Professional Development Requirements Research Articles

Translating research into a relevant education activity to fulfil pharmacists' continuing professional development requirements

BackgroundIn New Zealand (NZ), provision of culturally safe care by pharmacists is mandated, including an expectation of understanding issues relevant to Māori, the Indigenous people of NZ, yet there are few pharmacy-specific resources to support attainment. ObjectivesTo: i) test whether a research-informed education activity (short video summarising research findings plus reflective exercises) meets NZ pharmacists' annual continuing professional development requirements including those relating to culturally safe care ii) identify suggested improvements to the education activity; and iii) identify individual pharmacists' proposed actions in response to reflection prompted by the education activity. MethodsPrevious research was utilised to develop an education activity (short, animated research summary video and reflective questions). Participants (NZ-registered pharmacists or intern pharmacists) were asked to watch the video and respond to questions online related to perceived relevance and usefulness of the video to informing practice and meeting CPD requirements. Simple descriptive analysis (quantitative data) and general inductive thematic analysis (qualitative data) were applied to the research data. ResultsThirty-three people participated from Nov-Dec 2022. Most participants said the video was relevant/very relevant to practice (91%), that the reflective exercise was very or extremely useful (100%) and that it met their CPD requirements as relevant to cultural safety (100%). ConclusionThe education activity appeared to be an appropriate and relevant for CPD and was seen to be concise and exposed ideas in a logical and succinct manner with the potential to benefit the populations receiving care from these providers.

The Making of a Health Profession: How Chinese Medicine Became a Nationally Registered Allied Health Profession in Australia

Abstract In 2012, traditional Chinese medicine (TCM) practitioners in Australia became nationally-registered allied health professionals in three categories: acupuncturist, Chinese herbal medicine practitioner, and Chinese herbal medicine dispenser. Australia was the first Western country to introduce national registration for Chinese medicine, followed by Portugal and, recently, New Zealand. The practice of TCM in Australia can be traced back to the beginning of Chinese immigration to Australia during the Victorian Gold Rush which began in the 1850s. The process which led to national registration commenced in the early 1970s with the establishment of the first acupuncture courses. Decades of gradual development of courses from unaccredited part-time diplomas to accredited bachelor degrees, and the development, by the profession, of national consensus on educational standards were essential elements in the process which led to registration. Professional associations, such as the Australian Acupuncture and Chinese Medicine Association Ltd. (AACMA), also developed a framework of professional self-regulation, including Codes of Ethics, Codes of Conduct, ongoing professional development requirements and Infection Control Guidelines, and provided leadership in the development of the profession. After decades of tribalism and division within the TCM profession, the National Academic Standards Committee brought almost all stakeholders together to reach a consensus on the Australian Guidelines for Traditional Chinese Medicine Education which were published by AACMA in 2001. Professional associations also collaborated on joint submissions to the government in support of registration, which was introduced first in the state of Victoria in 2000, and subsequently became national in 2012. Despite national registration, some barriers still remain, and professional associations continue to lobby the federal government for inclusion in Medicare, chronic disease management scheme, and Veterans Affairs.

Exploring the motivation of self-directed learning of hospital pharmacists: a multicentre qualitative study

ObjectiveSelf-directed learning (SDL) has been embraced by the medical community as a core professional competency, with motivation considered a crucial component of SDL. However, little is known about how hospital...

Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students

This study sought to investigate university mathematics teachers’ perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured interviews. Five mathematics teachers were selected using purposive sampling to investigate into their perceptions about their capabilities and the teaching methodologies they used. Quantitative data were analyzed using SPSS statistics 22, while qualitative data were analyzed thematically. Teachers exhibited diverse levels of GPK. On average, the study revealed that the teachers held a positive self-assessment of their GPK. While some teachers were assured of their skills, others felt they needed more professional development in this domain. The findings of the study suggest that teachers’ perceptions on GPK are pivotal for understanding the professional development requirements of mathematics teachers, thereby guiding endeavors to enhance undergraduate mathematics instruction.

