SOUTHERN LUZON STATE UNIVERSITY THAI NGUYEN UNIVERSITY PHILIPPINES VIET NAM NGUYEN THI YEN NGA MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM Speciality: Educational Management SUMMARY OF PhD IN EDUCATIONAL MANAGEMENT DISSERTATION THAI NGUYEN, 2014 The Ph.D in Educational Management program is held at: INTERNATIONAL TRAINING CENTER (ITC), COLLEGE OF AGRICULATURE AND FORESTRY - THAI NGUYEN UNIVERSITY Scientific supervisor: Prof Dr Walberto A Macaraan Proofreader 1:…………………………………………… Proofreader 2:…………………………………………… Proofreader 3:…………………………………………… The PhD dissertation is defended to the Panel of Examiners at Thai Nguyen University on ………(dd/mm/yy)……………… The dissertation can be found at: - Vietnam national library; - Learning Resource Center, Thai Nguyen University; - Library of the International Training Center, College of Agriculture and Forestry - Thai Nguyen University; - Library of Southern Luzon State University, Philippines Chapter I INTRODUCTION In the globalization and economic integration in Vietnam, the use of human resources becomes a challenge for the mankind Faculties and teaching staff have special role in the education, are determinant factor for the quality and efficiency of education Teaching process has been seen as the mean for learning quality management Evaluation of faculty’ teaching activity is the key to probe into faculty quality to help faculty ascertain their shortcomings so that they can not only improve themselves but also increase their teaching effectiveness Resolution No.14/2005/NQ-CP dated November 2, 2005 by Government of Vietnam on Substantial and comprehensive renewal of Vietnam's tertiary education in the 2006-2020 period affirmed: “To build up a sufficient contingent of tertiary education lectures and administrators, who have ethical quality and professional conscience, high professional qualifications and an advanced teaching and management style” Student evaluation of teaching has been a compulsory practice of institutional quality evaluation since the academic year 2009-2010 Many Vietnamese scientists have studied this issue, such as the research: Master Pham XuanThanh, Quality of Postgraduate Training in Vietnam: Definition, Criteria and Mesurement scales; Nguyen Phuong Nga (2007): "Student faculty evaluations - testing and modeling tools" National University Publishing House Hanoi;… In general, these studies are macro without deep research on evaluation of faculty teaching activities, especially in art schools in Vietnam Therefore, improving the quality of teaching is background to improve the quality training in art schools is necessary now; this study makes this research even more imperative in Vietnam now BACKGROUND OF THE STUDY The evaluation of the quality of teaching can be done with different tools It is possible that the survey questionnaire, interview questions, observation sheets Traditional arts are part of the cultural heritage of a group of people whose members share a common ethnic heritage, language, religion, occupation, or geographic region These artistic traditions are passed down through generations and reflect the values of their shared culture Skills are typically learned directly through observation and imitation from someone steeped in the tradition, rather than through classes, books, or other means of institutional instruction Evaluation of teaching in art schools there are some differences: the teaching and learning environment characteristics, the level of awareness, gender, ethnicity, therefore evaluate teaching in art schools have constraints but the evaluation of teaching is an inevitable trend, which is a mandatory, teaching art schools need comprehensive preparation of theory and practice to ensure improved training In order to effectively improve teaching quality, art schools has put a lot of continuous effort into studies related to facultys’ teaching effectiveness However, there is no complete system in Vietnam which can be used as a tool to evaluate faculty’ teaching to improve the quality training of art school Based on this background, the researcher intends to find other processed to evaluation of faculty teaching activities to improve the quality training of art school in Vietnam OBJECTIVES OF THE STUDY The main purpose of this was the evaluation of faculty teaching activities to improve the quality training of art school in Vietnam with a view to the development of quality training schools of art in Vietnam in the period 2013 – 2020 Specifically it aimed to answer the following: 2.1 Assess the teaching activities of teachers from the point of views of respondents in terms of: 2.1.1 Teaching Plan and Preparation 2.1.2 Management of the Program 2.1.3 Teaching time management 2.2 Assess the teaching activities of the teachers from the point of views of student respondents in terms of: 2.2.1 Professional Competencies on the Program 2.2.2 Methods and Teaching Skills of Teachers 2.2.3 Peers and Student Relations 2.2.4 Learning outcome assessment test 2.3 Ascertain if there is significant difference among the two group of respondents (Teachers and Administrators) 2.4 Ascertain if there is significant difference among the students perception of the respondent schools 2.5 Find out the problems encountered in the management of teaching activities among 2.5.1 Teachers 2.5.2 Administrator 