Background and Motivation
Vietnam's economy has made significant progress over the past two decades; however, it still falls short of meeting societal needs, particularly as the region experiences rapid growth The gap between Vietnam and developed countries remains substantial To bridge this divide, Vietnam has prioritized education and training as a crucial national policy aimed at facilitating the country's industrialization and modernization.
As Vietnam embarks on its industrialization and modernization journey, it faces a widening gap in economic and technological advancement compared to developed nations, even lagging behind some Southeast Asian countries A key factor contributing to this disparity is the insufficient intellectual quality, creativity, and technical skills among the workforce The World Economic Forum ranked Vietnam 53rd out of 59 countries in terms of educated worker quality in 2005, while the UNDP's Human Development Report highlighted a significant educational lag behind countries like China, Thailand, Malaysia, Korea, Singapore, and Japan As Vietnam integrates into the global economy, notably as the 150th member of the WTO, it encounters the challenges of the knowledge revolution and globalization Addressing the technological gap is crucial, and fostering foreign investment is essential for importing advanced technologies to drive development.
The quality of educated workers is crucial for social and economic development, especially as technology advances Businesses must swiftly retrain their technical staff, highlighting the need for universities and colleges to address these issues early in their curricula By equipping graduates with the necessary skills to meet workplace demands, we can minimize the need for retraining, ultimately benefiting both businesses and society.
Currently, there are 9 colleges training workers into the private sector In particular,
Ho Chi Minh City is home to five colleges specializing in transportation, including three vocational institutions Among these, College Transport III stands out as a key player, being the only college that allows graduates to pursue university education The other two colleges serve as affiliated units within the transport industry With over 33 years of experience in professional secondary education and over a decade in teaching college-level bachelor degrees, College Transportation III has recently adopted a comprehensive training model that encompasses four levels: workers, secondary education, colleges, and alternative university entry.
Ongoing training and development for teaching staff are essential for maintaining high teaching standards and effectively achieving educational goals The school has dedicated years to enhancing its faculty, facilities, and equipment to foster an optimal learning environment Its curriculum aligns with the Ministry of Education and Training's guidelines while integrating practical training and technology to enrich the learning experience.
Over the past decade, Vietnamese colleges have faced a widespread issue of low teaching quality, primarily due to factors such as inadequate salaries, ineffective hiring practices, and outdated teaching materials Furthermore, the lack of institutional policies promoting teacher participation in academic conferences has hindered the acquisition of new knowledge and skills This pressing concern has prompted college principals to seek improvements in teaching standards As a dedicated educator in one of these institutions, I am motivated to research the relationship between human resource management and teaching quality Enhancing recruitment processes is crucial for elevating teaching standards in Vietnam's rapidly evolving educational landscape.
Recent statistics from the Ministry of Education reveal that the country has 325 universities and colleges, with 25 established in the past year The student population has reached 1.4 million, but there are only about 52,000 teachers, resulting in a teacher-student ratio of 1:28, significantly higher than the 1:15 or 1:20 ratios found in other countries In private institutions, profit-driven admissions lead to an even poorer ratio of 1:30, compounded by insufficient teacher training For instance, at the University of Commerce, teachers average 422 teaching hours per year, exceeding regular hours by approximately 162%.
The Deputy Minister of Education and Training, Banh Tien Long, acknowledged that only 60% of the required number of university teachers is currently available, due to the rapid establishment of new universities and colleges These institutions enroll students without sufficient teaching and administrative staff, leading to an imbalance in educational quality Furthermore, teachers are burdened with excessive teaching hours, leaving little time for scientific research and the preparation of teaching materials, which significantly limits the development of teaching quality.
In 2009, there were 38,217 university teachers, reflecting an average annual increase of 14.20% The student-to-faculty ratio stood at 30.89, with some institutions exceeding 50 students per faculty member, and in certain cases, reaching as high as 100 students per teacher Notably, College Transport III exhibited a particularly high student-to-faculty ratio compared to other colleges, which significantly impacted the quality of teaching.
