PERSONAL PROFILES OF THE ACADEMIC STAFFS AS PREDICTORS
OF PROFESSIONAL CHARACTERISTICS: BASIS FOR
STAFF DEVELOPMENT PROGRAM
A Dissertation Presented to the
Faculty of International 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

STAFF DEVELOPMENT PROGRAM

Submitted in Partial Fulfillment of the
Requirements for the Degree
Doctor of Philosophy in Educational Management

In the Graduate School
Southern Luzon State University, Republic of the Philippines
in collaboration with
Thai Nguyen University, Socialist Republic of Vietnam
has been approved by the Committee _____________________ ______________________
Member Member

______________________ ______________________ ______________________
Chairman
DR. CONRADO ABRAHAM DR. APOLONIA A. ESPINOSA
Adviser Dean, Graduate School
Accepted in partial fulfillment of the requirements for the degree

indefatigable effort to encourage the Ph.D. students to pursue this study;
To all the SLSU and TNU Professors, who unselfishly shared their time and
knowledge throughout the graduate studies in Thai Nguyen University, Vietnam;
Special thanks to his family and friends for their support, encouragement for being
the sources of greatest inspiration, which made his career a success.
Lai Van Chinh iii
TABLE OF CONTENTS

TITLE PAGE Page
APPROVAL SHEET i
ACKNOWLEDGMENT ii
TABLE OF CONTENTS iii
LIST OF TABLES v
LIST OF FIGURES vii
LIST OF APPENDIX viii
ABSTRACT ix
CHAPTER
1 INTRODUCTION…………………………………………………………… 1
Background of the Study 3
Objectives of the study 6
Hypothesis of the Study 6
Significance of the Study 7
Scope and Limitation of the Study 7
Definition of Terms 8


v
LIST OF TABLES
1. Scale of values
2. Frequency and Percentage Distribution of the Respondents' Profile in Terms of
Age
3. Frequency and Percentage Distribution of the Respondents' Profile in Terms of
Gender
4. Frequency and Percentage Distribution of the Respondents' Profile in Terms of
Civil status
5. Frequency and Percentage Distribution of the Respondents' Profile in Terms of
Highest Education attainment
6. Frequency and Percentage Distribution of the Respondents' Profile in Terms of
Length of service
7. Frequency and Percentage Distribution of the Respondents' Profile in Terms of
Monthly income
8. Frequency and Average Weighted Mean of the Respondents' Profile in Terms of
working attitude
9. Frequency and Average Weighted Mean of the Respondents' Profile in Terms of
Mastery of the Subject Matter
10. Frequency Average Weighted Mean of the Respondents' Profile in Terms of
Pedagogical Ability
11. Frequency and Average Weighted Mean of the Respondents' Profile in Terms of
Scientific Research Ability

41 42 44 45 46 47 48

49

50

50 51

vi
LIST OF FIGURES

1. Research paradigm. 30
2. Location of Hong Duc university in Thanh Hoa Province 32


B Questionnaire for academic staff 108 Title:
PERSONAL PROFILES OF THE ACADEMIC STAFF
AS PREDICTORS OF PROFESSIONAL
CHARACTERISTICS: BASIS FOR STAFF
DEVELOPMENT PROGRAM
Researcher:
Lai Van Chinh
Degree Doctor of Philosophy, Development Education
Nam/ Address of the
Institution
Southern Luzon State University
Graduate School
Lucban, Quezon
Date Completed April, 2014
Adviser
Dr. Conrado Abraham ABSTRACT
This study was conducted to determine the personal profiles of the academic staff as
predictors of professional characteristics: Basis for staff development program of Hong Duc
University. It is the main objective of this study to determine if the Personal Profiles is a
predictor of Professional Characteristics of the Academic Staff of Hong Duc University.
Specifically, this research work sought to find out the personal profiles of the academic staff
of Hong Duc in terms of age, gender, civil status, .educational attainment, .length of service,


teach in college or university. And in terms of status, it shows that most of the respondents
were married which catered 89,8 percent of the whole distribution.
In terms of the frequency distribution of the respondents’ profile on their highest
educational attainment, it shows that most of the academic staff or professor/lecturer in Hong
Duc University have at least attained their master’s degree which catered 46.3 percent with a
minute difference in the academic staff who are stagnant with their bachelor degree which
catered 41.5 percent. And 12.20 percent catered only the academic staff who have attained
their doctorate degree.
In terms of income levels for academic staff, those who have worked over 10 years is
very stable, they have at least an income of 5000.000đ per month which is enough for
ensuring their lives and families. However, the number of new employees under 10 years
which was rated at 11.4% have low-income.
Considering the professional characteristics of the respondents in terms of working
attitude, it shows that the academic staff of the university of Hong Duc were very good in
Having a good lifestyle and behavior, being a role model for students of the school where
they are working with mean score of 4.88. And they were also very good in Being ambitious
and keen on teaching and researching of the school with mean score of 4.86. But, they were
only good in protecting, defending and implementing the rules of ethnic teacher with mean
score of 3.43.
The professional characteristics of the respondents, in terms of mastery of the subject
matter, shows that they are good in Basic and Specialized knowledge with mean score of 3.84;
Knowledge of the policy and guidelines of the Viet nam Communist Party with mean score of
3.94; and Methods of testing and evaluating the results of students with mean score of 3.80; But
on the other hand, they were weak in the Knowledge of management and international integration
with mean score of 3.2.

