Luận án : Hoàn thiện tổ chức kiểm soát nhằm tăng cường chất lượng thông tin kế toán tài chính của các công ty niêm yết trên thị trường chứng khoán việt nam

MACARAAN ABSTRACT The main purpose of this was the evaluation of faculty teaching activities to improve the quality training of art school in Vietnam with a view to the development of

MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART

SCHOOLS IN NORTH VIETNAM: A PROPOSED

ENHANCEMENT PROGRAM

A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines

In Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfillment of the Requirements for the Degree of

Doctor of Philosophy in Educational Management

Nguyen Thi Yen Nga (Anna)

April, 2014

In partial fulfillment of the requirements for the degree Doctor of Philosophy in

Educational Management Program, this research study entitled Management of the faculty teaching activities in the art schools in NorthVietnam: A proposed enhancement programhas been submitted by Nguyen Thi Yen Nga (Anna) and is here by recommended for oral

APOLONIA AESPINOSA, Ph.D

Dean, Graduate School

WALBERTO A MACARAAN, Ed.D Vice

President, Academic Aff airs

Date _

Prof Dr DANG KIM VUI, President of ThaiNguyenUniversity, the Socialist Republic of Vietnam for his incomparable contribution and support to the Doctor of Philosophy in Educational Management program in Cooperation with the Southern Luzon State University, the SocialistRepublic of the Philippines;

Dr WALBERTO A MACARAAN, Vice president, Academic Affairs for his support to the tie – up program between SLSU and TNU and his adviser, for guidance and endless support for the improvement of this study;

Dr APOLONIA A ESPINOSA, Dean, Graduate school for his support to the tie – up program between SLSU and TNU;

Prof Dr TRAN VAN DIEN, Rector of Thai Nguyen University of Agriculture and Forestry for his invaluable assistance in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines;

Dr NGUYEN TUAN ANH, Former Director of the InternationalTrainingCenter, ThaiNguyenUniversity for his precious and wholehearted assistance and encouragements in the

establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines;

DR NGUYEN THE HUNG, Ph.D., Director of the International Training Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous pursuit to provide the Vietnamese people an opportunity to grow through education;

Dr RICARYL CATHERINE P CRUZ for her adviser, dedication, enduring patience and concern, guidance, sincere hopes and encouragement for the researcher to finish the manuscript;

Dr TERESITA V DE LA CRUZ and Dr APOLONIA.A.ESPINOSA professors of method of research and advanced statistics for their patience and support;

The visiting Professors including Dr.ARIVALAN, Dr BALAKRISHNAN, Dr WALBERTO A MACARAAN, Dr LEE KAR LING, Dr W.JOHNSON and other professors for their lectures;

The Learning Resource Center of Thai Nguyen University, for the valuable sources of books and references;

ITC STAFF, for providing the necessary research materials;

The authors and researchers of books and unpublished graduate theses and dissertations that served as reliable source of data and information;

The college members of Thai Nguyen University, for the approval of the researcher’s request to conduct the study;

The Management, teacher and students respondents, for their patience and generosity in answering the questionnaire

For all the teachers in the art schools in NorthVietnam whose passion for teaching makes difference in the life of their learners;

My loving classmates and colleagues, for the endless support and friendship which inspire the researcher to put his best in finishing the study;

Above all, My family from whom all good things come, who has continually given the researcher everything she needs at the proper time: the enlightened patience and the determination to

go through the stages of this intellectual quest to achieve a desired end

To you all, THANK YOU VERY MUCH!

NGUYEN THI YEN NGA (ANNA)

TABLE OF CONTENTS

TITLE PAGE ……….……… ……… 1

ACKNOWLEDGMENT 2

TABLE OF CONTENTS 5

LIST OF TABLES 7

LIST OF APPENDICES Ошибка! Закладка не определена ABSTRACT 10

BACKGROUND OF THE STUDY 14

OBJECTIVES OF THE STUDY 16

HYPOTHESIS 17

SIGNIFICANCE OF THE STUDY 17

SCOPE AND LIMITATIONS OF THE STUDY 18

DEFINITION OF TERMS 18

Chapter II REVIEW OF LITERATURE AND STUDIES 24

RELATED LITERATURE AND STUDIES 24

RESEARCH PARADIGM 37

Chapter III METHODOLOGY 45

LOCALE OF THE STUDY 45

RESEARCH DESIGN 51

POPULATION AND SAMPLING 51

INSTRUMENTATION 54

DATA GATHERING PROCEDURE 54

STATISTICAL TREATMENT 55

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 59

Chapter V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 5

SUMMARY 5

CONCLUSIONS 6

RECOMMENDATIONS 7

BIBLIOGRAPHY 9

APPENDICES 11

APPENDICES A 12

COMMUNICATION LETTERS 12

APPENDICES B 17

QUESTIONAIRE ON THE MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSEDENHANCEMENT PROGRAM 17

APPENDICES C 25

SCHEDULE OF COMPUTATIONS 25

LIST OF TABLES

Table 1.Frequency, Percentage and Distribution of the Respondents for Teachers and

Administrator 52

Table 2.Frequency, Percentage and Distribution of the Respondents for Students 53

Table 3 Weighted Mean of the Teaching Activities among Administrators and Teachers as to

