INTRODUCTION
1. Reasons for choosing the research topic: In the context of
international integration and the development of science and
technology, the education of behavior culture for pre-service teachers is
an urgent and special task. Besides, with the characteristics of regional
culture, the impact of the integration trend and the development of
science and technology, the behavioral expression of pedagogical
university students in the Mekong Delta has revealed some
shortcomings. For the above reasons, the author has chosen the topic:
"Educating school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context" to
conduct research for the doctoral thesis.
2. Research purposes: Develop measures to educate school behavior
culture capacity for pedagogical university students in the Mekong
Delta in the current context in order to contribute to improving the
behavior culture capacity in universities and in future pedagogical
work.
3. Objects and subjects of research
3.1. Object of the research: The process of educating school behavior
culture capacity for pedagogical university students in the current
context.
3.2. Focus of the research: The relationship between school behavior
culture education and the development of school behavior culture
capacity for pedagogical university students in the Mekong Delta in the
current context.
4. Research questions and scientific hypotheses
4.1. Research questions: What measures should be taken to prevent
and limit the shortcomings in behavior culture of universities and high
schools in the Mekong River Delta in the current context?
4.2. Scientific hypothesis: School behavior culture capacity is a
necessary capacity for both teachers and students in the current context.

7.2. Research Methods
7.2.1. Theoretical
research methods:
analysis,
synthesis,
systematization, and generalization ....
7.2.2. Practical research methods: Pedagogical observation,
educational surveys, using questionnaires (Anket), interviews,
pedagogical experiments, summarizing experiences, consulting experts
7.2.3. Statistical methods
8. Points to be defensed
- The education of school behavior culture capacity for
pedagogical university students in the Mekong River Delta has been
implemented, but has not yet focused on forming the capacity for
students. Therefore, some shortcomings in behavior culture capacity
still exist in pedagogical training institutions
- Educating school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context should
be carried out according to the stages of the educational process, with
an emphasis on encouraging students to experience in a variety of
activities and combine with assessing educational outcomes.
- Educating school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context will help
students develop school behavior culture capacities at pedagogical
training institutions and form school behavior culture capacity in
2


pedagogical works in accordance with the secondary school teacher
professional standards. They are the following competencies: the

measures are valuable reference and suggestions for flexible use in
studying and organizing activities of educating school behavior culture
capacity for pedagogical university students in the current context in
the pedagogical training institutions in the Mekong Delta.
10. Structure of the thesis
Chapter 1. Theoretical basis for educating school behavior
culture capacity for pedagogical university students in the current
context.
Chapter 2. Current situation of educating school behavior culture
capacity for pedagogical university students in the Mekong Delta in the
3


current context.
Chapter 3. Measures to educate school behavior culture capacity
for pedagogical university students in the Mekong Delta in the current
context.
In addition, the thesis has the Introduction, Conclusion and
Recommendations, List of references and Appendixes.
Chapter 1
THEORETICAL BASIS FOR EDUCATING SCHOOL
BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL
UNIVERSITY STUDENTS IN THE CURRENT CONTEXT
1.1. Literature Review
1.1.1. Studies on school behavior culture for university students
1.1.1.1. Foreign studies on school behavior culture of
university students
Studies on behavior culture can be systematized in the following
directions: Research on the impact of the environment on the behavior
of students, research on the impact of the environment in general,

environment. The authors also propose some additional measures to
form the behavior culture in the school such as: activities of training
pedagogical skills, public opinion creation, political activities, thematic
talks or inspection, evaluation, self-check; reward and punishment.
Synchronous coordination between the educational forces inside and
outside the school is considered by the authors as a condition for the
education of school behavior culture to go smoothly.
1.2. Theoretical issues of school behavior culture capacity of
pedagogical university students in the current context
1.2.1. School behavior culture of pedagogical university students
Concept of school behavior culture of pedagogical students:
School behavior culture of pedagogical university students is the
ethical and aesthetic standards that govern the behavior of pedagogical
university students in pedagogical relationships which serve learning
and training activities of students in universities, high schools and
social agencies and organizations where students participate in
experiential activities. School behavior culture is formed through
attitudes, words, gestures, actions ... appropriate to the role and position
of students in specific situations and circumstances.
1.2.1.2. The role of school behavior culture in the formation of the
teacher's personality: School behavior culture is a core element in
forming school culture, building safe schools, preventing school
violence as well as in building cooperative relationships with
parents/guardians of students and stakeholders to carry out the
activities of teaching and educating morals and lifestyle for students.
1.2.1.3. Expression of school behavior culture of pedagogical
university students
a. Forms of school behavior culture: Words, gestures, attitudes,
behaviors, actions.
b. Contents of school behavior culture: Courtesy, dealing with

