Management of the faculty teaching activities in the art schools in north viet nam a proposed enhancement program

1 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 Doctor of Philosophy in Educational Management _ By NGUYEN THI YEN NGA (ANNA) October 2014 ACKNOWLEDGMENT The researcher wishes to convey her gratitude to the following persons who wholeheartedly devoted their time and effort and helped her make this piece of work a reality: DR WALBERTO A MACARAAN, his adviser for the supervision, guidance, suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials; DR CECILIA N GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her invaluable contribution and support to the development of Master of Arts in Teaching English Program in Thai Nguyen University; DR DANG KIM VUI, President of the Thai Nguyen University in the Socialist Republic of Vietnam for his constant support to Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Republic of the Philippines; DR NGUYEN VAN BINH, director of the International Training Center, Thai Nguyen University of Socialist Republic of Vietnam for his enormous pursuit to provide the Vietnamese people an opportunity to grow through education; The faculty and research staff of the colleges of Thai Nguyen University and the respondents of the study for their active involvement and cooperation which made the conduct of the study possible; Her family and friends, for the unconditional love and support in one way or another; and to all who have contributed to make this study a success NTYN DEDICATION This research is wholeheartedly dedicated to my family and to all my relatives, colleagues and friends, and classmates in Thai Nguyen University for giving the researcher endless support, guidance and inspiration NTYN TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… vi TABLE OF CONTENTS ………………………………………………… vii LIST OF TABLES ………………………………………………………… ix LIST OF FIGURES………………………………………………………… xi LIST OF APPENDICES ………………………………………………… xii ABSTRACT ………………………………………………………………… xiii CHAPTER I II III INTRODUCTION …………………………………………… Background of the Study ……………………….………… Objectives of the Study ……………………………….…… Hypothesis …………………………………………………… Significance of the Study ………………………………… Scope and Limitation of the Study …………………….… Definition of Terms ………………………………………… REVIEW OF LITERATURE ……………………….……… Research Paradigm …………………………… ….……… 24 METHODOLOGY …………………………………………… 25 Locale of the Study ………………………….……………… 25 Research Design …………………………….……………… 25 Population and Sampling ………………….… ………… 26 Instrumentation ……………………… ………… …….… 28 Data Gathering Procedure ………………………………… 28 Statistical Treatment …….………………………………… 29 IV V RESULTS AND DISCUSSIONS ……………………….… 31 Teachers and Administrators’ Perception of Faculty’s Teaching Activities ………………………………………… 31 Students’ Perception of the Faculty’s Teaching Activities 37 Significant Difference between the Administrators’ and Teachers’ Perceptions ……………………………………… Significant Difference among the Students’ Perceptions 42 47 Proposed Enhancement Program For The Faculty Teaching Activities ………………………………………… 54 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary ………………… ………………………………… 56 Findings …………………….……… …………………….… 57 Conclusions ……………………………………………….… 60 Recommendations …………………………………… …… 60 REFERENCES …………………………………………………………… 62 APPENDICES …………………………………………………………… 63 CURRICULUM VITAE …………………………………………………… 74 LIST OF TABLES TABLE 10 11 12 PAGE Frequency, Percentage and Distribution of Teachers and Administrators as Respondents of the Study ………………… 26 Frequency, Percentage and Distribution of the Students as Respondents of the Study ……………………………………… 27 Weighted Mean Distribution of the Teaching Activities as to Teaching Plan and Preparation as Perceived by the Administrators and the Teachers ……………………………… 32 Weighted Mean Distribution of the Teaching Activities as to Management of the Programs Perceived by the Administrators and the Teachers ……………………………… 41 Weighted Mean Distribution of the Teaching Activities as to Time Management as Perceived by the Administrators and the Teachers …………………………………………………… 36 Weighted Mean Distribution of the Teaching Activities as to Professional Competencies on the Program as Perceived by the Students ……………………………………………………… 37 Weighted Mean Distribution of the Teaching Activities as to Methods and Teaching Skills as Perceived by the Students 39 Weighted Mean Distribution of the Teaching Activities as to Peers and Student Relations as Perceived by the Students 41 Mean