Enhancing Leadership and Professionals of Speech-Language Pathology: Perspectives of Korean SLPs on Supervisor Requirements and Supervisory Training Courses

Purpose: Clinical supervision is a dynamic and collaborative ongoing process in speech-language pathology. This study aims to prepare the supervisor certification standards of the Korean Association for Speech-Language Pathologists (KSLP) and the contents of the professional development courses.Methods: A total of 611 Korean speech-language pathologists (SLPs) (52 males, 559 females) completed the Google online survey regarding their perception and demand on the qualifications and core competencies of supervisors and supervisor training courses to develop SLP’s leadership and professional competencies.Results: 74% of respondents believed that a supervisor training courses was necessary to strengthen the professionalism and competence of SLPs, and 79% perceived they were willing to receive clinical supervisor training. Regarding supervisor qualification requirements, 53% answered that the clinical experience required for supervisor qualification was more than 10 years; the highest response rate was 10 hours (53%) of introductory courses and 10 hours (62%) of advanced courses. Respondents felt that an interval every two years was most appropriate (49%) for professional development requirements. The fundamental concepts of knowledge, skills, core competencies, and supervision that supervisors should have were also addressed and discussed.Conclusions: The current survey identified common perceptions and strong demands for a systematic supervisor training framework. The results derived from supervisees’ high demand and awareness can serve as a starting point for developing standards for the supervisee-centered supervisor system of speech-language pathology in Korea.

Librarians’ professional development needs in the digital age - A case study at the Learning Resource Centre - Can Tho University, Vietnam

Professional development fulfils dual functions in fostering career advancement and enhancing staff retention. For librarians, this development becomes even more crucial to acquire the requisite skills and knowledge in the digital age. This study presents the professional development needs of staff at the Learning Resource Centre, Can Tho University, Vietnam. This study used C.P. Alderfer’s Existence Relatedness Growth (ERG) Theory of Motivation - Existence, Relatedness, and Growth (1969) [1] as a theoretical framework. A mixed-method approach was utilised to determine the professional development requirements of the staff and the associated influencing factors. A survey questionnaire was disseminated to all 28 staff members (a 100% sample) of the Learning Resource Centre via online and in-person forms. Furthermore, fifteen individual interviews were conducted to obtain detailed insights. The research findings underscore that the majority of the staff at the Centre express a keen interest in professional development. Moreover, the research pinpointed three challenges affecting career development: budgeting (both self-financed and state-sponsored), time, and familial obligations. These results aid in formulating strategies to address the professional development necessities of staff at the Learning Resource Centre in the digital age. Additionally, the insights augment the compendium of reference resources for subsequent research in human resource management and devising strategies to retain highly skilled personnel.

Knowledge and attitudes of community pharmacists on vaccination, barriers and willingness to implement community pharmacy-based vaccination services in Ethiopia

ABSTRACT This study aimed to evaluate the knowledge and attitudes of community pharmacists (CPs) on vaccination and assess the barriers and willingness to implement community pharmacy-based vaccination services (CPBVS) in Ethiopia. An online cross-sectional study was conducted on 423 CPs in Ethiopia, and questionnaires were distributed to CPs through the Ethiopian Pharmaceutical Association telegram group and e-mail invitations. Data were analyzed using the Statistical Package for Social Sciences (SPSS) version 27. Most CPs (92%) had good knowledge of vaccination, and 43.5% strongly agreed that the population’s immunization rates would rise if CPs were authorized to provide vaccinations. The overall mean attitude score (±SD) toward vaccination was 35.95 (±4.11) out of a total score of 45, with 187 (44.2%) scoring below the mean. The most common barriers were lack of authorization (94.1%), costs and time associated with professional development and training (71.4%), time requirements for professional development (70%), and insufficient staff or resources for implementation (70%). Two hundred thirty CPs (54.4%) expressed a willingness to implement CPBVS. Educational qualifications were significantly associated with knowledge of CPs regarding vaccination. Those with inadequate knowledge had about 2.5 times (AOR = 2.51, 95% CI: 1.19, 5.31, p = .016) a poorer attitude toward vaccination services compared with those with adequate knowledge. Those study participants who had a good attitude toward vaccination services were nearly seven (AOR = 6.80, 95% CI: 4.36–10.59, p = .0001) times more willing to provide CPBVS when compared with their counterparts. Implementing CPBVS in Ethiopia requires overcoming barriers and providing professional development opportunities.

Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

The so-called logic of datafication and platformisation, as a consolidated business model for the BigTech industry with applications to education (van Dijck et al., 2018), can also reach (and affect) early education and care. In a kid’s culture that values documenting and sharing with parents, social media and instant messaging are widely used. Educators feel overloaded with the challenges posed by digital platforms, but contextual issues are relevant to finding ways for resistance and engagement in political actions to transform the edtech platforms’ dominance. Investigating the specific discourses and approaches to platformisation from early education professionals appears relevant to promoting not only awareness but also ways to rethink professional and political agency. Our preliminary study is based on 14 individual interviews and one group interview with educators in the Italian region of Veneto. The results of our thematic analysis indicate that achieving a balance between technology-based documentation and children’s privacy is not straightforward. Also, educators are calling for policies and further support for technology-driven services and activities that make thoughtful and conscious use of technology to avoid harming children. On these bases, we advance recommendations to deepen early childhood educators’ professional development requirements in a data-driven and post-digital society.  

An evaluation of dental continuing professional development programs in the USA and Canada.

This research explores continuing professional development (CPD) requirements for dental regulatory/licensing authorities located in the USA/Canada and their preferences toward different learning and assessment strategies. Data were first retrieved through an environmental scan of CPD requirements posted on the websites for the 62 regulatory/licensing authorities located in the USA/Canada. Subsequently, an electronic questionnaire was distributed to the appropriate contact at each regulatory authority to capture additional data related to knowledge and preferences. The environmental scan revealed that Canadian CPD programs had a significantly higher (p<0.05) average of required CPD hours (26.67±5.44) when compared to the USA (18.20±4.23). For the survey component, 35 completed responses were received (response rate 56%). A total of 54% of respondents selected from a Likert scale that they "rarely" incorporate formative assessments, and 68% only "sometimes" or "often" incorporate summative assessments into their CPD programs. Additionally, 63% of respondents "never" incorporated predisposing activities, and 57% "never" incorporated reinforcing activities. It was perceived that renewal fees were insufficient to finance ongoing CPD costs (60%) and external industry sponsorships were required to sustain programs (43%). Respondents indicated that there is an insufficient number of evidence-based courses available in a variety of dental disciplines. Formative and summative assessments and predisposing and reinforcing learning activities were not viewed as essential tools in CPD programs. Costs and human resources could be possible obstacles in incorporating learning activities and assessments. Future studies can build from the initial results of this study to improve the quality of learning in CPD programs.

Developing Health Management Competency for Digital Health Transformation: Protocol for a Qualitative Study

Background Globally, the health care system is experiencing a period of rapid and radical change. In response, innovative service models have been adopted for the delivery of high-quality care that require a health workforce with skills to support transformation and new ways of working. Objective The aim of this research protocol is to describe research that will contribute to developing the capability of health service managers in the digital health era and enabling digital transformation within the Australian health care environment. It also explains the process of preparing and finalizing the research design and methodologies by seeking answers to the following three research questions: (1) To what extent can the existing health service management and digital health competency frameworks guide the development of competence for health service managers in understanding and managing in the digital health space? (2) What are the competencies that are necessary for health service managers to acquire in order to effectively work with and manage in the digital health context? (3) What are the key factors that enable and inhibit health service managers to develop and demonstrate digital health competence in the workplace? Methods The study has adopted a qualitative approach, guided by the empirically validated management competency identification process, using four steps: (1) health management and digital health competency mapping, (2) scoping review of literature and policy analysis, (3) focus group discussions with health service managers, and (4) semistructured interviews with digital health leaders. The first 2 steps were to confirm the need for updating the current health service management curriculum to address changing competency requirements of health service managers in the digital health context. Results Two initial steps have been completed confirming the significance of the study and study design. Step 1, competency mapping, found that nearly half of the digital competencies were only partially or not addressed at all by the health management competency framework. The scoping review articulated the competencies health service managers need to effectively demonstrate digital health competence in the workplace. The findings effectively support the importance of the current research and also the appropriateness of the proposed steps 3 and 4 in answering the research questions and achieving the research aim. Conclusions This study will provide insights into the health service management workforce performance and development needs for digital health and inform credentialing and professional development requirements. This will guide health service managers in leading and managing the adoption and implementation of digital health as a contemporary tool for health care delivery. The study will develop an in-depth understanding of Australian health service managers’ experiences and views. This research process could be applied in other contexts, noting that the results need contextualization to individual country jurisdictions and environments. International Registered Report Identifier (IRRID) DERR1-10.2196/51884

A61A comprehensive training programme for Medical Support Workers at a large teaching hospital