Case College Description
The College of Transport III, a public institution under the Ministry of Transport in Vietnam, employs 170 full-time teachers across 12 diverse departments These departments include Road and Bridge Construction, Civil and Industrial Construction, Construction Materials Technology, Business Accounting, Banking and Finance, Engineering Construction Management, Business Management, Basic Subjects, Mining and Transport, Automotive Engineering, Metal Cutting, and Telecommunication and Network Management.
The Case School, now home to over 5,000 students, is dedicated to fostering interdisciplinary education in transportation while engaging in scientific research and technological transfer Its mission includes collaboration with national and international organizations to support the industrialization and modernization of the South and Central Highlands, contributing to the nation's economic and social development amid global integration The school aims to cultivate competitive human resources, adhere to ISO 9001 Quality Management standards, and enhance partnerships with esteemed training institutions to improve the diversity and quality of its programs Additionally, it focuses on boosting financial resources, investing in facilities and faculty, and advancing its training offerings to a university level based on its college transportation program.
Many schools are expanding by opening new branches, but the student-to-teacher ratio is excessively high, which hampers effective feedback exchange between faculty and students As a result, teachers primarily focus on lecturing, limiting their understanding of students' learning progress.
The college faces challenges not only due to its reputation but also because of a shortage of qualified teachers Many educators are overworked, teaching excessive hours that leave little time for research and professional development, which negatively impacts the quality of education Additionally, the region's scarcity of teachers complicates the recruitment process for College Transport III, making it difficult to attract and retain qualified staff.
Recruiting teachers is crucial for the future development of schools, making an effective recruitment strategy essential to prevent issues with staff Despite a shortage of qualified teachers, many schools struggle to attract talent, often due to low salaries and unfavorable work environments To address these challenges, it is vital to establish a strong recruitment policy; without it, attracting and retaining quality teachers will become increasingly difficult.
Research Purposes and Research Questions
Education and training play a crucial role in developing human resources across various sectors, as individuals rely on the knowledge, experience, and skills acquired during their learning journey These elements significantly impact the overall quality of the workforce, encompassing physical, intellectual, and moral attributes While the working environment and social factors also shape laborers' performance, the essential role of education and training in enhancing the necessary skills and experience for health workers cannot be overlooked.
Education and training are fundamental to human resource development, serving as a vital force for economic and social progress A society aiming for socio-economic advancement requires a well-educated workforce capable of fostering innovation and enhancing productivity across various sectors The demand for highly qualified human resources is essential for economic growth, as educated individuals are better equipped to creatively and effectively address challenges Ultimately, self-education and motivation are key factors in achieving sustainable societal development.
Vietnam's strategic objectives for human resource development aim to support the country's industrialization and modernization, targeting a transition to an industrialized nation by 2020 The Ninth Congress of the Party emphasizes the importance of cultivating a workforce with high intellect, proficient skills, and quality training, which is enhanced by advanced education and aligned with scientific knowledge and modern technology.
Vocational Education and Training plays a crucial role in developing a skilled workforce essential for the country's industrialization and modernization The focus is on enhancing faculty development, expanding infrastructure, and ensuring quality management systems in educational institutions The 2005 Education Law prioritizes hiring qualified college and university teachers, emphasizing the recruitment of individuals with strong academic backgrounds and practical experience This commitment to training qualified educators highlights the state's investment in human resources, ensuring a continuous influx of skilled professionals dedicated to advancing the nation's educational standards and workforce capabilities.
Education and training are essential for developing highly qualified human resources and fostering social development They serve as the foundation for personnel management, scientific research, and teaching, equipping educators and service personnel with the necessary skills to impart knowledge and new technologies The quality of education directly influences the output of qualified human resources; thus, low-quality teaching can hinder social progress Ultimately, the effectiveness of education and training at all levels significantly impacts the overall quality of a country's human resources.
To improve the quality of teaching, knowledge and practical application, recruitment being used to solve the problem of teaching quality may exist Therefore, the purposes of this study are:
(1) Examine the existing teaching staff recruitment practice at case college
(2) Suggest an appropriate teaching staff recruitment model for case college
With the above research purpose, this search proposes the research questions bellow:
(1) What is the common teaching staff recruitment model of colleges in Ho Chi Minh City?
(2) What is the most appropriate teaching staff recruitment model of colleges in Ho Chi Minh City?
(3) What is the existing teaching staff recruitment model of the case college?
