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0 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 APPROVAL SHEET 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 examination. PROF. Dr. WALBERTO A. MACARAAN Research Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management Program offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. (NAME OF PROFESSOR) (NAME OF PROFESSOR) Member Member. (NAME OF PROFESSOR) Chairman Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management Program offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. APOLONIA AESPINOSA, Ph.D. Dean, Graduate School Date_____________________ WALBERTO A. MACARAAN, Ed.D. Vice President, Academic Aff airs 2 ACKNOWLEDGMENT Grateful acknowledgement is hereby extended to the following individuals who have provided the researcher much needed help in the completion of this work: DR. CECILIA N. GASCON, Ph.D., President of the Southern Luzon State University in the Republic of the Philippines, for her untiring effort and belief that this collaboration is possible thus enabling us to pursue the Ed.D degree; 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 3 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; 4 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) 5 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 6 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 7 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 8 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 9 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 10 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 : Southern Luzon State University, Lucban, Quezon, Philippines in the Institution Collaboration with Thai Nguyen University, Socialist Republic of Vietnam. Date Completed Adviser : April, 2014. : 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 11 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. 12 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. 13 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); 14 (2) Evaluation of Teaching and Research Activities (for individual faculty) or SelfAssessment; (3) Evaluation of Teaching and Research Activities (for collegiate assessment) or PeerAssessment; and (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 15 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. 16 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 17 5.1. Teachers 5.2. Administrator 5.3. Students 6. Develop an enhancement program HYPOTHESIS 1. There is no significant difference in the point of views of the two group of respondents as to teaching activities of teachers. 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 18 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. 19 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
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