2.5.3 Students 2.6 Develop an enhancement program HYPOTHESIS 3.1 There is no significant difference in the point of views of the two group of respondents as to teaching activities of teachers 3.2 There is no significant difference among students of the respondent schools SIGNIFICANCE OF THE STUDY This study attempting of evaluation of faculty teaching activities to improve the quality training of art school the north in Vietnam would be beneficial to the following: 4.1 Schools: oriented and mission to perform of the program; improvement within the school; establishes a check and balance system for the evaluation process; To bring new perspectives to arts curriculum in the schools and to provide experiences through programs that cultural exchanges; to promote school effectiveness and efficiency; fostering productive work environments; improvement of the school's ability to accomplish its mission 4.2 Administrators: Have evaluation plan for the development strategy; identifies ways to reach higher standards and correct significant discrepancies; Understanding and organizing subject matter for learning; annual evaluation of faculty; Oversees faculty evaluation process within school 4.3 Faculty: Improvement purpose reflects the need for professional growth and development of the individual faculty; contributing to the personal goals of the faculty; provides a systematic opportunity for individual skill enhancement; enhanced self-expectations; increases the likelihood of changes in teaching performance; develop strategies to integrate the arts into facultys daily classroom instruction 4.4 Students: To enhance perception, appreciation of the arts, and abilities to express themselves creatively; Engaging and supporting all students in learning 4.5 Future Researchers: Developing as a professtional educator Planning instruction and designing learning experiences for all students of art schools SCOPE AND LIMITATIONS OF THE STUDY The primary intent of this study was the evaluation of faculty teaching activities to improve the quality training as a whole of art school in Vietnam alongside with five art schools from the years 2012 – 2013 There were 325 of students, teachers, and administrators used as respondents in this study Three major sources of information are used to determine the effectiveness of an individual teachers: students, teachers and managers and administrators This evaluation must be consistent with assignments and the goals and objectives for art school development The time frame of this study covered the period from March 2013 to August 2013 DEFINITION OF TERMS For better understanding the planning terms in this study were defined conceptually and operationally: - Assess, - evaluation, outcomes assessment, learning outcomes - faculty, professional, - teaching, activities, teaching, activities, teaching method, the teaching skills, - management, managing the classroom, - planning, teaching plan, plan and preparing, - management of the program, - teaching time, teaching time management, - competence, peer relationships Chapter II REVIEW OF LITERATURE AND STUDIES The chapter will present important concepts, definitions, theoritical base and importance in the research RELATED LITERATURE AND STUDIES Education Law, Article 15 states: "The teacher plays a crucial role in ensuring the quality of education "However, as assessed by the Secretariat in Directive 06 40/CT/TW 15th 2004, the quality of teachers at present, there are "limited and inadequate" compared to the high demand of the industrialization and modernization of the country To overcome the "limitations and shortcomings" above, the Secretariat directives: “to urgently develop and improve the quality of teachers, ensuring teachers' standardized, quality assurance, sufficient the quantity and uniform in structure, paying special attention to improving their political, moral lifestyle, conscientious, skilled teachers” Teachers not only need to transmit knowledge to students but also to convert and extend the knowledge that (Boyer , 1990) This concept is also scholars Davis (1993) asserts that effective teaching is not a unitary concept but rather an activity that the whole Teachers are responsible for creating a learning environment taking into account but not limited to the scope of the class This definition of teaching Menge (1990 , page 107) describes more clearly : "The essence of teaching is to create situations in which learning takes place in an appropriate manner ; arrangement this situation is something that all teachers need to learn to be able to conduct a teaching effectively" 10 Although different in many ways, all the best faculties that have the general characteristics contribute to "a deep and lasting influence on the thoughts, feelings and actions of students" These faculty are people who approach taken student/ learner-centered They are not only profound knowledge in his field of expertise, but also a thorough understanding of the laws of perception takes place in the learning process step-by-step how to help students master the subject school These faculty always create favorable learning conditions, but also challenging for students; their respect and trust that students willing to share their personal experiences to encourage students to lifelong learning In other words, a faculty good to