(4) What are the strength and weakness of the existing teaching staff recruitment model of the case college?
(5) What is the best model of teaching staff recruitment for the case college?
Because practice training and development, compensation benefits, working environment, relationship between colleagues and the school's recruitment policy can improve the quality of faculty teaching in colleges of Vietnam
This study aims to enhance teaching quality by examining the relationship between recruitment practices and educational effectiveness It seeks to identify how effective recruitment can address issues related to teaching quality and establish a correlation between these two factors.
(1) What is the regime of training and development of schools related to recruitment and teaching quality?
(2) What is compensation regime of preferential treatment of schools associated with recruitment and teaching quality?
(3) What is the work environment of the school's field related to recruitment and teaching quality?
(4) What is the relationship between colleagues of the school related to recruitment and teaching quality?
(5) Is recruitment policy of the school now effective?
Definition of Terms
Recruitment
The recruitment in this research includes following concepts and their related description
1.4.1.1 Requirement of human resources trained quality
Faculty and staff in higher education play a crucial role in guiding students through their learning journey, impacting the overall quality of human resources in society Recognizing the importance of specific skills and qualities in university personnel, Edwin Rosinski, a professor at the University of California, initiated research in 2003 to identify essential competencies for trained human resources His findings outline key requirements for faculty and staff, emphasizing the need for high-quality education and skill development in the academic sector.
(1) Ability to present a clear, concise and logical
(2) There are easy-listening voice
(4) Know how to use the equipment for teaching lesson
(5) There is good pedagogy, making teaching more attractive and easier to understand
(6) Calm, said to receive criticism with a constructive attitudes
(7) Ability to maintain appropriate speed lectures with qualified students
(8) Always try to understand more than the knowledge can be found in textbooks
(9) Always try to connect teaching with practical
(10) Always have the enthusiasm for the job, job requirements, dedicated
(11) Set specific goals for students
(12) Ability to feel good psychological
(13) Have appropriate clothing for the environment breaking, looks confident, comfortable
(14) Friendly, sympathetic attitude toward students, avoid imposing their own views, expressed the attitude of respect and concern for students
(15) Ability to research and quickly adapt to changes
(16) With progressive attitude, the desire to learn from their students and from other sources about the effectiveness of teaching
The essential qualities and skills outlined are fundamental for trained human resources, with the possibility of additional requirements influenced by social and cultural factors Professor Michael's research serves as a significant reference for universities developing standards in teacher recruitment, administration, and enhancing teaching and learning in schools (Michael, 2002).
1.4.1.2 The concept and tasks of teachers
Trainers are qualified teachers undertake the task of teaching and training in higher education, colleges of a specialized training for universities, colleges The specific tasks of the faculty include:
(1) Teaching is part of the curriculum or curriculum subjects are assigned, participate and guide the evaluation period dissertation, thesis, or graduate from university colleges
(2) Write lecture notes, compiled reference subjects assigned to undertake
(3) Participation in scientific research, primarily at the department or school
(4) Implement fully the provisions on professional expertise and under the statutes of the University
(5) Participate in management training (if required, head of the class and direct practice
1.4.1.3 Some Criteria for Evaluation of Qualifications and Competence of
The selection and evaluation of teaching staff are governed by key criteria outlined in the Education Law, which emphasizes the recruitment of outstanding graduate students who possess a university degree or higher and relevant practical experience According to the Ministry of Education and Training's standards for university quality assessment, teaching staff must meet specific qualifications: Teachers are required to have at least a college degree, complete a probationary period, and obtain two graduate certificates, while Senior Lecturers must hold a master's degree or higher, have a minimum of nine years of faculty experience, and demonstrate proficiency in a foreign language at a professional level (degree C).
To qualify as a Senior Lecturer, candidates must possess a Ph.D and have at least six years of experience in their field Proficiency in two foreign languages is essential, with the first language at a C level and the second at a B level Additionally, candidates should have completed at least three recognized projects or scientific works that demonstrate effectiveness in academia or industry Teaching skills, management abilities, and other relevant knowledge are evaluated through feedback from students, trainees, colleagues, and supervisors.
