A Ability to advise and support students in educational activities of primary school teachers

Abstract

Background: This study investigates the competencies of primary school teachers in Da Nang city, with a specific focus on their abilities to advise and support students in educational activities. Purpose: This research examines the relationship between teachers' identification of psychological issues, consulting and support skills, and educational topic development to understand and improve student guidance skills. The research conducted in this study involved 312 primary school teachers from 12 primary schools in Danang City, Vietnam. Results: The assessment reveals commendable strengths in teachers’ identification of students’ difficulties in learning activities, with a robust mean score of 3.34. Additionally, proficiency is noted in questioning (M = 3.17, SD = 0.815), observation (M = 3.23, SD = 0.832), and the development of educational topics (M = 3.23). However, the study also illuminates areas for improvement, including communication and self-awareness challenges, empathy skills, instructional and feedback proficiency, and the creation and maintenance of psychological counseling records. Acknowledging the limitations of self-assessment and the regional specificity of the study, the results contribute valuable insights for educators, administrators, and policymakers. Implications: The research not only informs targeted interventions to enhance teacher effectiveness but also adds to the ongoing discussions on effective teaching practices and student support in primary education. By recognizing strengths and areas for improvement, this study serves as a foundation for fostering continuous improvement and enhancing the overall quality of teaching and support for students in primary education in Da Nang City, Vietnam.