help her students learn really (Knight, 2002; Ramsden, 2003; Kolis&Dunlap, 2004) by several measures to support the acquisition of knowledge, is actually helping students manually change the perception of real life (Ramsden, 2003:31) Faculty not only to transmit knowledge to students but also to convert and extend the knowledge (Boyer, 1990) This concept is also scholars Davis (1993) stated that effective teaching is not a unitary concept but rather an activity that the whole Faculty have the responsibility to create a learning environment taking into account but not limited to the scope of the classroom This definition of teaching Menge (1990, page 107) describes more clearly: "The essence of teaching is to create situations in which learning is taking place properly; arranged these situations is one thing that all facultys need to learn to be able to conduct an effective teaching" Braskamp and Ory (2000) identified through a variety of indicators to measure research evaluating the teaching faculty in the 12 RESEARCH PARADIGM Independent Variables Dependent Variable Assess the teaching activities of teachers from the point of: - Teaching Plan and Preparation - Management of the Program - Teaching time management Assess the teaching activities of the teachers from of student: - Professional Competencies on the The problems encountered in the management of teaching Program - Methods and Teaching Skills of Teachers - Peers and Student Relations activities among - Learning outcome assessment test There is significant difference among the two group of Teachers and - Teachers - Administrator Administrators If there is significant difference among - Students the students perception of the schools DEVELOP AN ENHANCEMENT PROGRAM Figure The Schematic Presentation of the Independent and Dependent Variables of the Study 13 Chapter III METHODOLOGY This chapter deals with the locale of the study, research design, population and sampling, data gathering procedures, and statistical treatment used in the study LOCALE OF THE STUDY This study was conducted in five university and colleges of art and culture school of north in Vietnam - VietNam university fine arts - VietBac college of art and culture - Vietnam Dance college - Ha Noi university of culture - ThanhHoa University of Culture, Sports and Tourism RESEARCH DESIGN This study used the descriptive correlation design in analyzing the investigated variables; it is designed to help determine the extent to which different variables are related to each other in the population of interest This study was conducted to evaluation teaching of by students, teachers and administrators from of art and culture schools Cross-sectional descriptive study: They are made to get the feedback of students, teachers and administrators on teaching activities of the faculty of the school year 2012 - 2013 14 The purpose of this research is to evaluation teaching of by faculty from art schools Probes into the background variables, environmental variables, faculty quality variables and teaching effectiveness variables have been performed POPULATION AND SAMPLING The respondents in this study are students, teachers and administrators from selected of art and culture college school of north in Vietnam 325 students, teachers, and administrators were requested to answer the questionnaire DATA GATHERING PROCEDURE This study used questionnaire as medium of obtains the needed data The questionnaire was designed to cover two sections namely, teachers and administrators (Section A) and students (Section B) evaluation of faculty teaching activities to improve the quality training of art school in VietNam A four point scale, ranging from “strongly disagree” to “strongly agree” was used for this study and all questions were phrased positively All survey was assured as to the confidentiality of responses, and there was no need for the person under survey to include a name on the survey Finally the questionnaires were retrieved in early August 2013 thus tallying, tabulating and analyzing the data followed STATISTICAL TREATMENT To answer the problems posed in this study, the following statistical tools were applied on the data collected 15 Analysis Statistical Tool Assess the teaching activities of teachers from the point of views of respondents in terms of: - Teaching Plan and Preparation Weighted mean - Management of the Program - Teaching time management Assess the teaching activities of the teachers from the point of views of student respondents in terms of: - Professional Competencies on the Program Weighted mean - Methods and Teaching Skills of Teachers - Peers and Student Relations - Learning outcome assessment test Ascertain if there is significant difference among the two group of respondents Ascertain if there is significant difference among the students perception of the respondent schools Find out the problems encountered in Chi square test Chi square test the management of teaching activities among - Teachers Frequency percentage - Administrator - Students 16 Formula: 5.1 Percentage (%) P f 100 N Where: P = percentage distribution F = frequency X = scale N = total number of cases 5.2 Weighted Arithmetic Meank f x  f x   f k xk  X 1 2  i 1 k f1  f   f k Where: f i xi f i 1 i X = Weighted Arithmetic Mean k fx i 1 i i = sum of all the products of f and x, where f