xi
The professional characteristics of the respondents in terms of pedagogical ability
shows that the average rate of the competency assessment criteria of Hong Duc University
reached 3.46% which is very high although a few are still under average on Ability of

times and the demands of the market. In view of this, Vietnamese universities in general and
local universities in particular should take full advantage of local opportunities. They should
overcome challenges, meet the elevation and development of higher education in the
knowledge economy, which will contribute to the social development needs and demand of
reaching up international level and joining the integration process.
As stated in Article 9 of Education Law of Vietnam, educational development is the
first national priority with a view to improving people’s knowledge, training manpower, and
fostering talents. Educational development must be linked with the requirements of socio-
economic development, to the scientific-technological advances, and to the consolidation of
national defense and security, must ensure the balance in terms of qualifications, professional
and regional structure, must expand scale on the basis of quality and efficiency assurance, and
must link education with employment.
The teacher, therefore, is a key player in the teaching-learning situation and he must
be a model to all his learners in all aspects of life. Learners are good imitators and they

2
usually make their teachers their role models. It is a fact that the teacher is the manager of the
teaching-learning activity, the facilitator of learning, and the evaluator of the learner’s
achievements.
Compared with other countries in Asia, Vietnam has the advantage of a large and
young population whose potential should be tapped in order to fulfill the 2020 development
vision. The literacy rate is over 90 percent and evidence of the significant efforts to date by
the government to develop human resources. In the coming years, key measures to promote
education and training include improving education quality through the introduction of
standards for learning outcomes, teacher performance, institutional capacity, and the
implementation of an effective education management.
Taking into account that the objectives of higher education in Vietnam are to educate
learners in acquiring political and moral qualities, endeavor to serve the people, professional
knowledge and practical skills relevant to the educational levels, and physical health, meeting
the needs of construction and defense of the country, teachers in various learning institutions

Hong Duc University is a public university with multi-disciplinary, directly under the
People's Committee of Thanh hoa province and managed by the Ministry of Education and
Training. The University was established under Decision 797/TTg dated 24/9/1997 of the Prime
Minister on the basis of three schools: College of Education, College of Engineering-Economics
and Thanhhoa Medical College. Medical Department was separated and established to Medical
College in October 2004.
For more than 15 years of construction and development, Hong Duc University has
provided training human resources and has entered into joint training to provide a large
number of human resources with levels of universities, colleges and the lower ones of the
pedagogy, science, economics; business administration and informatics technology;

4
agriculture, forestry and fisheries; construction, mechanics; electronics-telecommunications
and electricity. Aside from the training task, the University has constantly improved the
quality of scientific research to serve the socio-economic development in the process of
industrialization and modernization of Thanh hoa province and neighboring areas.
The university has recruited, trained and fostered lecturers and managers; enhanced
facilities and equipment to improve the quality of training; promoted the scientific research
and international relationships; strengthened measures of comprehensive education for
students; expanded training industries to meet the growing social needs with higher quality.
In the industrialization-modernization cause, educational industry not only has many
new opportunities but also faces to challenges. The immediate and long-term task of Hong
Duc University is to train staff who have qualities, qualifications and professional skill to
meet developed requirement of the province and the country.
Hong Duc University with the educational system in Thanh hoa has become the main
factor which meets the training needs of local human resources to contribute to the successful
implementation of the XVI Resolution Party Congress which is emphasized on the following
objectives to "develop human resources, apply scientific and technological achievements, and
promote educational socialization". Moreover, the university strives to meet the training needs
of growing high-quality human resources of the region and the country with the mission of a

profiles of the academic staff as predictors of professional characteristics which will serve as basis
for the improvement of the quality of higher education and trainings.
Objectives of the Study
It is the main objective of this study to determine if the Personal Profiles is a predictor
of Professional Characteristics of the Academic Staff of Hong Duc University.