Teaching Plan and Preparation 59

Table 4 Weighted Mean of the Teaching Activities among Administrators and Teachers as to

Management of the Program 62

Table 5 Weighted Mean of the Teaching Activities among Administrators and Teachers as to

Time Management 66

Table 6 Weighted Mean Average of the Teaching Activities among Students of the Art School as

to Professional Competencies on the Program 69

Table 7 Weighted Mean of the Teaching Activities among Students of Art Schools as to

Methods and Teaching Skills 73

Table 8 Weighted Mean of the Teaching Activities among Students of the Art Schools as to

Ensure Their Teaching and Relationships with Students 77

Table 9 Mean Difference among Teachers and Administrators of Respondent Schools as to

Teaching Plan and Preparation 79

Table 10 Mean Difference among Teachers and Administrators of Respondent Schools as to

Management of the Program 82

Table 11 Mean Difference among Teachers and Administrators of Respondent Schools as to

Teaching Time Management 84

Table 12 Mean Difference of Students of Respondent Schools as to Professional Competence of Teachers 86

Table 13 Ascertain if there is significant difference students of Methods and teaching skills of teachers 89

Table 14 Ascertain if there is significant Difference students of Ensure their teaching and

relationships with students 91

Table 15 Perceived Common Problems in the Management of Faculty teaching Activities 93

Table 16 Common Problem on the Management of Teachers by School 96

LIST OF FIGURES

Figure 1 The Schematic Presentation of the Independent and Dependent Variables of the Study

37

Figure 2 Location of Viet nam university fine arts 46

Figure 3 Location of Viet Bac College of art and culture 47

Figure 4 Vietnam Dance college 48

Figure 5 Location of Ha Noi university of culture 49

Figure 6 Location of Thanh Hoa University of Culture, Sports and Tourism 50

Title : MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES

IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM

Researcher : NGUYEN THI YEN NGA (ANNA)

Degree : Doctor of Philosophy in Educational Management Program

Name/ Address of

the Institution

: Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

Date Completed : April, 2014

Adviser : PROF Dr WALBERTO A MACARAAN

ABSTRACT

The main purpose of this was the evaluation of faculty teaching activities to improve the quality training of art school in Vietnam with a view to the development of quality training schools of art in Vietnam in the period 2013 – 2020

The dissertation assessed the teaching activities of teachers in art schools from the point

of views of managers and teachers in terms of teaching plan and preparation, management of the program and teaching time management based on standards: talent development, assessment tools, action programs, learning objectives, learning outcomes, reasonable allocation, competences and skills of teachers, and the overarching monitoring classes, according to the

evaluation criteria of the Ministry of Education and Training in order to enhance teachers’ teaching competencies in art schools

This study used the descriptive correlation design in analyzing the investigated variables The dissertation evaluated the teaching activities of teachers in art schools from the point of views of students in terms of professional competencies, methods and teaching skills, peers and student relations through activities: providing necessary documents to prepare for the course, lesson presentation; combination of teaching methods, developing talent and artistic potential

The questionnaire was used as major data-gathering instrument and unstructured interview was done to cross check the responses of the respondents There were 325 teachers, administrator and students used as respondents in this study Weighted mean and chi-square regressions were used in the study to analyze the data

The respondents ranked the instructional variables that influence the performance of selected sectarian schools as follows: There is no significant difference between administrators and faculty about teaching plan, management of the program and teaching time management But there is significant difference in the lesson presentation of the teachers, the use of textbooks and reference materials, contents of the course, lesson objectives, lesson sequences in accordance with the knowledge and skills of students

Inasmuch as the Educational managers can also use methodology, instrument and questionnaire of the research to evaluate building program, management of the program and teaching time management according to specific rules of teachers teaching art From the results of research, educational managers plan to evaluate teachers scientifically and accurately in the art schools in the whole country

Chapter 1 INTRODUCTION

In the globalization and economic integration in Vietnam, the use of human resources becomes a challenge for the mankind The quality is always the first concern of the society because it is the human’s motivation to continually rise and develop Stepping into the 21st century the Vietnamese education has undergone 15 years of renovation and has achieved important results such as increased enrollment, diversification of delivery modes and improved school infrastructure The level of mass education has been increased The quality of education began changing positively In the trends in integration, development and competitiveness, ensuring and improving the quality of education is the task of schools Therefore, schools are interested in investing for management of the quality of the school Competency-based assessment is the current quality-driven approach to trainings and development of human resources

Faculties and teaching staff have special role in the education, are determinant factor for the quality and efficiency of education Teaching process has been seen as the mean for learning quality management Conducting all steps in teaching process means lecturers of school have participated in managing teaching quality for them and for the institutions

There would be no good education without good faculty quality, teaching effectiveness

is the core mission of schools Students are the subjects of teaching activities, but the key factor

of teaching effects is faculty because education quality is influenced by teaching effect Evaluation of faculty’ teaching activity is the key to probe into faculty quality to help faculty ascertain their shortcomings so that they can not only improve themselves but also increase their teaching effectiveness

Effective teaching is activity which promotes the intellectual vitality of the university and the wider community The primary focus of this activity is transmission of knowledge and the development of new skills, insights, and sensitivities within the classroom; teaching is not limited to that setting It also includes the advising, supervising and mentoring of students, the sharing of personal and professional growth with others, and the presentation of intellectual and moral concerns within the university community