is the frequency of each option and x is the weight of each option k f i 1 i = sum of all the subjects 5.3 Chi-square test, for determining the significant difference among the two group of respondents and the students perception of the respondent schools The formula is: X2 = ∑ Where: X2 = chi-square value 17 = observed frequencies E = Expected frequencies The researcher adapted the rating scale below and its descriptive/ qualitative interpretation for the questionnaire that will be used in the survey The following table will depict the Management of the Faculty Teaching Activities in the Arts Schools in North Vietnam Descriptive Interpretation of the Scale The following table of interpretation were used to rate the variables of the evaluation management Faculty Teaching Activities from managements and students 3.25 – 4.00 Stronly Agree (SA) 2.50 – 3.24 Agree (A) 1.75 – 2.49 Disagree (D) 1.00 – 1.74 Stronly Disagree (SD) 18 Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the tabulated data, including its analysis and interpretation of the data gathered in this study Data were presented in tables and organized according to research questions depicting therein the comparative perception of respondents from five schools Weighted mean of the Teaching Activities among Administrators and Teachers as to Teaching Plan and Preparation shows the weighted mean distribution of the respondents on the teaching Plan and Preparation as perceived when they are grouped according to their respective school As revealed that there was Disagreement of the respondents with AWM of 2.38 for item 4, that there exists a notion of competence and skills of the teacher with the lesson The same perceptions wherein the teaching plan of activities is enough to cover the topic for the period with an AWM of 2.46 However, there was an agreement of 3.14 in Vietnam University On the other hand, topics in the teaching plan provide students for easy access of materials and references with an AWM of 3.36 as strongly agree The same holds true that sequences of the lecture for the course are appreciate and logical Of all the items except from what were analysis, all respondent’s schools obtained an average weighted mean falling under the Agree category From the above table presented, it can be deduced that teacher’s competencies and skills should be given emphasis to the extent that teaching strategies and approaches should be strengthened and a need to identify different skills that are appropriate to each of the lessons The same with topic 19 and the number of hours for each of the lessons wherein proper distribution of the time seems to be neglected and taken for granted The information on table would also mean of the indicative qualifications, skills and competencies vary with their talents wherein one teacher may not have it all when teaching in an Art School Weighted Mean of the Teaching Activities among Administrators and Teachers as to Management of the Program revealed that there are good indications that management of the program may collaboratively undertaken by respondents and a clear indication that they are cleared of the objectives to achieve manifestation of the careful planning and learning domain are well spelled out On the other hand, there is Disagreement in the following items that enough meetings are being held between Heads and Teachers to thresh out problems and to resolve the issues in its implementation with an average weighted mean of 2.38 However, agreements were depicted by Hanoi University and ThanHoa University in the same item Likewise, disagreements with AWM of 2.06 and AWM of 2.31 were depicted in items and 10 respectively Then revealed that teaching methods are identified and customized used for development of creative teaching was not evidently shown, as well as there is no clear indication of a definite plan for professional development of teachers except for Hanoi University with WM of 3.24 It may be noted that concerns for the issues and problems and professional development of teachers seems to be neglected in the management of the program Weighted Mean of the Teaching Activities among Administrators and Teachers as to Time Management generally 20 disclosed strong agreements on the Time Management of the Teaching activities in all of the respondent schools It reveals that there are equal and reasonable distribution of time for each topics with AWM of 3.37, same with students report and report of rating are well spelled out in their calendar with AWM of 3.40, Calendar of activities are well critique and disseminated with AWM of 3.52 and the rests of the items and concerns as given in this table This only indicates that as far as the calendar of activities and dateline of submission of the needed reports are well observed by teachers as may be supervised by their respective administrators Academic calendar seems to be the guiding point wherein everyone is enjoined to strictly adhere as to its content and time for compliance However, as to the lessons and other teaching activities are finished in scheduled time seems to be consistently difficult to follow Table revealed of an AWM of 2.16 or disagree category It can be surmised that even in the preceding table, lessons to be covered up for the entire school year seems to be us paramount concerns to address In the same