Cognition of Pedagogic University Lecturers on the Role of Capacity for Scientific Research in Education and Factors Affecting the Capacity for Scientific Research in Education of Pedagogic Lecturers in Vietnam

Abstract

This article focuses on understanding the cognition of pedagogical university lecturers on the role of educational research capacity in training activities and their careers. The research was conducted on 294 lecturers, (aged 25-45 years old) in the pedagogical unit of Hung Vuong University and Thai Nguyen Pedagogy University. The main method used in this study was the questionnaire survey and the in-depth interview method to find out the lecturers’ perceptions about the role of the academic research capacity of the university lecturers in the training and professional activities and encourage them to self-assess the level of their scientific research capacity through the manifestations of scientific research capacity at the following levels: weak, poor, average, pretty, good. 76% of the lecturers in the research sample is aware that the scientific research capacity in education plays a very important role in teaching activities and in their own career promotion. However, the research results show that the lecturers’ educational research capacity is different, according to self-assessment results, 74% of the lecturers in the research sample self-assess their educational research capacity at average level. Basing on results collected from the survey, interviews with lecturers, managers of faculty and division, we found that the following factors: training and fostering (= 3.90), lecturers themselves (X=3.86), time allocation to teaching and researching (= 3.84) had the greatest influence on the capacity for scientific research in education of pedagogic lecturers.