Teaching quality
Teaching quality is influenced by the effective use of materials, tools, instruments, and processes in education (Elam, Scales & Pearson, 2009) High teaching quality enhances student learning effectiveness and contributes to teacher job satisfaction, which in turn boosts organizational commitment (Dunrong & Fan, 2009) This study emphasizes the importance of examining teaching quality from the teacher's perspective.
Regarding to the evaluation of teaching quality, the ways include self evaluation of teacher and evaluated by students with a questionnaire (Elam, Scales & Pearson, 2009).
Literature Review
Human Resource Management in School
Prior literature has seldom discussed the human resource management in school However, this research searches and reviews some of recent literature related to this subject
Lorange (2006) emphasizes the importance of high-quality faculty in business schools, highlighting that professors play a crucial role in enhancing academic value, producing innovative research, and delivering effective teaching Their contributions are vital for fostering strong relationships with students and driving the overall success of academic institutions.
Lorange (2006) asserts that a performance-based human resources policy is integral to the overall strategy for professors in academic institutions, especially in business schools This strategy emphasizes an eclectic, collaborative approach rather than traditional hierarchical thinking Key recommendations include dissolving academic departments, eliminating title hierarchies, and reconsidering tenure He proposes implementing a performance-based bonus system for faculty, with guidelines for hiring, contract renewals, and managing faculty departures Additionally, the system would address faculty consulting to prevent conflicts of interest, assess bonuses based on research, teaching, and citizenship performance, and provide extra compensation for additional work.
Drago-Severson and Pinto (2006) conducted a qualitative study to explore how 25 school leaders mitigate teacher isolation and foster adult learning in diverse educational contexts Their research focuses on the creative strategies these leaders implement to utilize human resources effectively, aiming to enhance teacher collaboration and support They examine the relationship between a school's mission, atmosphere, and financial resources, as well as the principal's perceptions of human resource strategies such as mentoring and teaming The study concludes that effective human resource practices, particularly through mentoring and increasing adult presence in classrooms, significantly reduce teacher isolation and cultivate a collegial environment, ultimately contributing to essential professional development within schools.
In his 2005 study, Cele critically analyzes the unplanned human resource practices and management styles in two effective public high schools in Durban's Umlazi District, where principals and five educators from each school were interviewed These schools cater to disadvantaged working-class communities, offering education from grades 8 to 12 Cele identifies that the management approaches in these institutions rely heavily on rigid practices lacking strategic planning and investment in human capital development, which should align with the human resources strategy and the Skills Development Act 97 of 1998 This Act mandates organizations to engage in continuous training and reskilling of employees, emphasizing the importance of skills-based training programs within the South African education and labor landscape.
The findings indicate that critical labor relations policies, such as the Skills Development Act and Employment Equity Act, are being violated, with a lack of state-led systems to address these issues and ensure compliance at the school level Educators are viewed as civil servants rather than knowledge workers, limiting their professional development opportunities Additionally, the study highlights parallels between the practices in these schools and effective human resources strategies in the corporate sector.
(1) Educators in public schools work and live under total ignorance of human resources legislation
(2) There is discontinuity in state policy reinforcement between public and private employers.
Factors Influencing Recruitment
Compensation plays a crucial role in attracting individuals to the teaching profession, as even passionate new teachers may be tempted by districts offering higher salaries Given that teaching remains predominantly a regional market, it's essential for starting salaries in one state to align with those in neighboring states to remain competitive.
Higher salaries do not inherently cause recruitment issues; instead, states facing significant recruitment challenges, often due to rapid enrollment growth, are compelled to offer increased pay to address these issues When examining the relationship between salaries and recruitment difficulties while accounting for growth factors, a slight negative correlation emerges, indicating that higher salaries can modestly alleviate recruitment problems when other variables remain constant (Christiana & Douglas, 2005).
The recruitment process aims to achieve two key objectives: selecting candidates who align closely with the teacher profile and providing candidates with essential job information It is crucial to dedicate time and effort to both objectives throughout the recruitment and selection process, as meeting these goals is vital for attracting top talent in a competitive market (Dennis, 2005).
