Lecturer’s Working Environment and Teaching Competence in Selected Agricultural Colleges in Vietnam

Duong Thai Le,Cuong Hung Pham

doi:10.5430/ijfr.v7n5p56

Duong Thai Le, Cuong Hung Pham

Open Access

https://doi.org/10.5430/ijfr.v7n5p56

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Abstract

The paper entitled Lecturer’s working environment and teaching competence in selected agricultural colleges in Vietnam conducted during the period from October 2013 to March 2016. This section demonstrates how the target and objectives of the study have been achieved. Moreover, answers to the research questions are provided. The study was conducted in 12 colleges, under the Ministry of Agriculture and Rural Development, with agricultural major in Vietnam, the total sample of 300 leaders, managing officers and lecturers. Data analysis using SPSS 16.0 software.Defined seven criteria for assessinglecturer’s teaching competence in agricultural colleges in Vietnam consist of: i) Professional competence and broad understanding; ii) Competence on understanding students during teaching process; iii) Competence on lesson composing; iv) Teaching organizing competence; v) Evaluating and criticizing competence; vi) Competence for communicating, negotiating and making decisions; and vii) Competence for learning and self-developing. With significance level of 5 %, The factors of working environment are listed in descending order of their influence on the development of lecturer’s teaching competence as follows: i) Working conditions; ii) Lecturer’s relationships; iii) Study and promotion opportunities of lecturers; iv) Working pressure and managing environment; v) Students. Within these factors, the factor working conditions is dependent on financial investment, whereas others depend less on financial investment but more on time investment and support from the leaders and staff of lecturers to improve the cultural-psychological environment; at the same time it is necessary for colleges to build reasonable schemes and policies towards lecturers. Results of this research are important and reliable scientific materials, on which colleges can apply to enhance the lecturer’s working environment, contributing to helping them develop their teaching competence and improving the quality of teaching. This research also serves as the scientific foundation for future research in relevant fields.

Highlights

Improving education quality to meet the needs of society is the most important goals of university education and vocational education
The quantitative data collected from surveys using descriptive statistics on 7 criteria assessing the teaching competence of lecturers is as follows: Professional competence and broad understanding (NLGD1) presents the average result of M = 4.02 (Appendix B1)
Unstandardized regression equation is more mathematically than economically significant, which reflects the change in the dependent variables when each independent variable changes but the remaining independent variables remain unchanged

Summary

Introduction

Improving education quality to meet the needs of society is the most important goals of university education and vocational education. “To develop higher education quality, I think we should focus on 3 essential aspects which are curriculums, teachers and vocational skills. In University of London, teachers must be native English speakers to remain the British accent. For vocational skills, they must be flexible and developing. When building the curriculum framework, new society demands must be used to restructure the curriculum in a more practical ways (Prof Graeme John Davies – used to be principal of University of Liverpool, University of Glasgow and University of London; principal of British Vietnam University: 2013). In general, education quality depends on (1) people: Published by Sciedu Press

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