Exploring the cultural portrayal of Vietnamese teachers: an analytical study of professional identity in Vietnamese teaching-themed songs

Abstract

Background This study delves into the cultural portrayal of teachers in Vietnam, a subject critical to understanding the broader role of educators in shaping societal and educational values. Through an analysis of song lyrics, the research aims to uncover how the professional identity of teachers is reflected and shaped within the unique cultural context of Vietnam. Methods A qualitative approach underpins this study, utilizing theoretical frameworks such as Constructivist Grounded Theory, Sociocultural Theory, Symbolic Interactionism, and Hermeneutic Phenomenology. Twelve Vietnamese songs specifically about teachers were selected for analysis. These songs were carefully chosen to provide a diverse and representative sample of the cultural portrayal of teachers in Vietnam. The project spanned from January 1st until February 21st, 2024. Results The analysis revealed several key themes that collectively characterize the professional identity of Vietnamese teachers. These include ‘Sacrifice and Dedication,’ highlighting the commitment and perseverance of teachers; ‘Respect and Reverence,’ reflecting the deep societal respect for the teaching profession; ‘Nurturing and Inspiration,’ depicting teachers as cultivators of dreams and moral values; ‘Enduring Impact and Memory,’ emphasizing the long-lasting influence of teachers on their students; ‘Teacher as a Guiding Figure,’ portraying the role of teachers as key moral and cultural guides; and ‘Emotional Connection and Affection,’ underlining the deep emotional bonds between teachers and students. Conclusions The study’s findings underscore the significant role of cultural and emotional factors in shaping the professional identity of teachers in Vietnam. These themes highlight the multifaceted role of teachers that transcends academic teaching, involving personal development, cultural transmission, and emotional nurturing. The implications of these findings are far-reaching, suggesting that educational policies and teacher education programs need to consider these cultural and emotional dimensions. Additionally, the study highlights the power of cultural artifacts, like music, in reflecting and shaping societal values and professional identities.