To attract top teaching talent, it is crucial for the district to demonstrate its value to applicants throughout the recruitment process Distinguishing itself from competitors is essential; therefore, gathering feedback through a questionnaire at the end of the recruitment process is vital This feedback should address candidates' experiences, including their perceptions of the information provided about the district, its benefits, and culture Additionally, it is important to assess whether candidates received a consistent message regarding employment in the district Finally, suggestions for improving the recruitment process should be solicited, ensuring that candidates feel supported in their decision-making Administering this questionnaire immediately after the final interview, before any offers are made, can provide valuable insights for enhancing the recruitment experience.
Recruiting local residents, such as classroom paraprofessionals, to teach in hard-to-staff urban and rural schools is a highly effective strategy Teachers with a personal connection to the school or its neighborhood are more likely to be engaged and committed long-term This approach is especially beneficial for attracting minority teachers; however, it is important to note that the local talent pool may be limited.
States are increasingly enhancing their hiring processes by implementing online teacher recruitment clearinghouses and standardized application forms across districts These initiatives aim to support smaller, less affluent districts that may lack sufficient resources for recruitment However, it is crucial to ensure that teachers are assigned roles that align with their experience and expertise, as placing inexperienced teachers in demanding positions can lead to failure and dissatisfaction Despite several states' commitments to eliminate out-of-field teaching—where teachers are assigned to subjects outside their area of competence—this practice continues to be prevalent.
In response to teacher shortages, many states are implementing policies that allow retired teachers to return to the classroom without forfeiting their retirement benefits, often serving as mentors for new educators Notably, states like Massachusetts, Georgia, New York City, and Denver have launched significant recruitment initiatives targeting mid-career professionals, resulting in a candidate pool up to ten times larger than needed, thus creating a competitive selection process These states typically utilize alternative route programs that appeal to mid-career individuals who may not have the means to pursue lengthy preparation courses while sacrificing their full-time income.
Community colleges play a crucial role in teacher recruitment and preparation, leveraging a significant pool of potential educators, particularly among minority students who start their post-secondary education there By fully integrating community colleges into the teacher preparation pipeline, we can enhance the success and job satisfaction of teachers, who, like other dedicated professionals, aspire to thrive in their careers.
Schools that prioritize effective learning environments and foster satisfaction among both teachers and students are more likely to retain their educators Recent research shows that challenging working conditions have a greater impact on teacher turnover rates than inadequate pay.
The quality of administrative leadership at both school and district levels is crucial in shaping school culture and supporting teaching staff Addressing the training, recruitment, retention, and development of effective school leaders has become a significant state policy issue States are increasingly recognizing the importance of induction and mentoring programs, which provide essential orientation and support for new teachers, particularly those facing challenging assignments For these programs to be effective, they must be properly staffed and funded.
To recruit effective teachers, strategies highlighted by Michael (2002) include rewarding educators for enhancing their knowledge and skills, as well as for their proven success in the classroom Additionally, creating career advancement opportunities such as career ladders, master teacher roles, National Board certification, and effective professional development is essential It is also crucial to ensure that accountability systems do not unfairly hold teachers accountable for factors beyond their control.
According to the above discussion, this study suggests that compensations, training
The recruitment practices in a school are significantly influenced by factors such as promotion opportunities, the working environment, and coworker relationships These elements contribute positively to the overall recruitment process Consequently, this research proposes the following hypotheses.
H1: There is a positive relationship between compensations and recruitment
H2: There is a positive relationship between training & promotion and recruitment
H3: There is a positive relationship between working environment and recruitment.
Recruitment and Teaching Quality
For researching the relationship between recruitment in school and teaching quality, this research reviews the prior literature and infers the relationship
Elam, Scales, and Pearson (2009) conducted qualitative research to investigate whether teaching practices change following formal visits and if these changes correlate with improvements in teaching quality Their findings indicate that practice site visits serve as an effective tool for promoting best practices and assessing quality in undergraduate medical education within primary care, while also enhancing communication.
Elam, Scales, and Pearson (2009) discovered that 41% of practices reported changes following quality assurance visits, indicating potential benefits for students Their findings contribute to the growing literature on primary care quality assurance, highlighting the value of visits alongside other assurance methods Despite the costs and inconveniences, routine visits to well-performing practices can enhance communication and quality Similarly, Dunrong and Fan (2009) emphasize that student evaluations of teaching are essential for ensuring teaching quality in higher education institutions (HEIs) These evaluations provide students with a platform to express their needs, aligning HEIs with a student-centered approach However, challenges such as student substitutions, an overemphasis on presentation over content, misuse of results, and design flaws in the evaluation system persist.