The Medical Support Worker (MSW) programme enables International Medical Graduates (IMG) and refugee doctors to support clinical teams, whilst General Medical Council registration is gained [1]. North Bristol NHS Trust, a large teaching hospital in South-West England, has designed and implemented a novel training programme for a second cohort of 30 MSWs. A comprehensive learning needs assessment informed the content of the programme. Learning needs were identified from two probing questionnaires and reflective pieces, completed by 22, 27 and 29 MSWs respectively; alongside Health Education England and General Medical Council guidance [2, 3]. Four principal areas were identified- (1) Communication, (2) Portfolio Development, (3) Career Development, (4) Preparation for work in the NHS. A subsequent teaching programme consisted of simulation, human factors, communication and ethics training, alongside community theatre delivered communication skills, interview preparation practice, portfolio training sessions and a specifically tailored lecture series. The programme was evaluated using two delayed surveys, formed largely of Likert scale questions, completed by 25 and 17 MSWs. Communication, social skills or cultural change were highlighted as the biggest challenges by 64% MSWs. Only 48% of MSWs felt confident working in the NHS. Confidence in managing emergencies, sensitive discussions, presenting cases, and updating relatives was low (0-35%). 75% requested teaching in assessing acutely unwell patients and decision-making. 60% wanted to improve teamworking skills. : Confidence working within the NHS rose from 48% to 92%. 100% of MSWs reported that the teaching programme helped them prepare for work as doctors in the NHS. There was a greater understanding of the structure and function of the NHS, the role of allied healthcare professionals, plus the portfolio and professional development requirements of doctors (92%). 100% of MSWs felt their communication skills had improved. 87.5% reported increased confidence with informal conversation and 100% reported increased confidence in voicing opinions and raising concerns. Additionally, 100% of MSWs reported increased confidence recognizing and assessing acutely unwell patients. Confidence in managing emergencies, sensitive discussions, presenting cases, and updating relatives improved (60-88%). This well-received, novel programme addresses some of the unique learning needs of MSWs and helps them prepare for work as doctors in the NHS. Collaborations with other trusts are taking place to establish whether the programme could be adapted for IMGs more broadly. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

THE IMPACT OF EUROPEAN UNION LEGISLATION ON CADASTRAL SURVEYORS: A COMPARATIVE ANALYSIS AND RESULTS IN THE EUROPEA AND TÜRKİYE

The task of keeping the cadastre up to date, which is as crucial as its establishment, is carried out by cadastral surveyors. The Lisbon Treaty has been a crucial development that has had profound effects on various professions in the countries that are members of the European Union. This shift is bolstered by measures and legislations that encourage open markets, simplify information sharing, and promote the compatibility of data, exemplified by initiatives like INSPIRE, the Bologna Process, and Small Act Business. This article undertakes an examination of the implications of European Union legislation on the field of cadastral surveying, encompassing a comprehensive analysis of various facets, including the levels of education required, the procedures for licensing and authorization, the duration of validity, affiliations, operational modalities, activities, quality control mechanisms, responsibilities, professional insurance, and the continuous professional development requirements for licensed cadastral surveyors engaged in post-cadastre services across Europe and Türkiye. The article includes a comparative analysis of cadastral surveying practices in European countries and Türkiye, and provides recommendations for completing legislative efforts aimed at achieving greater uniformity in European practices and addressing identified deficiencies within Turkish practices.

EDUCATIONAL ENVIRONMENTS OF A MILITARY UNIVERSITY AND THEIR INFLUENCE ON THE EFFICIENCY OF MILITARY PERSONNEL TRAINING

The political, economic and social changes, taking place at the present stage of the country development, have an impact on the conditions of social life, on the formation of each individual and his/her relationships with the outside world. They are of particular importance in relation to higher education, including military training, which has to meet certain requirements for qualitative formation and professional development of preservice officers. In this vein, the issue of the typology of educational environments of a military university according to its specific features becomes relevant. The article analyses the definition of “educational environment” in modern psychological and pedagogical research, defines the typology of educational environments of military and civilian universities, describes psychological and pedagogical indicators of the educational environment affecting the activities of students. The article considers the educational environments common to a military educational organisation using the example of the Perm National Guard Forces Command Military Institute as one of the means of forming military professional competencies of preservice specialists.