Resolution No.14/2005/NQ-CP dated November 2, 2005 by Government of Vietnam on Substantial and comprehensive renewal of Vietnam's tertiary education in the 2006-2020 period affirmed: ―To build up a sufficient contingent of tertiary education lectures and administrators, who have ethical quality and professional conscience, high professional qualifications and an advanced teaching and management style‖ Student evaluation of teaching has been a compulsory practice of institutional quality evaluation since the academic year 2009-2010 Because there are aspects of teaching performance that cannot be evaluated only by students most schools regard student evaluations of teaching as one source of information for improving effectiveness of teaching Faculty assessment has been tested in a number of training institutions in the form of tested; the assessment results are used to improve the teaching quality of faculty

Many Vietnamese scientists have studied this issue, such as the research: Master Pham XuanThanh, Quality of Postgraduate Training in Vietnam: Definition, Criteria and Mesurement scales; Nguyen Phuong Nga (2007): "Student faculty evaluations - testing and modeling tools" National University Publishing House Hanoi;… In 2000, the Ministry of Education and Training Vietnam funded a project to develop a common set of questionnaires to evaluate the quality of teaching and the scientific research ability This set includes:

(1) Course Evaluation Form (for students);

(2) Evaluation of Teaching and Research Activities (for individual faculty) or Assessment;

Self-(3) Evaluation of Teaching and Research Activities (for collegiate assessment) or Assessment; and

Peer-(4) Class Observation Major parts in the evaluation are ten items which ask the students to evaluate a particular teaching behavior

In general, these studies are macro without deep research on evaluation of faculty teaching activities, especially in art schools in Vietnam Therefore, improving the quality of teaching is background to improve the quality training in art schools is necessary now; this study makes this research even more imperative in Vietnam now

BACKGROUND OF THE STUDY

Faculty assessment activities have a long time, a number of progress education were interested in evaluating faculty Middle Ages of Europe, faculty assessment activities developed, the United States has many popular activities on faculty evaluations at multiple institutions

Sources of faculty evaluations include: colleagues, Observation, Client feedback, students, managers, employers, classroom visits, teaching dossier and self-evaluation of each faculty Evaluation of other sources including student test results, daily diaries, tapes, tape record the work of faculty or teaching dossier, to the assessment of faculty effectiveness, need to from many different sources

The evidence provided by different evaluation resources to help improve the accuracy

of evaluation Power supply has its own characteristics, but will not be suitable if used for different purposes Although, self-evaluations is subjective but self-evaluation is very important

in the evaluation of faculty and it's necessary to do The evaluation of the quality of teaching can

be done with different tools It is possible that the survey questionnaire, interview questions, observation sheets

Traditional arts are part of the cultural heritage of a group of people whose members share a common ethnic heritage, language, religion, occupation, or geographic region These artistic traditions are passed down through generations and reflect the values of their shared culture Skills are typically learned directly through observation and imitation from someone steeped in the tradition, rather than through classes, books, or other means of institutional instruction

Art faculty are qualified educators and, in some instances, artists that instruct students

in theoretical and practical knowledge in art theory, art history, aesthetics, visual art, ceramics, design and other art-related subjects

Evaluation of teaching in art schools there are some differences: the teaching and learning environment characteristics, the level of awareness, gender, ethnicity, therefore evaluate teaching in art schools have constraints but the evaluation of teaching is an inevitable trend, which is a mandatory, teaching art schools need comprehensive preparation of theory and practice to ensure improved training

In order to effectively improve teaching quality, art schools has put a lot of continuous effort into studies related to facultys’ teaching effectiveness However, there is no complete system in Vietnam which can be used as a tool to evaluate faculty’ teaching to improve the quality training of art school

Based on this background, the researcher intends to find other processed to evaluation

of faculty teaching activities to improve the quality training of art school in Vietnam

OBJECTIVES OF THE STUDY

The main purpose of this was the evaluation of faculty teaching activities to improve the quality training of art school in Vietnam with a view to the development of quality training schools of art in Vietnam in the period 2013 – 2020

Specifically it aimed to answer the following:

1 Assess the teaching activities of teachers from the point of views of respondents in terms of:

1.1 Teaching Plan and Preparation

1.2 Management of the Program

1.3 Teaching time management

2 Assess the teaching activities of the teachers from the point of views of student respondents in terms of:

2.1 Professional Competencies on the Program

2.2 Methods and Teaching Skills of Teachers

2.3 Peers and Student Relations

2.4 Learning outcome assessment test

3 Ascertain if there is significant difference among the two group of respondents (Teachers and Administrators)

4 Ascertain if there is significant difference among the students perception of the 5 respondent schools

5 Find out the problems encountered in the management of teaching activities among

2 There is no significant difference among students of the 5 respondent schools

SIGNIFICANCE OF THE STUDY

This study attempting of evaluation of faculty teaching activities to improve the quality training of art school the north in Vietnam would be beneficial to the following:

Schools: oriented and mission to perform of the program; improvement within the

school; establishes a check and balance system for the evaluation process; To bring new perspectives to arts curriculum in the schools and to provide experiences through programs that cultural exchanges; to promote school effectiveness and efficiency; fostering productive work environments; improvement of the school's ability to accomplish its mission