Dunrong and Fan (2009) emphasize the importance of developing an accurate perspective on student evaluation of teaching They advocate for the creation of a robust and scientific framework for these evaluations, while also recommending the incorporation of effective practices from international examples This approach aims to enhance the student evaluation system and strengthen the overall quality assurance measures in higher education institutions (HEIs).
Effective human resource management in schools, as highlighted by Lorange (2006), plays a crucial role in enhancing academic value, fostering innovative research, and strengthening student relationships, ultimately contributing to the institution's success Key practices include strategic hiring and contract renewals, clear procedures for faculty dismissals, and measures to prevent internal competition among faculty Additionally, performance assessments for research, teaching, and citizenship, along with compensation for extra work, are vital components Drago-Severson and Pinto (2006) further emphasize that robust human resource management creates opportunities for teacher learning, significantly aiding in their professional development.
This study indicates that effective human resource management in school recruitment enhances teaching quality, while poor recruitment practices negatively impact it Consequently, the research proposes a hypothesis and develops a model, illustrated in Figure 2-1.
H4: There is a positive relationship between recruitment and teaching quality
Research Methodology
Research Procedure
The research focused on recruitment challenges within schools, motivated by the need to enhance teaching quality in Vietnamese colleges The study established clear objectives aligned with this purpose, followed by a literature review that explored human resource management and its influence on recruitment and teaching quality Expert consultations informed the development of a questionnaire, which underwent pre-testing to ensure validity and reliability Data collection involved interviews with teachers at a specific college, leading to quantitative analysis that addressed the research questions The study concluded with findings and recommendations, summarizing the research process and its implications for recruitment policies in education.
Research Methods
Quantitative research focuses on developing and applying mathematical models, theories, and hypotheses related to natural phenomena Central to this approach is the process of measurement, which links empirical observations to mathematical expressions of quantitative relationships (Kuhn, 1961; Creswell, 2003) This research method is prevalent in both natural and social sciences, allowing for the exploration of various aspects of the studied subjects.
Quantitative research, primarily utilized in the social sciences, contrasts with qualitative research by focusing on measurable aspects of consumer behavior, knowledge, opinions, and attitudes (Cooper & Schindler, 2006) This methodology addresses key questions concerning frequency, quantity, timing, and demographics Although surveys are the most prevalent method in quantitative research, they are not the sole approach employed by researchers (Cooper & Schindler).
2006) Hence, quantitative research methodology is applied in this study.
Sampling
Sampling involves selecting a sufficient number of elements from a population to allow for generalization of its characteristics Determining the appropriate sample size is crucial and complex, primarily influenced by the required statistical precision and the number of variables involved The sample should accurately reflect the population (Newman & Benz, 1998) In this study, the sampling approach targeted a specific population within a college, with the survey instrument administered through interviews conducted from November 10th to 20th, 2010.
The research was conducted through a survey, where questionnaires were distributed and collected directly by the researcher Each questionnaire included a cover letter that introduced the study, outlined its purpose, and informed respondents that there were no standard answers required for the questions After consulting with experts, the finalized questionnaire was sent to the selected sample for completion.
Interviewing Information and Questions
3.4.1 The detail information of interviewed Persons
1.Lê quang phiệt Principal Vocational College for Waterway Transportation II
33 Dao Tri Street, Phu My Hung Ward, District 7,
Ho Chi Minh City 2.Nguyen Van
Natural Resources College of Ho Chi Minh City
236B Le Van Sy, Ward 1, Tan Binh District Ho Chi Minh City 3.Pham Thi Hai
College of Transportation Ho Chi Minh City
252 Ly Chinh Thang street, Ward 9, District 3,
Ho Chi Minh City 4.Vo Tan Ha Chief administrator
189 Kinh Duong Vuong Street, Ward 12, District
There school has the same recruiting process as below:
Estimating the number of staff to recruit and the recruiting criteria
Recording profiles Deciding to sign the contract
The following questions are used to ask the interviewee mentioned above:
(1) Schools have a policy specifying the recruitment of new teachers; the policy clearly defines procedures and processes for guiding managers to recruit new teachers
(2) The verification process needs to be step up into recruitment contracts
(3) The policy of recruiting temporary teachers for emergency cases (e.g teacher's sick)
(4) Have schools strategies or policies to obtain the best candidate?