and quality of behaving (flexibility, agility, timeliness ...). The
combination of these components is crystallized into the subject's
perception, regulated and expressed through cultural attitudes and
behaviors in school behavior situations.
1.2.2.2. The components that constitute school behavior culture
capacity of pedagogical university students in the current context
a. School behavior values/norms: Discipline, Compassion,
Respect, Responsibility, Cooperation, Honesty
b. School behavior skills: 1. Skill of conveying information; 2.
Skill of showing respect for others such as goodwill, sensitivity and
reasonable balance between principle and concession (concessions); 3.
Skill of selecting words and adjusting voice 4. Skill of coordinating in
activities 5. Negotiation skill; 6. Persuasive skill; 7. Skill of controlling
emotion; 8. Problem solving skill; 9. Non-verbal communication skill;
10. Listening skill.
c. Behavior attitude
1.2.2.3. Expressions of school behavior culture capacity of pedagogical
university students in the current context: the capacity of pedagogical
university students' qualifications; the capacity to build educational
environment; the capacity to develop relationships between schools,
families and society
1.2.2.4. The process of developing school behavior culture capacity for
pedagogical university students in the current context: Foster and raise
6


awareness of school behavior culture; foster the right and healthy
feelings for school behavior culture, train to form the habits of school
behavior culture.
1.2.2.5. Criteria for assessing school behavior culture capacity of

in practical situations
Perform skills with
students express
many mistakes,
Students can state
standards when
incomplete operations
behavior standards
is required with
as required, lack of
reluctance
confidence
Students can state
Perform relatively
behavioral norms and
complete operations and
explain some of the
requirements of skills
Students perform
causes of success or
but there are still a few standards when required
failure of some
mistakes and lack of
situations / stories /
confidence
behavior practices
Students can apply their Appropriately perform
students actively
knowledge of behavior
complete skill

1.3.2. Educating school behavior culture capacity for pedagogical
university students in the current context
1.3.2.1. The concept of educating school behavior culture capacity for
pedagogical university students in the current context: Educating
school behavior culture capacity for pedagogical university students in
the current context is the process in which educators take the standard
of lecturers’ competencies as a basis for building the output standards
of behavior capacity for pedagogical university students. Based on the
output standards of behavior, educators build the contents, methods,
and forms of educating as well as criteria for evaluating the results of
7


educational activities to achieve the educational goal of building school
behavior culture capacity.
1.3.2.2. Objectives and principles of educating school behavior culture
capacity for pedagogical university students in the current context: 1.
the capacity to express the qualifications of pedagogical university
students (student morality, student style); 2. the capacity to build an
educational environment (fully implement the regulations and behavior
culture norms, implement and build a safe school, prevent school
violence); 3. the capacity to develop relationships between schools,
families and society.
1.3.2.3. The contents of educating school behavior culture capacity for
pedagogical university students in the current context: 1. Educate
students about the standards of school behavior culture and the
meanings of behavior culture in schools; 2. Educate school culture
behavior skills; 3. Educate positive attitude toward school culture
behavior and critical fighting attitude towards standard deviation.
1.3.2.4. Methods of educating school behavior culture capacity for

assessment, summative assessment.
1.4. Factors influencing the process of educating school behavior
culture capacity for pedagogical university students in the current
context: Subjective factors: Education and training programs;
awareness of the management staff and lecturers; capacity and
qualifications of staff/lecturers; learning motivation and attitude of
students. Objective factors: Socio-economic environment, family,
community culture.
CONCLUSION FOR CHAPTER 1
The education of school behavior culture capacity for pedagogical
university students in the current context brings many benefits. It
contributes to helping students meet the requirements of professional
standards of teachers and concretize plans to implement the project
"Building a behavior culture in schools in the period of 2018-2025",
helping pedagogical university students form school behavior culture
capacity in the process of participating in teaching practice, observation
practice and professional activities. Education of school behavior
culture capacity for pedagogical university students in the current
context is an active process involving the participation of many
elements: Purposes, contents, methods, means, forms of organization,
forms of testing and assessing educational results.
Chapter 2
CURRENT SITUATION OF EDUCATING SCHOOL BEHAVIOR
CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY
STUDENTS IN THE MEKONG DELTA IN THE CURRENT
CONTEXT
2.1. An overview of the survey
2.1.1. Purpose and scale of the survey: The survey aims to understand
the situation from students and lecturers on the issues of awareness,
attitude, behavior related to school behavior culture and to propose

issues that need to be clarified regarding school behavior culture
awareness and behaviors.
- Observation: Observe the behavioral expression of students in
the classroom and outside the classroom through class observation and
observation outside the class.
2.1.5. Scales and conventions for scales: Scale 1 represents the
viewpoint, Scale 2 - frequency of performance, Scale 3 - level of
achievement, Scale 4 - the degree of influence.
2.2. Survey results
2.2.1. Current situation of school behavior culture capacity of
pedagogical university students in the Mekong Delta
2.2.1.1. Current status of students' awareness of school
behavior culture
The survey results show that the majority of students regard
school behavior culture as the compliance to the norms of basic
courtesy. However, there are still some students who are still not fully
10


aware of the standards of school behavior. Therefore, it is necessary to
have appropriate educational solutions to help students have full
awareness, thereby orienting the right behavior to create school
behavior culture.