manner, the item that there exists policies requiring punctual attendance of teachers in the classroom and other teaching related activities garnered only an AWM of 2.15 or disagree category It may be noted that teaching in the art school seems to be not compelling and forceful since talent and competencies and teaching of an art may come on varying time Weighted Mean Average of the Teaching Activities among Students of the Art School as to Professional Competencies on the Program revealed that they Strongly Agree in most of the items asked as indicated by the average weighted mean such that, the lecture has 21 been well prepared for the class with AWM = 3.55 and all in one in all respondent school Meanwhile, students strongly agree of easy access to course materials books and other references with AWM = 3.74, same with students are informed of the assessment methods at the start of the course with AWM = 3.74, course content are directly related to the goals of the course with AWM = 3.53 However, it may be interesting to note that other concerns of the students that depict disagreements were attributed to teacher and instructional materials factors The item where the lecturer has provided clear explanation of important issues and principles in the course obtained an AWM = 2.42 or Disagree category It seems that students expect more of their teachers to be very articulate on the important issues/principles surrounding and influencing the expected learning from the entire course On the other hand, the course materials for updating the latest knowledge and skills are adequate obtained an AWM = 2.42 or Disagree category Weighted Mean of the Teaching Activities among Students of Art Schools as to Methods and Teaching Skills discuss the data revealed for the teaching activities as perceived by students as to the Methods and Teaching Skills in the Art School It may be noted that students Strongly Agree on the following items as depicted by the average weighted mean Item that at the start of the course, instructor inform students of the works required to prepare for the course with AWM = 3.41, transmit the contents exactly, clear and easy to understand with AWM = 3.49, Lecturer incorporates a variety of teaching methods and different activities to help you learn effectively with AWM = 3.44 and teachers provide students with the opportunity 22 to actively participate in the learning process with AWM = 3.43 On the same manner, Strongly Agree were also obtained as depicted by the average weighted mean on Skills of Teacher using deductive method, effective use of textbook and references and devices to help student better understand the content and teachers who provide activities and requirements for homework/research with an average weighted mean of 3.43, 3.49, 3.50, and 3.45 respectively These is only one item in the Agree category where teacher encouraged student to ask questions and discuss the views, the approach to approach to understand the course content with AWM = 2.52 Meanwhile, Disagreement were seen in the two items namely item where faculty teaching methods to help you think critically or creatively are evident obtained an AWM = 2.34, and in item 10 where Lecturer has been responsive to student views and comments with an AWM = 2.35 Weighted Mean of the Teaching Activities among Students of the Art Schools as to Ensure Their Teaching and Relationships with Students provides the data and information of students perceptions as to how their teacher ensure their teaching and extent of relationships they have had with their respective students It maybe noted that all of the items pertain revealed of an average weighted mean falling under the Strongly Agree category which simply mean that there exist good rapport and relationship among them In support, item where lecturers communicate with respectful and polity obtained a weighted mean of 3.70 or Strongly Agree Mean Difference among Teachers and Administrators of Respondent Schools as to Teaching Plan and Preparation present the 23 comparative difference in perceptions of teachers and administrators of respondent schools as to teaching plan and preparation This indicates that art schools are not so aware diligent in requiring their teacher of this major work a teacher should before assuming their teaching works Mean Difference among Teachers and Administrators of Respondent Schools as to Management of the Program presents the difference among Teacher & Administrators of Respondent schools as to management of the program revealed that there was to significant difference as to the development of Learning domain, the joint planning undertaken by Heads & Teachers and indication that the learning objectives are enough to cover the desired knowledge Mean Difference among Teachers and Administrators of Respondent Schools as to Teaching Time Management as revealed all items except for the previously indicated, were significantly different as to the following, clarity in the delivery of the lecture by lecturer, use of textbooks and other references, content of the course as to its goal, the appropriateness of the sequences of lecture and the contribution of the course for the knowledge and professional skills for the student All can be noted that they are above the tabular value at 0.5 level of significance Mean Difference of