(5) Is recruitment source from outside of school better?
(6) Who is responsible for results of recruitment, including the measure of costs and benefits?
(7) May recruitment council include whom for interviewing new teachers?
(8) Have the leaders of recruitment team been trained with interview techniques?
(9) In the process of recruiting faculty, do you have advantages and/or meet some difficulties?
(10) How about the current work of faculty recruitment at your school now?
(11) What are the strengths and weaknesses in school’ recruitment policy today?
(12) Do you think the current recruitment model needs to be advanced?
3.4.3 Questionnaire use to ask teachers in College Transportation III
These questions are derived from interviewees as follows:
(1) A rational and systematic recruitment process
(2) A reasonable salary and reward system
(3) An open and transparent recruitment process
(4) Strict assessment of the recruitment process itself
(5) A policy that attracts young talent
(6) Quality teaching staffs have met the requirements of the college
(7) An effective and cohesive administration
(8) The leaders always put attention on ways to encourage teacher
(9) A policy for proper treatment and nurturing of teaching staff
(10) The relationship between teaching staff and administration is very good
(11) Appropriate facilities and equipment for teachers to effectively teach
(12) Appropriate work environment for teachers
(13) An understanding that there requires a new way of thinking to attract talent into the teaching profession
(14) Policies to encourage teachers in professional self improvement
(15) Classes available to nurture the development of teacher and improve their teaching quality
(16) Appropriate and relevant classes for development of the teachers in their chosen field
(17) Regular training on information technology and foreign language for teachers
(18) Strategy in place for teacher development
Validity and Reliability
According to Hair, Babin, and Samouel (2003), an effective measurement tool in research must accurately reflect the specific variable being assessed They highlight two of the three essential criteria for evaluating a measurement instrument: validity and reliability Peter (1981) describes construct validity as the alignment between an observable construct and its operational measure Validity indicates how well a test measures the intended variable, while reliability pertains to the measurement's accuracy and precision.
Validity is often equated with accuracy, while reliability is linked to consistency According to Golafshani (2003), a high level of stability signifies strong reliability, indicating that results can be repeated Consistent findings ensure reliability, as they reflect expected outcomes Additionally, the capacity to generalize findings to broader groups and situations is a key measure of external validity.
Ensuring the reliability and validity of the measurement model is essential for its alignment with the data A Cronbach’s Alpha of 0.7 is the benchmark for evaluating the reliability of multi-item scales, with coefficients ranging from 0.0 to 1.0 indicating the percentage of "true score" variance To verify consistency, Alpha reliability coefficients will be calculated Additionally, expert validity will be established by consulting two Vietnamese academic research experts to evaluate the appropriateness of the selected items prior to the survey The validity of the survey instrument is determined by taking the square root of the reliability coefficient, as research indicates that the maximum validity coefficient corresponds to this calculation.
To create effective questionnaires, a pilot survey involving five teachers was conducted at the case school with the assistance of expert consultants This pilot survey revealed the actual conditions within college schools and identified any irrelevant questions Consequently, adjustments were made by removing or modifying these irrelevant questions and incorporating new ones based on the findings.
The research utilized Cronbach’s Alpha coefficient to assess the internal consistency of responses across items, ensuring they accurately represent the variable Higher Cronbach’s alpha values indicate greater reliability in the data collection of the variables.
In this research, SPSS 18.0 was utilized to calculate Cronbach's alpha for all items, as presented in Table 3-2 The results indicate that the items exhibit very good internal consistency, categorized as having 'high' reliability, suggesting they measure the same underlying construct A Cronbach's alpha value greater than 0.7 confirms that the data effectively reflects the true characteristics of the variables, demonstrating the reliability of the training measures used in the study.
