triển chuyên môn.
Khối lượng công việc nặng nề là một yếu tố giảm động lực giáo viên tham gia vào các hoạt động phát triển chuyên môn (HĐPTCM) trong nhiều bối cảnh (Dau, 2020; Putri và cộng sự, 2021; Roemer, 2021; Zorba, 2022) Việc dành thời gian cho các nhiệm vụ giảng dạy và công việc khác có thể khiến giáo viên thiếu thời gian cho HĐPTCM hoặc dẫn đến mệt mỏi và căng thẳng, làm giảm động lực tham gia (Zorba, 2022; Dau, 2020; Lê, 2020) Ngoài ra, các yếu tố cá nhân như vị trí công việc, trách nhiệm và thời gian dành cho PTCM cũng ảnh hưởng đáng kể đến quá trình tham gia của giáo viên (Ngô, 2021).