Administrators: Have evaluation plan for the development strategy; identifies ways to

reach higher standards and correct significant discrepancies; Understanding and organizing subject matter for learning; annual evaluation of faculty; Oversees faculty evaluation process within school

Faculty: Improvement purpose reflects the need for professional growth and

development of the individual faculty; contributing to the personal goals of the faculty; provides

a systematic opportunity for individual skill enhancement; enhanced self-expectations; increases the likelihood of changes in teaching performance; develop strategies to integrate the arts into facultys daily classroom instruction

Students: To enhance perception, appreciation of the arts, and abilities to express

themselves creatively; Engaging and supporting all students in learning

Future Researchers: Developing as a professtional educator Planning instruction and

designing learning experiences for all students of art schools

SCOPE AND LIMITATIONS OF THE STUDY

The primary intent of this study was the evaluation of faculty teaching activities to improve the quality training as a whole of art school in Vietnam alongside with five art schools from the years 2008 – 2009 to 2012 – 2013 There were 325 of students, teachers, and administrators used as respondents in this study

Four major sources of information are used to determine the effectiveness of an individual faculty: students, faculty (self-evaluation), colleagues and managers and administrators This evaluation must be consistent with assignments and the goals and objectives for art school development

The time frame of this study covered the period from November 2012 to July 2013

DEFINITION OF TERMS

For better understanding the planning terms in this study were defined conceptually and operationally:

Assess has the general meaning of determining the importance or value of something

Assess to determine the value, significance, or extent of; appraise

Evaluation: is the systematic collection and analysis of data needed to make decisions,

a process in which most well-run programs engage from the outset This indicator reflects the

activity of the teacher in relation to the evaluation tasks or actions realized

Faculty in higher education establishments is clearly personal; quality, good ethics;

occupational health as required; reach the level of expertise and professional regulations

Teaching: a primary activity in the university is understood to mean the act of

facilitating the acquisition of knowledge and skills with confidence and direction, geared towards the development of the analytical and creative faculties of students Furthermore, the function of teaching includes specific tasks, such as student consultation, academic advising, and all other initiatives that facilitate the process of learning Teaching is the process of carrying out those activities that experience has shown to be effective in getting students to learn

Activitiesis a conceptual framework based on the idea that activity is primary, that

doing precedes thinking, that goals, images, cognitive models, intentions, and abstract notions like ―definition‖ and ―determinant‖ grow out of people doing things‖ Activity stems from its fundamental view of purposeful activity in a cultural historical context as the fundamental unit for the study of human behavior Activity Theory is an approach which underpins the complex and dynamic human problems of research and practice Hence, Activity is geared towards a practice which embodies a qualitative approach that offers a different lens for analysing processes and the outcomes

Teaching activities are carried out both inside and outside the classroom, destined to

favor the learning of the students with respect to the objectives and guidelines defined in the curriculum and a determined institutional context Therefore, teaching activity implies the

planning and management of teaching, the deployment of teaching methods, learning and evaluation activities, and finally the revision and improvement of the procedures carried out

Management is the act of coordinating the efforts of people to accomplish desired

goals and objectives using available resources efficiently and effectively Management comprises planning, organizing, staffing, leading or directing, and controlling an organization (a group of one or more people or entities) or effort for the purpose of accomplishing a goal Resourcing encompasses the deployment and manipulation of human resources, financial resources, technological resources, and natural resources

Managing the classroom is defined as the methods and strategies an educator uses to

maintain a classroom environment that is conducive to student success and learning Although there are many pedagogical strategies involved in managing a classroom, a common denominator

is making sure that students feel they are in an environment that allows them to achieve

Planning is the best antidote for the nerves that many people feel when teaching a

subject for the first time or meeting a new group of students It is also the only way to ensure that your educational objectives are achieved Planning begins with thinking about how you would like your students to approach their learning in your subject, and what you would like them to understand, know or be able to do by the end of the semester Whether you are planning a subject for the first time, or reviewing an existing subject it is important to consider the effects of your teaching and assessment on students' learning

Teaching plan include what will be taught, when teaching will occur, where teaching

will take place, who will teach and learn, and how teaching will occur

Plan and preparing allows one to anticipate challenges, estimate timing, and improve

delivery quality In order to properly plan and prepare for instruction, a teacher must consider

some, if not all, of the following: significant content, challenging learning goals, prior knowledge, range of abilities, experience and interest of students, diverse perspectives, motivation and self-directed learning, developmental differences, suitable resources, technology, variety of instructional strategies, and coherence

Management of the programis the process of managing several related projects, often

with the intention of improving an organization's performance In practice and in its aims it is often closely related to systems engineering and industrial engineering

Program Goals is the general aims or purposes of the program and its curriculum

Effective goals are broadly stated, meaningful, achievable and assessable

Teaching time is defined as the number of hours per year that a full-time teacher

teaches a group or class of students Working time refers to the normal working hours of a time teacher and includes time directly associated with teaching as well as the hours devoted to teaching-related activities, such as preparing lessons, counselling students, correcting assignments and tests, and meeting with parents and other staff

full-Teaching Time management is aspects of teaching — organizing the day, organizing

the classroom, deciding how long and how often to teach various subjects, recording student progress, or keeping time-consuming behavior problems to a minimum Students only have so much time in your classroom Effective use of school time begins with efficient classroom organization and management — and vice versa Much of the essentials of classroom life involve time management in some way: paring down paperwork; planning; establishing routines that eliminate wasted time and confusion; using learning centers, independent assignments, and seatwork to give you time to work with small groups; and creating classroom environments that allow students and activities to move smoothly from one activity to the next

