Examining The Importance of Teachers’ Well-Being on Teaching Quality at A Public University – A Study from Teachers’ Perspectives

Abstract

The term “teachers’ well-being” has been mentioned recently among researchers and scholars around the world. In Vietnam, the aspect of teachers’ effectiveness has been raised in the academics’ community and proposed in some educational laws by the government. This paper discusses the vitalness of teachers’ wellbeing on teaching practice in a state-funded university in Ho Chi Minh City and how it could be further improved to guarantee higher teaching and learning outcomes. Data collected from in-depth interviews with twelve participants (both Vietnamese and non-Vietnamese teachers) have been critically analyzed. The results indicate that teachers’ wellbeing plays a pivotal role in guaranteeing teaching quality and the general class’s atmosphere. The solutions to help teachers maintain healthy, however, seem to be limited in this aspect. Therefore, it is suggested that school and government policies be re-visited to ensure that teachers always feel physically and mentally healthy, and to promote institutional commitment to improve teachers’ job satisfaction.