Continuing professional development opportunities for Australian endorsed for scheduled medicines podiatrists-What's out there and is it accessible, relevant, and meaningful? A cross-sectional survey.

Non-medical prescribing is a valuable strategy to enable equitable access to medications in the context of the increasing demands on health services globally. Australian podiatrists have been able to seek endorsement for scheduled medicines (ESM) for over a decade. This project investigates the perceptions and habits of ESM podiatrists in meeting the extra continuing professional development (CPD) requirements associated with their ESM status. Australian ESM podiatrists completed an anonymous, online survey capturing demographics; CPD engagement; and self-reflections of CPD activities. Twenty percent (n = 33) of Australian ESM registered podiatrists (N = 167) responded to the survey (18 female; median ESM status 2.5 years, (IQR 1.0, 9.0)). For the previous registration period, 88% (n = 29) completed the mandatory CPD hours, with only 35% (n = 11) completing a CPD learning goal plan. Over 80% identified their last ESM CPD activity as accessible, affordable, and could recommend to colleagues. Conversely, 50% or less agreed the activity increased confidence; changed their practice; improved communication skills; or enabled networking. Most respondents (81%, n = 27) indicated improvements should be made to the content, relevance, accessibility, and meaningfulness of CPD. These findings were supported by responses to the open-ended questions. Our findings suggest ESM podiatrists engage in CPD that is accessible rather than learning goal driven. Concerningly, CPD activities resulted in low translation of learnings to practice. This brings in to question the value of mandatory CPD systems based on minimum hours, rather than meaningfulness.

Guidelines for Best Practice for Staffing of ART Laboratories and Professional Development of IVF Scientists

Research Question: To establish recommendations for optimal staffing levels, training, and professional development in assisted reproductive technology (ART) laboratories in Australia and New Zealand. Design: Exploration by Scientists in Reproductive Technology (SIRT) subcommittee representing 10 different ART centers of the time requirements and complexity of ART procedures and to define training and continuing professional development (CPD) requirements. Results: The Staffing Model for ART (smART) “plug and play” calculator was developed by the SIRT subcommittee. Twelve routine procedures were examined IVF, ICSI, ICSI + PGT, ICSI + TESE, FET, FET from PGT, oocyte vitrification, oocyte warming, intrauterine insemination (IUI), semen freeze, TESE with semen freeze, and semen analysis. Based on a cycle with 10 eggs, the average time taken to do each procedure was considered as well as the complexity of the task. Laboratory quality control (QC), other administrative tasks, and leave days are reflected in the calculator. Recommendations for years of experience were determined as a trained scientist (24 months), a senior scientist (5 years), and Scientific Director (10 years). CPD is strongly recommended to improve the skills, knowledge, and ability of scientific staff. Conclusions: The risks in the IVF laboratory primarily associated with lower staffing levels have been reviewed, and the smART calculator is designed to assist clinics to tailor adequate staffing levels for their specific needs. The smART calculator is an invaluable tool for clinics to use going forward. Key Message We have reviewed the risks in the IVF laboratory primarily associated with lower staffing levels, and created the smART calculator designed to assist clinics in being able to tailor adequate staffing levels for their specific needs. We believe the smART calculator will be an invaluable tool moving forward for all ART clinics and accreditors.

Australia's Speech-Language Pathology Profession and Its Global Impact

Purpose: The purpose of this article is to describe the speech-language pathology profession in Australia and its global impact. Conclusions: Australia is known for its international collaboration in research, advocacy, leadership in practice (clinical) education and training of the workforce, innovations in technology for service delivery, and global partnerships. In Australia, speech-language pathologists are known as speech pathologists who have expertise in providing assessment and intervention to optimize communication and swallowing for people across the life span. Speech Pathology Australia (SPA) is the peak professional body in Australia and was founded in 1949. Speech pathology is a self-regulating profession, and SPA is recognized by the Australian government as the body that sets and maintains the standards for the profession. Members can hold Certified Practising Speech Pathologist (CPSP) status if they meet annual recency of practice and continuing professional development requirements. Not all speech pathologists are members of SPA. SPA has approximately 14,000 members; half are employed in private practices where services may be funded by government-funded schemes, private health insurance, or self-funded by service users. Most SPA members are female and the majority only speak English, with Cantonese being the most common other language spoken. The Professional Standards for Speech Pathologists in Australia outlines the knowledge, skills, and attributes for entry-level and practicing speech pathologists. SPA hosts an annual national conference and produces two journals: International Journal of Speech-Language Pathology and Journal of Clinical Practice in Speech-Language Pathology . SPA have committed to cultural responsiveness and privileging the voices of Aboriginal and Torres Strait Islander Peoples and Communities, the First Peoples of Australia. SPA aspires to the provision of culturally safe speech pathology services for all people and supports the development of speech-language pathology in the Asia-Pacific region including Vietnam and Cambodia.