Professional Competence is the capability to perform the duties of one's profession

generally, or to perform a particular professional task, with skill of an acceptable quality Professional competence is the ability to perform the duties of one's profession to an acceptable quality This is a skill one acquires by going through training in the relevant filled and participate

in activities that promotes one's ability to be a competent professional Such activities include mentorship, career development forums and coaching which provides different experiences to learn from

A competency is an underlying characteristic of an individual which enables him/her to deliver superior performance in a given situation Competencies consist of clusters of knowledge, attitude and skill set

A teaching method comprises the principles and methods used for instruction

Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these The choice of teaching method or methods to be used depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students

The teaching skills are defined as a group of teaching acts or behaviors intended to

facilitate students learning directly or indirectly

Peer relationships often occur in the context of the school environment and are often

influenced by attachment security, the quality of ties to one’s peers may contribute to the explanation of the relationship between attachment and academic performance Peer relationships also appear to affect discipline-specific academic success

Outcomes assessment is any systematic inquiry in which the goal is to document

learning and to improve the teaching/learning process It can be understood more precisely as a

process of: Defining what students should be able to do, think, or know at the end of a unit of instruction (defining, that is, the student learning outcomes) Designing the curriculum and students’ learning experiences to address these outcomes Determining whether, and to what extent, students can do, think, or know it Using this information to make improvements in teaching and learning

Learning outcomes are specific, observable behaviors evidenced by students who have

achieved your educational objectives Learning outcomes are stated operationally, and describe the observable evidence of a student's knowledge, skill, ability, attitude or disposition

Chapter II REVIEW OF LITERATURE AND STUDIES

This chapter presents the relevant readings and related literature which bear significance and similarities in this study This also includes the paradigm and the definition of terms that could help the readers to fully understand the context of this study The following definitions are provided to ensure uniformity and understanding throughout the study

RELATED LITERATURE AND STUDIES

Education in Vietnam is always a subject of public interest in the maintenance, even on many forums, the National Assembly session Quality education has always been considered as important issues Education Law, Article 15 states: "The teacher plays a crucial role in ensuring the quality of education "However, as assessed by the Secretariat in Directive 06 40/CT/TW 15th

2004, the quality of teachers at present, there are "limited and inadequate" compared to the high demand of the industrialization and modernization of the country To overcome the "limitations and shortcomings" above, the Secretariat directives : to urgently develop and improve the quality

of teachers , ensuring teachers ' standardized , quality assurance , sufficient the quantity and uniform in structure , paying special attention to improving their political , moral lifestyle , conscientious , skilled teachers " Implementation of this directive have been many research works , published documents in order to improve the quality of teaching staff especially through teacher evaluations

Faculty can have large effects on student achievement, the differences in achievement gains for students who had the most qualified faculty versus those who had the least qualified were greater than the influences of race and parent education combined

Teacher is the deciding factor directly to the quality of education and training In policy reform higher education 2006-2020, the Government's Resolution 14 has emphasized that the

"Building faculty and staff of higher education management in sufficient quantity, quality ethical and ethics, professional qualifications, teaching style and advanced management "To teach in college, the teacher not only good professionals, capable of scientific research but also strong pedagogical capacity Malcolm Frazer (in Barnett, 1992) ranked the key features needed for a good teacher in order from most important to least goes as follows:

- Having the knowledge and professional skills updated , the most advanced in its field This is the essential condition of each faculty

- Passionate professional and always eager to share that passion with others ; crave knowledge , inquisitive , self- learning , always wanted to help people with learning and progress , and self- assessment adjust their work ; sincerely listen and absorb the opinions of students and colleagues ; conscious high teamwork

- Understand the process of acquisition of learners , understanding the characteristics of difficult subjects for each student different objects ; know how to promote the positive effects of motor learning on academic performance by how to push passion learning , student research

- Having a sense of humor, patience, confidence, diligence, empathy and willing to help students

- Proficient use of equipment and techniques for teaching and learning assessment

Teachers want to teach well need to perform the following requirements:

1 Teachers need to understand the social environment in which teaching takes place Here, teachers need to understand the characteristics and basic conditions of the times, the requirements of economic and social environment, social revolution, revolutionary science and technology in general for human training last

2 Teachers need to understand the nature and characteristics of the conditions in which teaching takes place

3 Teachers should understand the purpose, objectives and tasks of teaching, this purpose is determined directly by the economic environment - social and environmental training and teaching tasks is the guideline for all activities of the school, the teacher and the learner

4 Teachers need to understand the students and their initial degree from teaching duties, in other words, to understand input Teachers should also directly impact students in his personality (behavior with students)

5 Teachers need to master the content and choose an appropriate teaching, where teachers should be based on the requirements of the course, the school and the initial level of students to choose learning content accordingly case

6 Teachers need to be properly selected and appropriate methods, means and forms of organization of teaching, teachers here based on output, input and teaching content