Difference between the Teachers and the Administrators of Respondent Schools as to Teaching Plan and Preparation ………………………………………………… 43 Mean Difference Between the Teachers and the Administrators of Respondent Schools as to Management of the Program ……………………………………………………… 44 Mean Difference between the Teachers and the Administrators of Respondent Schools as to Teaching Time Management …………………………………………………… 46 Mean Difference among the Students’ Perceptions of the Teaching Activities as to Professional Competence of Teachers ………………………………………………………… 48 10 TABLE 13 14 15 PAGE Mean Difference among the Students’ Perceptions of the Teaching Activities as to Methods and Teaching Skills …… 49 Mean Difference among the Students’ Perceptions of the Teaching Activities as to Peer and Students Relationships 50 Common Problems in the Management of Faculty Teaching Activities ………………………………………………………… 52 cii Appendix B Instrument QUESTIONNAIRE ON THE MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM Dear Respondents: I am conducting a study for my doctorate program entitled “ Teaching Activities in Arts Schools in North Vietnam: A Proposed Enhancement Program” This is a major requirement for the degree of Doctor of Education major in Educational Management under the joint collaboration program between Thai Nguyen University in Socialist Republic Vietnam and Southern Luzon State University, Lucban, Quezon, Philippines In view thereof, I am soliciting your cooperation and utmost support to answer the questionnaire hereto enclosed, kindly answer all items completely and with a high degree of honesty Rest assured that your responses will be dealt with utmost CONFIDENTIALITY Thank you (SGD.) NGUYEN THI YEN NGA Researcher cii ciii Direction: Encircle the number in every item of the column that corresponds to your answer A number in each column conveys the following: - Strongly Agree - Agree - Disagree - Strongly Disagree Name (Optional) Subjects School A Teaching Plan and Preparation Items Circle the most appropriate The lecturer possess a carefully made teaching plan and classroom activities Teaching plans are made ahead of time and known to the immediate head Teaching plan is a part of the subject content to be taken for the period 4 There exists a degree of competence and skills of the teacher with the lesson Teaching plan and activities requires prior approval by the immediate head Content and coverage of the subject were thoroughly discussed by the teachers and head of school The teaching plan of activities is enough to cover the topics to be taken for the period ciii civ Topics in the teaching plan provide student for easy access of materials and references Sequences of the lectures for the course are appropriate and logical 10 Topics and other instructional materials keep students updated of the knowledge and skills Problem if any: _ _ _ B Management of the Program Items Circle the most appropriate The teaching activities covers the development of the learning domain among students Evaluation of instruments and tools emulates the desired competencies and skills to be acquired and other activities Programs and other activities are jointly planned by the Head and the Teachers 4 There are the indications that learning objectives are enough to cover the desired knowledge to gain by students The points and area of concerns to be observed from the teachers were made clear by respective Head (Leader) Periodic classroom observation and supervision were made known to teachers by supervisor Schedule of subjects and classes are well civ cv Circle the most appropriate Items distributed throughout the day/week There are enough meetings held between Head and teachers to thresh out problems and resolve issues Teaching methods are identified and customized used for the development of creative teaching independent critical analysis of students There is a definite plan for professional development of teachers and conferences are encourage 10 Problem if any: _ _ _ C Teaching Time Management Circle the most appropriate Items There are equal and reasonable distributions of time for each topics of the lesson Students report and report of rating are well- spelled out in the calendar of activities for the year Calendar of Activities as to each term of the year are well -critiqued and disseminated to all 4 Lessons and other teaching activities are finished in scheduled time Periodic reports and other documents are submitted on the given time as scheduled There exists policies requiring