Competency in scientific writing training for beginner researchers: NVIVO analysis

Writing scientific papers is a condition for advancement and a requirement for professional development for civil servants. This study aims to map the competency needs in order to improve the current training programs and create new supportive training at the Ministry of Energy and Mineral Resources with the help of a descriptive qualitative research methodology, including interviewing participants through open questions in Google Forms, using flipchart media in a focus group, and analyzing training curriculum document. The organizational performance diagnostic model was mentioned concerning aspects of individual data collection. To analyze the data the Nvivo 12 application and initial, focus, and theme coding procedures were used. The study's findings demonstrate that technical competence and assistance for writing scientific papers were following the training program for scientific writing. The plan for demonstrating its competency could serve as a starting point for improving instructional materials, creating new training programs, and creating a supportive community for writers.

College Mathematics Instructors’ Use of Recommended Pedagogical Practices

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP). While it was not surprising that math faculty frequently lectured and wrote on the board, results also revealed that recommended practices were infrequently employed by instructors teaching college algebra. More specifically, faculty teaching introductory college algebra rarely addressed students’ misconceptions, made references to their students’ prior knowledge, or employed metacognitive teaching strategies. Moreover, while being observed, faculty never applied a mathematical concept to real life. Moreover, mathematics instructors rarely praised their students. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally. Results also highlighted the usefulness of the GORP assessment tool for assessing faculty classroom behaviors.

Hard and soft skill needs: higher education and the Fintech sector

ABSTRACT This paper explores the implications for higher education of the emergence of new industries, driven by technological changes. The pace of technology-driven changes creates significant challenges for the alignment between the skill needs of industry and provision by higher education. Drawing on concepts from neo-correspondence theory, we examine the emergence of the FinTech sector. We present data from two structured interviews with 28 employers based in Ireland. What emerges from this study, is that the type and level of skills required by industry is changing faster than ever before. The level of competence required in hard skills is decreasing, as in-house training and continuous professional development requirements increase. However, there is a greater expectation that graduates will have advanced soft skills. Skill shortages exist, not because of poor industry-higher education relationships but because of a lack of understanding of employers’ perceptions, preferences, and expectations.

Teacher Stress of Lower Secondary School Teachers during the Implementation of the 2018 General Education Curriculum, and Teacher Stress Reduction Measures for Educational Administrators

Teacher stress is defined as unfavorable factors, causing difficulties and stress for teachers. This article is based on a survey of 458 lower secondary school teachers nationwide who are teaching under the 2018 general education curriculum. The main objective is to clarify the professional work pressures that Vietnamese teachers are currently facing, and simultaneously, through teachers' self-assessment of measures to reduce pressure on teachers that the Vietnamese government has adopted. This will help the government see more clearly the picture of labor pressure that teachers are facing to have a more appropriate adjustment direction. Four key stresses related toteacher stress were selected by the research team based on the suitability for the implementation of the 2018 general education curriculum in Vietnam to conduct the study, including: 1) individual stresses; 2) student-related stresses; 3) work-relatedstresses; 4) stresses related to other factors. The survey findings reveal that teachers are under significant stress from: professional development requirements; teaching methodology to meet the goals of the curriculum; students' academic achievements. Additionally, the measures put in place by educational administrators have untruly met the needs of teachers. The study's findings offer helpful resources that can enable educational administrators to enhance the current policy for teachers. The research results show the current situation of professional work pressure on high school teachers and the status of teachers' satisfaction with job policies. The results of this study are used by education authorities, researchers and teachers to better improve the problem of teachers' professional pressure in the future. Additionally, scholars can use this research as a source of reference to expand to other related studies. The novelty of this study contributes to the practice of solving problems of professional pressure of teachers during the period of Vietnam implementing educational reform. Keywords: lower secondary school teachers, Vietnamese teachers, teacher stress, 2018 general education curriculum. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.90