7 Teachers need to exploit the internal and external dynamics of the teaching process

in order to encourage self-study

8 Teachers need to know the limitations of confounding factors affecting students, the negative factors, the reactionary forces harming their learning For example, noise, improper opinion on the subject, career the noise of social life difficult

9 In the process of content selection and application of methods, means and forms of organizational learning, teachers need to follow the rules and principles of teaching

10 Teachers should guide students logically learning, teachers need to grasp the nature

of the teaching process and the logic of its athletes

Teaching includes classroom teaching in the organization of activities in laboratories , academic guidance counseling to students and advise students on topics consistent with programs and courses and the career opportunities Today with the development of society , the role of faculty and students has changed a lot, collaborative relationships between faculty and students are more focused Students tend to be active participants in the teaching - learning process than those who acquire knowledge passively According to this concept is no longer good teaching is determined on the basis of general teaching skills or approaches can be applied in a uniform with all the topics and subjects , teachers need to make many different teaching methods Teachers are good at learning how to make students understand a concept , apply and integrate them Teachers not only need to transmit knowledge to students but also to convert and extend the knowledge that (Boyer , 1990) This concept is also scholars Davis (1993) asserts that effective teaching is not a unitary concept but rather an activity that the whole Teachers are responsible for creating a learning environment taking into account but not limited to the scope of the class This definition

of teaching Menge (1990 , page 107) describes more clearly : "The essence of teaching is to create situations in which learning takes place in an appropriate manner ; arrangement this situation is something that all teachers need to learn to be able to conduct a teaching effectively"

Quality teaching begins with a teacher’s formal education, but it grows through a process of continuous improvement gained through experience, targeted professional development and the insights and direction provided through thoughtful, objective feedback about the teacher’s effectiveness

A key problem is that current measures for evaluating faculty are not often linked to their capacity to teach A reliable and valid system of performance assessments based on common standards would provide consistency in gauging faculty effectiveness, help track

educational progress, flag areas of need, and anchor a continuum of performance throughout a teaching career

Evaluation faculty that measure what faculty actually do in the classroom, and which have been found to be related to later faculty effectiveness, are a much more potent tool for evaluating faculty’ competence and readiness, as well as for supporting needed changes in faculty education

Faculty Evaluation - The process by which faculty are observed in a school setting and provided with feedback that is reflective of their performance Evaluations occur during single lessons and are performed throughout the duration of a school year

Evaluation of teaching can have many purposes, including collecting feedback for teaching improvement, developing a portfolio for job applications, or gathering data as part of personnel decisions, such as reappointment or promotion and tenure Most of the methods described below can be used for all of these functions In general, efforts to collect information for improvement can be informal and focus on specific areas an individual instructor wishes to develop Information for job applications involves presenting one’s best work and meeting the requirements outlined in job ads However, when the purpose of evaluation is personnel decision making, it is important to use a comprehensive and systematic process Because there are many dimensions to pedagogical work, it is best to use multiple measures involving multiple sources of data to evaluate the range of instructional activities, which can include the following:

Instructional Delivery (including quality, amount, and level of classroom instruction)

Course Planning (including development of course materials, course revision, development of new courses)

Grading and Assessing Student Learning (including appropriate level of assignments, exams, grading standards)

Course Management

Oversight of Independent Studies, Honors Theses, Prelims, Dissertations

Support for Student Internships, Experiential Learning, Service Learning

Department and Curricular Work (including participation in curriculum revision, departmental efforts to focus on teaching)

Advising and Mentoring

Professional Development and Innovation Around Teaching

The purpose ensures effective teaching and promotes professional learning, instructional skills to improve student learning to encourage highly effective faculty to undertake assignments thus evaluation is required

The main aspect of teaching evaluation is assessment of the quality of classroom teaching However, as teaching includes more than just classroom instruction, evaluation of teaching must assess more than classroom performance There may be a number of aspects of teaching that your departments and schools may identify These may include: quality, amount, and level of classroom instruction, development of curricula,

Self-evaluation can assist you to: improve the educational experiences you provide for your students, identify the professional education you need to further develop your capacity to teach well, prepare you for your performance review with your supervisor

Student evaluation of teaching: Students are a very important and reliable source of information about how your teaching supports their learning achievement

The evaluation, teaching can be defined as: helping someone else learns something To advance this one step further, good teaching can be defined as: being effective in the learn something significant The two added elements of effectiveness and significance both seem necessary to warrant the label of "good teaching."

The act of teaching can also be viewed as an interactive process that involves a faculty and students This interaction occurs within a context or environment that can influence the success of that interaction

This definition of good teaching and the interactive character of teaching have a number

of implications for evaluation

1 For purposes of evaluation, the primary purpose of teaching is to generate as much significant learning as possible Students and faculty may bring additional purposes to the classroom but, for purposes of evaluation, the main concern is the amount of significant learning generated

2 The faculty is an important but indirect factor in the process of learning This is simply recognition of the fact that it is the student who does the learning; the faculty's role is to help the student in whatever ways possible

3 In higher education, the faculty has primary responsibility for key decisions about a course These decisions include such things as determining the scope of a course, identifying the educational goals, selecting reading materials, constructing tests, and assigning grades

4 The quality of the faculty's classroom behavior also has a major effect on the students' reaction to the course on a day-to-day basis This refers to characteristics such as the clarity of the faculty's explanations, the enthusiasm they show for the subject, the rapport they develop with students, and the degree to which they are organized and prepared for class on a regular basis

