TAILIEUCHUNG - Comparing the satisfaction level of head english teachers with beginning teachers of english at high schools with different characretistics in Vietnam

This study intends to examine the differences in satisfaction level with beginning English teachers at high schools based on characteristics such as public/non-public status and location. The framework for teaching performance was adapted from frameworks in Bransford, Darling-Hammond & LePage (2005) and Ball & Cohen (1999). | Trần Thị Ngọc Bích Tạp chí KHOA HỌC & CÔNG NGHỆ 125(11): 161 - 165 COMPARING THE SATISFACTION LEVEL OF HEAD ENGLISH TEACHERS WITH BEGINNING TEACHERS OF ENGLISH AT HIGH SCHOOLS WITH DIFFERENT CHARACRETISTICS IN VIETNAM Tran Thi Ngoc Bich* Ministry of Education and Training, Vietnam SUMMARY This study intends to examine the differences in satisfaction level with beginning English teachers at high schools based on characteristics such as public/non-public status and location. The framework for teaching performance was adapted from frameworks in Bransford, Darling-Hammond & LePage (2005) and Ball & Cohen (1999). In this framework, the complex activities of teaching are divided into 24 components clustered into the following 4 domains of teaching: knowledge of subject matter and curriculum, knowledge of teaching, knowledge of learners, professional attitudes and values. The research was carried at high schools in Hanoi and Ho Chi Minh City, two biggest cities in Vietnam. The sample size is 94 head English teachers, asked to evaluate the teaching performance of beginning English teachers in their school. The findings show that the satisfaction level of head teachers with beginning teachers in non–public schools is higher than in public schools. The quality of beginning English teachers in non-public schools and schools in rural area was more highly appreciated than in public schools and schools in the city. Overall, the study seems to suggest that the government should have the resolutions to minimize the gap between the schools in the rural and urban area and between the public and private schools. Key words: beginning English teachers, high school, and satisfaction. INTRODUCTION* Since Vietnam implemented Doimoi, an open door policy welcoming foreign investment in 1986, the demand for highly qualified human resources has been greater than ever before. The government has regarded education as an important element to develop the country. An important function of .

• Giáo dục học
• Comparing the satisfaction level
• Head english teachers
• Different characretistics in Vietnam
• Beginning English teacher
• Darling Hammond & LePage
• English at high schools
• Extrinsic motivation of learning English
• The research learning English
• An investigation into the impact learning English
• Learning English of of students at high schools
• Learning English of of students in Hue
• Methods for motivating students
• Intercultural communication competence
• Cultural categories
• Vietnamese high schools
• Three piloted English textbooks
• Investigation into intercultural components
• English teaching performance
• The beginning teacher
• High schools in Vietnam
• Examine the differences in satisfaction
• The complex activities
• Master thesis
• Master minor programme thesis English teaching methodology
• English teaching methodology
• Yếu tố liên văn hóa
• Intercultural components
• Speed reading
• Reading comprehension skill
• High school learners
• English Language Teaching
• Communication skills
• Positive oral feedback
• English teachers
• High schools
• Students’ motivation
• Positive oral feedback in EFL classrooms
• Classroom management strategies
• English speaking
• Classroom observations confirmed
• Managing English speaking classes
• Communicative activities