6
Specifically, this research work sought to:
1. Find out the personal profiles of the academic staff of Hong Duc University in terms of:
1.1. age
1.2. gender
1.3. civil status
1.4.educational attainment
1.5.length of service
1.6.family income
2. Determine the professional characteristics of the academic staff of Hong Duc University as
perceived by the respondents in terms of:
2.1. Work attitudes
2.2. Mastery of the subject matter
2.3 Pedagogical ability;
2.4 Ability to conduct scientific researches;
2.5 Ability of supplying social services; and
2.6 Ability to self-development.
3. Find out the significant differences between the perceptions of the respondents when
grouped into profiles.
4. Identify which of the profile of the respondents predict professional characteristics of the
academic staff of Hong Duc University.
5. Propose staff development program based on the results of the study.
Hypotheses:
1. None of the profile of the respondents predict their professional characteristics.

defined both conceptually and operationally.

8
Age refers to the age of the respondents when the study has been conducted.
Educational attainment Is an achievement or the act of achieving; accomplishment.
Educational attainment refers to the highest educational qualification or academic degree that
a school leader has obtained.
Gender Is used to describe the characteristics, roles and responsibilities of women and
men, boys and girls, which is socially constructed. Gender refers to the personal sexual
identity of a school leader, regardless of his/her biological and outward sex.
Length of management experiences refers to the duration of time that a school leader
has held a management position.
Length of service refers to the duration of time that a school leader has been working in
a school.
Marital status refers to the conjugal status in relation to marriage laws of a school
leader in Vietnam.
Monthly income refers to the total amount of money a school leader has earned in a
month.
Ability to conduct scientific research. It refers to the capability to undertake
researches, collect and process data and information, analyze and interpret research results,
and write reports.
Ability of supplying social services. It refers to the capability on how the goals and
activities in school relate to the values and aspirations in the learners’ home and communities.
In addition, the teacher can draw from resources, ideas and activities from the learners’
communities in the teaching – learning situations.
Ability to self-development. It refers to the personal growth and professional
development which emphasizes the ideal that teachers value having a high personal regard,
concern for professional development, and continuous improvement.

9

Mastery of the subject matter. It refers to the ability of the teacher to deliver
accurate and updated content knowledge using appropriate methodologies, approaches and
strategies. (conceptual definition)
Pedagogical Ability. It refers to educating and teaching according to educational
objectives, principles and curriculum, with pedagogical university degree of pedagogy
training. (Education Law of Vietnam, 2010)
Professional development. It refers to formal types of vocational education, typically
post-secondary or poly-technical training leading to qualification or credential required
obtaining or retaining employment. Professional development may also come in the form of
pre-service or in-service professional development programs. These programs may be formal,
or informal, group or individualized.
Staff development. It includes everything that is done to maintain and extend the
knowledge and skills of staff so that they can contribute fully towards the achievement of goals
of the University. Academic staff development supports the personal and professional
improvement of academic staff, as well as the organisational development needs of the
University. Of particular importance for academic staff are continuous development of teaching
and research skills, and maintaining currency in the disciplines on which the University’s
programmes are based.
Staff development is relevant to all staff and the whole person;
All academic staff are expected to participate in staff development activities aimed at
improving the University’s academic excellence and the effectiveness and efficiency of its
operations;

1
Staff development should draw on the skills and knowledge of staff as much as
possible;
Reflection, review, feedback and opportunities for learning should form an integral
part of everyone’s work experience.
Strategy: It is a high level plan to achieve one or more goals under conditions of
uncertainty. Strategy becomes ever necessary when it is known or suspected there are

healthy and free expression of ideas; (5) Provides timely and accurate feedback for the
learners to reflect on; and (6) Facilitates learning of diverse type of learning environment.
Bigge (2004).
In view of this, higher education provides conditions favorable to good teaching and
effective learning. This should consider the people and its efficiency to measured the extent to
which they contribute to teaching-learning situation. These can contribute immensely in
providing efficient teachers and furnishing them and the students with proper tools and
environment for work. Moreover, these imply to the improvement of the total teaching-
learning situation and the conditions that affect them.
Based on the publication of Đoan Van Đieu (2013) in Journal Science of Ho Chi
Minh City University of Education about Some instructors’ virtues which are based on the
evaluation by students at Ho Chi Minh City University of Education: The article is about a
survey on the evaluation of the qualities (positive and negative) of instructors – the general
ones, the ones for teaching, and the ones for education by students at Ho Chi Minh City

1
University of Education. The findings show that the qualities for teaching are ranked at the
highest level.
In “101 Great Ways to Enhance Your Career”, experts suggested the following:
encourage, inspire and guide your path to procure, maintain and actualize your career
objectives. On the other hand, Michelle A. Riklan and David Riklan (2009), claimed that the
most important thing to do as you begin your new career is to define your attitude towards
work. How will it contribute towards your career? How will it add value to your role as a
career builder?
One should understand that a positive attitude is even more important. So attitude
towards work means deciding the values that would guide workers in his working
environment.
There are three values of work attitudes towards career:
1. Pride. It connotes arrogance especially when one has too high an opinion of oneself.
So, "Pride" is taken to mean self-dignity. If you know everything you do at work which has