5 Teaching takes place within several kinds of contexts, all of which can have a significant influence on the quality of the teaching and the learning

In summary, teaching can be viewed as an interactive process that takes place within several types of contexts for the purpose of generating as much significant learning as possible

Measures of student achievement used in faculty evaluation:

- Must be based on student achievement that is directly attributable to the individual faculty, in the subject area taught by that faculty Student achievement measures must be used with care, ensuring that they accurately reflect a given faculty’s contributions

- Must be based on evaluation instruments that accurately reflect the achievements they purport to measure This implies that the evaluation instruments are used by individuals with sufficient expertise to accurately observe and interpret the outcomes under measurement

- Must be created to evaluate the curriculum that is taught This implies that such measures reflect national, state, and local standards and curricula and use clear criteria known to the faculty in advance

- Must be developed and applied in the context of the number of students taught and the instructional time available

- Must take into account, if they are based on growth models, the beginning level of achievement from which growth is expected to take place The evaluation instrument must be capable of capturing all levels of achievement, including the very highest levels of mastery

- Must work on a multi-year cycle to allow for appropriate professional development and growth, enabling the evaluation to meet its primary goal of helping faculty to improve their service to students

Successful Art Faculty Evaluation:

- Must include a balanced, comprehensive assessment of the faculty’s contributions to student learning through multiple measures These measures can and should collect information such as:

+ Indicators of faculty practice, such as planning and preparation

+ Indicators of the faculty’s role in maintaining a productive classroom environment

+ Indicators that instruction is designed to reach specified goals

+ Indicators of faculty contribution to the school or district, as well as to the profession

of teaching at large

+ Indicators those student skills through instruction

- Must include measures of art student achievement along with the above indicators, as only one element of a faculty’s evaluation For evaluation of art faculty, measurements of student achievement should include evaluation in the three general areas of creating, performing, and responding The relative weighting of measures in these three areas should be carefully designed

to be commensurate with the nature of the class taught and the express educational goals for that class

- Must, where the most easily observable outcomes of student learning in art are customarily measured in a collective manner, limit the use of these data to valid and reliable measures and should form only part of a faculty’s evaluation

- Must avoid using school-wide measures other than those directly associated with art achievement If the use of school-wide measures of attendance, dropout and graduation rates, and/or work habits is mandated, they should form a minimal part of the art faculty’s evaluation

- Must limit observation-based faculty evaluations to those conducted by individuals with adequate training in art as well as in evaluation

Although different in many ways, all the best faculties that have the general characteristics contribute to "a deep and lasting influence on the thoughts, feelings and actions of students" These faculty are people who approach taken student / learner-centered They are not only profound knowledge in his field of expertise, but also a thorough understanding of the laws

of perception takes place in the learning process step-by-step how to help students master the subject school Thanks to the understanding that the instructor is easy to sympathize with the students, know how to help students overcome the inevitable difficulties characteristic of the course as well as other mental barriers They know how to help students link the old knowledge with new knowledge as well as link knowledge to life through the use of knowledge learned to solve practical problems These faculty always create favorable learning conditions, but also challenging for students; their respect and trust that students willing to share their personal experiences to encourage students to lifelong learning In other words, a faculty good to help her students learn really (Knight, 2002; Ramsden, 2003; Kolis&Dunlap, 2004) by several measures

to support the acquisition of knowledge, is actually helping students manually change the perception of real life (Ramsden, 2003:31)

Teaching includes teaching in the classroom, organizing activities in laboratories, academic guidance counseling to students and advise students on topics consistent with programs and courses and the career opportunities Today, with the development of society, the role of faculty and students has changed a lot, collaborative relationships between faculty and students are given more attention Positive trend that students who participate in the teaching-learning process than those who acquire knowledge passively Good teaching in this sense no longer be determined on the basis of general teaching skills or approaches can be applied uniformly to all

topics and subjects; faculty need to make many different teaching methods Excellent faculty who learned how to make the students understand a concept, apply and integrate them Faculty not only to transmit knowledge to students but also to convert and extend the knowledge (Boyer, 1990) This concept is also scholars Davis (1993) stated that effective teaching is not a unitary concept but rather an activity that the whole Faculty have the responsibility to create a learning environment taking into account but not limited to the scope of the classroom This definition of teaching Menge (1990, page 107) describes more clearly: "The essence of teaching is to create situations in which learning is taking place properly; arranged these situations is one thing that all facultys need to learn to be able to conduct an effective teaching"

All art teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the students’ educational and emotional needs They must be able to recognize and respond to individual and cultural differences in students and respond with the appropriate teaching method that will ensure student success

While this is a start, as an art teacher, you must be creative with a passion for art and a drive to share that love of art with others This passion will inspire your students to use their imagination, ignore traditional boundaries and embrace innovation Implementing an open-door policy and taking the time to listen, coach and guide students will not only build their skill set but also foster a lifelong love of art making

An effective teacher should always establish rapport with their students Establishing interpersonal relationships with students is crucial to form a trusting bond with each student Effective teachers should be available outside of class to answer questions and provide additional help to students In addition, an effective teacher should show tolerance to differing points of view during class

From the definition of teaching as above, Braskamp and Ory (2000) identified through

a variety of indicators to measure research evaluating the teaching faculty in the art school of include: conveying knowledge (through courses, seminars/ conferences, etc.), advice and guidance to students / trainees (monitoring students in the lab, outdoor classes, career counseling,student academic and guide practical experiments and guide research/ thesis/ dissertation), implementation of service learning activities (course design and approval of the program school, etc.)