punctual attendance of cv cvi Circle the most appropriate Items teachers in classroom and other teaching activities Problems and conflicts arising among peers and stakeholders are immediately addressed and resolved Classes start promptly and lessons begin without delay Teachers effectiveness and performance is periodically evaluated 10 Teachers are conscious of their time and of others Problem if any: _ _ _ II Teaching Evaluation Questionnaire for Students Circle the most appropriate Professional Competence on the Teacher The lecturer has been well-prepared for the class The lecturer has provided clear explanations of important issues/principles in the course Student easy access to course materials (syllabus, textbooks, reference books) 4 Student are informed of assessment at the start of the course The course content is directly related to the goals of the course There is appropriate and logical sequence for course contents cvi cvii Circle the most appropriate Course materials for updating the latest knowledge and skills Enough time for students is given Practical subjects 10 This course has contributed equipped with the knowledge and professional skills for students Methods and teaching skills of teachers 11 At the start of the course, instructors inform you of the work required to prepare for the course 12 Transmit contents exactly and clearly and easy to understand 13 Lecturer incorporates a variety of teaching methods and different activities to help you learn effectively 14 Faculty teaching methods help students think critically or creatively 15 Teachers provide students with the opportunity to actively participate in learning process inside and outside the class Teachers encourage students to ask questions and discuss the views, the approach to understand the course content Teaching skills of teachers to train students deductive method between the practical problems in subjects with Effective teachers use textbooks and reference materials, devices support teaching to help students better understand or expand understanding of course content Teachers who provide activities and the requirements for homework/ research to help students achieve the objectives of the course 16 17 18 19 cvii cviii Circle the most appropriate 20 Lecturer has been responsive to students’ views and comments Ensure their teaching and relationships with students 21 Lecturers communicate with respect and politeness 22 Faculty advise students on academics and career 23 Faculty process program subjects such as original instructions 24 Lecturer has presented the course in a wellorganized manner 25 You want to be involved in other subjects taught by this teacher 26 The lecturer shows thorough/ in-depth knowledge of the course 27 The lecturer has made an effort to enhance student learning cviii cix CURRICULUM VITAE NGUYEN THI YEN NGA (ANNA) Residential Address: Quang Trung Ward, Thai Nguyen City, Thai Nguyen Province, Vietnam Date of Birth: 17 February 1980 Nationality: Vietnamese Email: nguyenyenga@gmail.com EDUCATION HISTORY August 2000 - June 2004 Hanoi University of Culture - http://huc.edu.vn Bachelor of Cultural Management Graduation: June 2004 August 2005 – June 2008 Hanoi University of Culture - http://huc.edu.vn Masters of Cultural Management Expected graduation: June 2008 WORK EXPERIENCE August 2005 – July 2009 Teacher, VietBac Art and Culture College http://www.vietbacact.edu.vn August 2006 – Current Vice-dean OFFICE OF EDUCATIONAL TESTING AND QUALITY cix cx ASSURANCE VietBac Art and Culture College http://www.vietbacact.edu.vn OTHER SKILLS AND CERTIFICATES Computer Skills:  Microsoft XP applications (Word, Excel, Office, PowerPoint, Outlook, Access) – Advanced  Microsoft Office Document Imaging and Scanning - Advanced Language Skills:  Vietnamese – Mother tounge  English – Second language NGUYEN THI YEN NGA (ANNA) cx cxi cxi cxii cxii cxiii cxiii cxiv cxiv cxv cxv cxvi cxvi ... evaluating faculty teaching activities to improve the quality training of the art schools in Vietnam Hence, the management of the faculty teaching activities in art schools in North Vietnam as basis... faculty teaching activities based on administrators and teachers’ perceptions on teaching plan and preparation, management of program, and time management; evaluate faculty teaching activities based... Teaching Activities The input of the study includes related readings from printed and online sources regarding teaching activities as to the teaching plan and preparation; management of the program;