& Promotion and Recruitment, Teaching quality and Working Environment are more then 0.7 that means these for variables has good reliability and Compensations and have near good reliability
Table 3-2 Cronbach’s for Research Variables
Variables Cronbach's Alpha N of Items
Data Collection
The responded questionnaires were received from teachers of case college in
In Ho Chi Minh City, Vietnam, a survey was conducted among 150 teachers from the specified school Participants were interviewed to clarify any questions regarding the questionnaire Each teacher completed a questionnaire using a 5-point Likert scale to express their level of agreement with various statements, ranging from "1" for strong disagreement to "4" for agreement.
At Transportation III College, 150 teachers were assigned, with a response rate of approximately 60% as 91 teachers returned feedback These educators represent 12 diverse departments, including Road and Bridge Construction, Civil and Industrial Construction, Construction Materials Technology, Business Accounting, Banking and Finance, Engineering Construction Management, Business Management, Basic Subjects, Mining and Transport, Automotive Engineering, Metal Cutting, and Telecommunication and Network Management The average age of the teachers is around 35 years, with 10% having over 20 years of teaching experience, 45% with more than 10 years, 15% with over 5 years, and 30% teaching for less than 5 years.
Research Results and Analysis
Descriptive Statistics
Table 4-1 provides descriptive statistics for the variables, detailing essential research data such as the sample size for each variable, as well as their maximum and minimum values, mean, and standard deviation.
Variables N Minimum Maximum Mean Std Deviation
The analysis of various factors reveals the following statistics: Compensation has a minimum of 1.25, a maximum of 4.50, a mean of 3.0220, and a standard deviation of 0.71 The Work Environment shows a minimum of 1.00, a maximum of 4.33, a mean of 2.73, and a standard deviation of 0.65 Recruitment statistics indicate a minimum of 1.80, a maximum of 4.60, a mean of 2.92, and a standard deviation of 0.74 Teaching Quality presents a minimum of 1.00, a maximum of 4.50, a mean of 3.02, and a standard deviation of 0.818 In contrast, Training & Promotion has a minimum of 1.00, a maximum of 4.67, a mean of 2.64, and a higher standard deviation of 1.03, suggesting greater variability among responses Out of 150 teachers surveyed, 91 responded, resulting in a response rate of approximately 60% Notably, the means for Compensation and Teaching Quality exceed 3, indicating a higher level of agreement among respondents regarding these two variables.
Pearson Correlation
Table 4-2 presents the correlation between two variables As the table shows, each pair variables has positive and significant (p < 0.01 or p < 0.05) correlation
Note: a two-tailed test was adopted
Compensation is significantly related to various factors within an organization, demonstrating strong correlations The relationship between compensation and training & promotion has a correlation coefficient of 765, indicating a robust connection Additionally, compensation shows a significant relationship with the working environment, with a correlation coefficient of 627 Furthermore, the correlation between compensation and recruitment stands at 680, while the relationship between compensation and teaching quality is marked by a coefficient of 670 These findings highlight the importance of compensation in enhancing training, recruitment, and overall workplace quality.
The relationship between training and promotion and the working environment is significant, with a correlation coefficient of 0.715 Additionally, there is a strong correlation of 0.783 between training and promotion and recruitment Furthermore, training and promotion also exhibit a notable relationship with teaching quality, reflected by a correlation coefficient of 0.467.
The working environment plays a crucial role in recruitment, evidenced by a strong correlation coefficient of 676 Additionally, there is a significant relationship between the working environment and teaching quality, with a correlation coefficient of 436 Furthermore, recruitment also significantly impacts teaching quality, as indicated by a correlation coefficient of 568.
Regression Analysis
Table 4-3 displays the regression analysis results, highlighting the significant impact of Compensation, Training & Promotion, and Working Environment on Recruitment, with a noteworthy F value (p < 0.01) The R square and adjusted R square values of 0.752 and 0.687, respectively, indicate a strong explanatory power of the independent variables on the dependent variable.
Because the standardized coefficients of compensations, training & promotion, and working environment to recruitment are all significant (p < 0.05), therefore, the research data support H1, H2 and H3
R square and adjusted R square is 0.693 and 0.687, respectively The means the explain power of compensation, training & promotion and working environment for recruitment are much high
(p