SOUTHERN LUZON STATE UNIVERSITY
PHILIPPINES
THAI NGUYEN UNIVERSITY
VIET NAM

NGUYEN THI YEN NGA

MANAGEMENT OF THE FACULTY TEACHING
ACTIVITIES IN THE ART SCHOOLS IN NORTH
VIETNAM: A PROPOSED ENHANCEMENT PROGRAM

Speciality: Educational Management

SUMMARY OF PhD. IN EDUCATIONAL MANAGEMENT
DISSERTATION
THAI NGUYEN, 2014

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The Ph.D. in Educational Management program is held at:
INTERNATIONAL TRAINING CENTER (ITC), COLLEGE OF
AGRICULATURE AND FORESTRY - THAI NGUYEN
UNIVERSITY

Scientific supervisor: Prof. Dr. Walberto A. Macaraan
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.
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
general, these studies are macro without deep research on evaluation
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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.
1. BACKGROUND OF THE STUDY
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,

2.2. Assess the teaching activities of the teachers from the point
of views of student respondents in terms of:
2.2.1. Professional Competencies on the Program
2.2.2. Methods and Teaching Skills of Teachers
2.2.3. Peers and Student Relations
2.2.4. Learning outcome assessment test
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2.3. Ascertain if there is significant difference among the two
group of respondents (Teachers and Administrators)
2.4. Ascertain if there is significant difference among the
students perception of the 5 respondent schools
2.5. Find out the problems encountered in the management of
teaching activities among
2.5.1. Teachers
2.5.2. Administrator
2.5.3. Students
2.6. Develop an enhancement program
3. HYPOTHESIS
3.1. There is no significant difference in the point of views of
the two group of respondents as to teaching activities of teachers.
3.2. There is no significant difference among students of the 5
respondent schools.
4. 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:
4.1. 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

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Three major sources of information are used to determine the
effectiveness of an individual teachers: students, teachers 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 March
2013 to August 2013.
6. DEFINITION OF TERMS
For better understanding the planning terms in this study were
defined conceptually and operationally:
- Assess,
- evaluation, outcomes assessment, learning outcomes
- faculty, professional,
- teaching, activities, teaching, activities, teaching method, the
teaching skills,
- management, managing the classroom,
- planning, teaching plan, plan and preparing,
- management of the program,
- teaching time, teaching time management,
- competence, peer relationships.
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Chapter II. REVIEW OF LITERATURE AND STUDIES
The chapter will present important concepts, definitions,
theoritical base and importance in the research.
1. RELATED LITERATURE AND STUDIES
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

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).
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".
Braskamp and Ory (2000) identified through a variety of
indicators to measure research evaluating the teaching faculty in the
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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.).
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

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

This study was conducted to evaluation teaching of by students,
teachers and administrators from 5 of art and culture schools.
Cross-sectional descriptive study: They are made to get the
feedback of students, teachers and administrators on teaching
activities of the faculty of the school year 2012 - 2013.
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The purpose of this research is to evaluation teaching of by
faculty from art schools. Probes into the background variables,
environmental variables, faculty quality variables and teaching
effectiveness variables have been performed.
3. POPULATION AND SAMPLING
The respondents in this study are students, teachers and
administrators from 5 selected of art and culture college school of
north in Vietnam. 325 students, teachers, and administrators were
requested to answer the questionnaire.
4. DATA GATHERING PROCEDURE
This study used questionnaire as medium of obtains the needed
data. The questionnaire was designed to cover two sections namely,
teachers and administrators (Section A) and students (Section B)
evaluation of faculty teaching activities to improve the quality
training of art school in VietNam. A four point scale, ranging from 1
“strongly disagree” to 4 “strongly agree” was used for this study and
all questions were phrased positively. All survey was assured as to
the confidentiality of responses, and there was no need for the person
under survey to include a name on the survey.
Finally the questionnaires were retrieved in early August 2013
thus tallying, tabulating and analyzing the data followed.
5. STATISTICAL TREATMENT
To answer the problems posed in this study, the following

percentage

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Formula:
5.1. Percentage (%)
.100
f
P
N


Where: P = percentage distribution
F = frequency
X = scale
N = total number of cases
5.2. Weighted Arithmetic Mean
1 1 2 2 1
12
1k
ii
k k i
k
k
i
i
fx


= sum of all the subjects
5.3. Chi-square test, for determining the significant difference
among the two group of respondents and the students perception of
the 5 respondent schools. The formula is:

X
2
= ∑
Where:
X2 = chi-square value
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0 = observed frequencies
E = Expected frequencies
The researcher adapted the rating scale below and its
descriptive/ qualitative interpretation for the questionnaire that will
be used in the survey. The following table will depict the
Management of the Faculty Teaching Activities in the Arts Schools
in North Vietnam.
Descriptive Interpretation of the Scale
The following table of interpretation were used to rate the
variables of the evaluation management Faculty Teaching Activities
from managements and students.
3.25 – 4.00
Stronly Agree
(SA)
2.50 – 3.24
Agree
(A)

course are appreciate and logical. Of all the items except from what
were analysis, all respondent’s schools obtained an average weighted
mean falling under the Agree category. From the above table
presented, it can be deduced that teacher’s competencies and skills
should be given emphasis to the extent that teaching strategies and
approaches should be strengthened and a need to identify different
skills that are appropriate to each of the lessons. The same with topic
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and the number of hours for each of the lessons wherein proper
distribution of the time seems to be neglected and taken for granted.
The information on table 1 would also mean of the indicative
qualifications, skills and competencies vary with their talents wherein
one teacher may not have it all when teaching in an Art School.
Weighted Mean of the Teaching Activities among
Administrators and Teachers as to Management of the Program
revealed that there are good indications that management of the
program may collaboratively undertaken by respondents and a clear
indication that they are cleared of the objectives to achieve
manifestation of the careful planning and learning domain are well
spelled out. On the other hand, there is Disagreement in the following
items that enough meetings are being held between Heads and
Teachers to thresh out problems and to resolve the issues in its
implementation with an average weighted mean of 2.38. However,
agreements were depicted by Hanoi University and ThanHoa
University in the same item. Likewise, disagreements with AWM of
2.06 and AWM of 2.31 were depicted in items 9 and 10 respectively.
Then revealed that teaching methods are identified and customized
used for development of creative teaching was not evidently shown,
as well as there is no clear indication of a definite plan for

teaching of an art may come on varying time.
Weighted Mean Average of the Teaching Activities among
Students of the Art School as to Professional Competencies on the
Program revealed that they Strongly Agree in most of the items asked
as indicated by the average weighted mean such that, the lecture has
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been well prepared for the class with AWM = 3.55 and all in one in
all respondent school. Meanwhile, students strongly agree of easy
access to course materials books and other references with AWM =
3.74, same with students are informed of the assessment methods at
the start of the course with AWM = 3.74, course content are directly
related to the goals of the course with AWM = 3.53. However, it
may be interesting to note that other concerns of the students that
depict disagreements were attributed to teacher and instructional
materials factors. The item 2 where the lecturer has provided clear
explanation of important issues and principles in the course obtained
an AWM = 2.42 or Disagree category. It seems that students expect
more of their teachers to be very articulate on the important
issues/principles surrounding and influencing the expected learning
from the entire course. On the other hand, the course materials for
updating the latest knowledge and skills are adequate obtained an
AWM = 2.42 or Disagree category.
Weighted Mean of the Teaching Activities among Students of
Art Schools as to Methods and Teaching Skills discuss the data
revealed for the teaching activities as perceived by students as to the
Methods and Teaching Skills in the Art School. It may be noted that
students Strongly Agree on the following items as depicted by the
average weighted mean. Item that at the start of the course, instructor
inform students of the works required to prepare for the course with

weighted mean of 3.70 or Strongly Agree.
Mean Difference among Teachers and Administrators of
Respondent Schools as to Teaching Plan and Preparation present the
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comparative difference in perceptions of teachers and administrators
of respondent schools as to teaching plan and preparation. This
indicates that art schools are not so aware diligent in requiring their
teacher of this major work a teacher should do before assuming their
teaching works.
Mean Difference among Teachers and Administrators of
Respondent Schools as to Management of the Program presents the
difference among Teacher & Administrators of Respondent schools
as to management of the program revealed that there was to
significant difference as to the development of Learning domain, the
joint planning undertaken by Heads & Teachers and indication that
the learning objectives are enough to cover the desired knowledge.
Mean Difference among Teachers and Administrators of
Respondent Schools as to Teaching Time Management as revealed
all items except for the previously indicated, were significantly
different as to the following, clarity in the delivery of the lecture by
lecturer, use of textbooks and other references, content of the course
as to its goal, the appropriateness of the sequences of lecture and the
contribution of the course for the knowledge and professional skills
for the student. All can be noted that they are above the tabular value
at 0.5 level of significance.
Mean Difference of Students of Respondent Schools as to
Professional Competence of Teachers illustrates the computation of
the mean difference of the perceived of the perceived professional
competence of Teachers by students of the respondents schools. It

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Chapter V. SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
1. SUMMARY
Quality training is not commensurate with the requirements of
economic development and social in the current period. The
constantly improving the quality of higher education is the issue
everyone is concerned and urgent requirements. This solution is also
crucial to Vietnam's tertiary education to fulfill its historic mission:
training people to develop comprehensive Vietnam , morality, and
knowledge , health , aesthetic and professional professional, loyal to
the ideals of national independence and socialism, form and nurture
the personality, qualities and abilities of citizens to meet the
requirements of the construction industry and national defense. At the
same time, manpower supply high quality of industrialization,
modernization and nation-building increasingly prosperous , social
justice , democratic and minh.Va to improve the quality, need more
concerned with the teaching staff with the important role of the
teacher , by having good teacher can have good games . One of the
criteria contributing to the good moral teacher , great expertise ,
teaching ability is attractive
2. CONCLUSIONS
Evaluate teachers ensure objective and effective for the
management of schools, assessment methods need to evaluate
science. The thesis analyzed the data from the evaluation of the
teacher's art school in Vietnam. The authors analyzed data: criteria,
assessment, standards to clarify practical grounds. Just as important