From the concept in this study draw on the effective teaching is understood as faculty need to perform different teaching methods in accordance with the different objects in the classroom, so that students understand the concepts transmission concepts, apply and integrate them; Besides the transmission of knowledge to students, faculty need to convert and extend the knowledge that the ability to apply knowledge learned in daily life

Art teachers are qualified educators and, in some instances, artists that instruct students

in theoretical and practical knowledge in art theory, art history, aesthetics, visual art, ceramics, design and other art-related subjects

The assigned topic or student-oriented method of teaching involves the teachers as a motivator The teacher's job is to get their students to express themselves, develop their confidence, abilities and perception in art along with their knowledge, skill and attitudes toward art In art history the teachers will teach chronologically starting from pre-history or thematic lessons around periods or styles

Learning-focused evaluation, on the other hand, was grounded in the social cognition perspective According to cognitive learning theory, learning is a change in an individual’s mental structures and processes that may or may not result in an immediate change in

behaviour(Eggen&Kauchak, 2006) This notion associates learning with a qualitative difference

in student’s perceptions of the world, as opposed to an accumulation of knowledge

Teaching, in turn, was viewed as facilitation of learning (Kember, 1997) From this standpoint, teaching goes beyond telling, showing, modelling, demonstrating and teaching the skill to be learned, to a position of helping students to construct their own knowledge, to understand, analyse a phenomenon and change the way they perceive the world (Trigwell et al., 1994) Teachers are seen to be effective if their students demonstrate the ability to be critical and innovative in the way they think, to arrive at their own conclusions and to develop a personal and ethical position on key issues (Martin et al., 2000) Students, by and large, are not seen as passive recipients of knowledge, rather they are active participants of the creation of knowledge

Learning-focused evaluation of teaching, while acknowledge the importance of measuring content knowledge of the teachers and the teaching techniques they employ in the classroom, place more emphasis on measuring student’s expectations, their involvement and perceptions of the learning environment; the appropriateness of learning activities; indications of approaches to learning; distribution of work over the duration of the course; and time on task (Edstrom, 2008; Pratt, 1997)

RESEARCH PARADIGM

Figure 1 The Schematic Presentation of the Independent and Dependent Variables of the

Study

1 Assess the teaching activities of teachers

from the point of:

- Teaching Plan and Preparation

- Management of the Program

- Teaching time management

2 Assess the teaching activities of the

teachers from of student:

- Professional Competencies on the Program

- Methods and Teaching Skills of Teachers

- Peers and Student Relations

- Learning outcome assessment test

3 There is significant difference among the

two group of Teachers and Administrators

4 If there is significant difference among the

students perception of the 5 schools

The problems encountered in the management of teaching activities among

- Teachers

- Administrator

- Students

DEVELOP AN ENHANCEMENT PROGRAM

THE INDICATORS OF FACULTY ACTIVITY

The indicators reflect the function to be achieved for each specific criteria including:

Standard 1 Teaching activities

- The ability and responsibility to impart knowledge including implementation of adequate volume and content knowledge of the subject charge of teaching, lectures, scientific content, suitable objective of the training program,Updated information and knowledge relevant modern methods of learning test results

- Skills taught include communication skills, communication, and organization of teaching; improve teaching methods to meet the requirements of high quality training

- Class management skills, to attract the attention of students

- Advice guide students

- Compiled teaching materials, lectures, references

Standard 2 Development of professional competencies

- Join the professional activities of the school

- Self fostering knowledge and language skills, information and expertise

- Update to development in their own areas of expertise

- Fostering or fostering skills teaching methods and class management institutions

In the accreditation standards of universities by the Ministry of Education and Training

of Vietnam issued in 2007, who taught factor to be considered in criteria 4.3: Innovative methods

of teaching and learning towards develop the capacity of self-learning, self-study and the

collective work of the school and standards 5: management staff, faculty and staff with seven criteria:

Criterion 5.2: Management staff, faculty is guaranteed democratic rights in the university;

Criterion 5.3: The school has a policy and measures to facilitate management staff and faculty participate in professional activities, domestic and foreign operations;

Criterion 5.5: There are sufficient faculty organic (or converted to the number of faculty working full-time) to implement training programs and scientific research; faculty structure reasonable;

Criterion 5.6: faculty team with professional qualifications, foreign language and computer skills to meet the requirements, training tasks and scientific research; academic autonomy;

Criterion 5.7: faculty team with professional work experience and rejuvenation;

Criterion 5.8: The school has a plan and reasonable methods to evaluate teaching activities, methods of assessing learning outcomes of students

In a number of studies on the quality of Education University (Bourke, 1986; Rowly, 1996; John, 1998; Ayer, 1999; DETYA, 2000) the authors have made a number of criteria for evaluating the quality of training that could be implementation, application at the University of Education facilities in Vietnam as follows:

- Training objectives clear;

- Admissions input to ensure reliability;