Students of Respondent Schools as to Professional Competence of Teachers illustrates the computation of the mean difference of the perceived of the perceived professional competence of Teachers by students of the respondents schools It may be noted that in all of the items given were not considered significant when professional competence of teachers is concerned 24 This only shows that professional competence of teachers vary differently as to the subjects in the art school they are teaching but usually follow certain standards for all The only issue that is significant to the respondents is the statement that “ professional competence needed for practical subjects” Ascertain if there is significant difference students of Methods and teaching skills of teachers may be noted that in all of the items given, there was no any responses where methods and teaching skills of teachers differ significantly This connotes that teaching in the art school although ay come in any methods and of different teaching skills according to the subject they are handling still teachers have to follow common standards as required by the school Teachers were trained and exposed to the use of different methods and skills to be developed among students depend on the versatility of the teachers Ascertain if there is significant Difference students of Ensure their teaching and relationships with students may be noted that all respondent schools connotes of no significance difference as to ensure the teaching and relationship of teachers with their students Students were treated almost alike by their respective teachers that make wholesome relationships exists among them Teachers- Lecturers performed the tasks with high degree of respect and prudence more in dealing with their students which are expect for an efficient teacher and ensure better success in the teaching-learning condition inside the school 25 Chapter V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS SUMMARY Quality training is not commensurate with the requirements of economic development and social in the current period The constantly improving the quality of higher education is the issue everyone is concerned and urgent requirements This solution is also crucial to Vietnam's tertiary education to fulfill its historic mission: training people to develop comprehensive Vietnam , morality, and knowledge , health , aesthetic and professional professional, loyal to the ideals of national independence and socialism, form and nurture the personality, qualities and abilities of citizens to meet the requirements of the construction industry and national defense At the same time, manpower supply high quality of industrialization, modernization and nation-building increasingly prosperous , social justice , democratic and minh.Va to improve the quality, need more concerned with the teaching staff with the important role of the teacher , by having good teacher can have good games One of the criteria contributing to the good moral teacher , great expertise , teaching ability is attractive CONCLUSIONS Evaluate teachers ensure objective and effective for the management of schools, assessment methods need to evaluate science The thesis analyzed the data from the evaluation of the teacher's art school in Vietnam The authors analyzed data: criteria, assessment, standards to clarify practical grounds Just as important 26 as the provision of consulting services taught, ready to provide support services will not be encouraged to seek faculty or convince them of the importance of it, the only effort concern of some managers to enhance faculty evaluation system and make the operation of this system is effective and has the ability to attract new faculty influence Of course, the easiest step and the most visible is stated to be promotion or salary increase that teachers have evidence to prove they can teach effectively RECOMMENDATIONS Need to raise awareness about faculty evaluation activities for the leaders and cadres in the entire unit Develop policies for faculty evaluation activities Take the time to propagate, raise student awareness of the importance and the significance of evaluation teaching Keep this assessment form as indicative of the type of slogan It is necessary to ensure student opinions are respected and comments, suggestions and recommendations of their reasonably be made, leading to innovation, real improvements Trainers should talk to students about how to use student assessment results to adjust the time before the course, which students learned the previous reviews and was interested to read how Use assessment results to impact, forcing the poor to improve faculty, repair, encouraging them to develop and improve their professional qualifications ... procedures, and statistical treatment used in the study LOCALE OF THE STUDY This study was conducted in five university and colleges of art and culture school of north in Vietnam - VietNam university... Resolution No.14/2005/NQ-CP dated November 2, 2005 by Government of Vietnam on Substantial and comprehensive renewal of Vietnam''s tertiary education in the 2006-2020 period affirmed: “To build... academic year 2009-2010 Many Vietnamese scientists have studied this issue, such as the research: Master Pham XuanThanh, Quality of Postgraduate Training in Vietnam: Definition, Criteria and