1. Between students, there is no need to
say thank you or apologize.
2. Between students, there is no need to
ask for permission to interrupt others or to
say something subtle.
3. When there is disagreement, listen and

16. Meaningful sharing is material
sharing

2.2.1.2. The reality of students’ attitudes towards school behavior
culture and in school behavior.

11


Figure 2.4. Expression of student attitudes in school behavior
1. Well-behaved when giving/receiving
objects
2. Friendly, polite to say hello,
3. Voluntary, positive when performing
common tasks,
4. Self-disciplined when coming out of
the classroom, when coming to class
late, when having breaks,
5.
Considerate,
empathetic
when receiving information,

6. Timely, polite when receiving/sending
emails,
7. Sincere to say thank you or sorry,
8. Seriously study in class,
9. Honest when giving information about
incidents,
10. smart when disagreeing or arising

1,61
1,17
0,73
1,75
0,73
0,58
1,32
0,44

High

Medium

Low

Very low

50,88
46,93
36,55
34,36
41,08
51,17
52,34
60,23
52,05

23,25
26,02
16,81

3,29
3,23
2,90
3,07
3,25
3,19
3,24
3,45
3,22

4
7
11
10
5
9
6
1
8


10
11

0,88
1,17

40,94
51,02


7.
8.
9.

Complete the exercises on time
Accomplish self-study tasks
Give ideas in class
Cooperate with friends in
common tasks.
10. Use pure words (no billiarsgate, no
slang) in communication with
lecturers and students
11. Use appropriate clothes (do not use
scanty, ridiculous clothes) in the
classroom

Survey results show that some students still have inadequacies in
behavior in learning, which are expressed in many different forms such
as doing personal work during class time like talking, using mobile
phones, not cooperating with friends in common tasks, not submitting
learning products on time. Therefore, unsuitable things need to be
adjusted so that the behavior culture is expressed in human
relationships.
2.2.2. Current situation of educating school behavior culture for
pedagogical university students in the Mekong Delta
2.2.2.1. The reality of the objectives of educating school behavior
culture
Table 2.9. Objectives of educating school behavior culture in
teachers' opinions
No.

9,36
14,47
8,48
22,81
9,94
8,92
22,51

Low

Very low

1,75
5,41
2,19
0,58
16,23
15,06
1,90

0,00
0,15
0,00
0,00
1,02
3,36
0,00

ThB
3,55

educational activities organized by the school.

Survey results show that universities in the Mekong Delta region
are interested in educating students to build school culture and foster
ethics for students. The capacity to promote family’s active
participation in the implementation of the school's teaching and
educational plans and the capacity to create collaborative relationships
between students’ parents/guardians with the school and social
organizations are two goals that are highly appreciated by lecturers and
students, ranked sixth and seventh.
2.2.2.2. The reality of the contents of educating school behavior culture
for pedagogical university students in the Mekong Delta
a. The reality of the contents of educating school
behavior culture in teachers' opinions
Table 2.11. The contents of educating school behavior culture in
teachers' opinions
No.

Very
high

High

Medium

Low

Very
low


0,00
0,00
1,04
0,00
0,00

58,33
15,63
15,10
82,81
86,98
18,23
13,54
6,25
13,54
8,85
24,48
16,15
11,98
6,25
28,65
16,15
9,38

37,50
81,25
78,13
11,46
9,38
81,25

0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00

14

ThB

3,62
3,16
3,10
3,91
3,94
3,18
3,09
2,80

2. Standards of behaving with teachers
3. Standard of behaving with you
4. Standards of behaving in learning
5. Standards of behaving in the activities
of class, department, and school
6. Standards of behaving in high school
activities, teaching practice activities.
7. Skills to show respect to others
8. Skills to select language and adjust
voice;

9. Skills to convey information
10. Negotiation skills
11. Persuading skills
12. Skills to control emotions
13. Problem-solving skills
14.
Non-verbal
communication skills
15. Listening Skills
16. Positive attitude towards school
behavior culture
17. Critical fighting attitude towards
standard deviation

Survey results show that students do not have much access to the
impacts that help them shape appropriate skills and attitudes in school
behavior.
2.2.2.3. The reality of the forms of educating school behavior culture
for pedagogical university students in the Mekong Delta

0
0
0

41,15
11,46
0
5,2
0
0
0
0
0

58,9
78,6
87
78,1
82,8
42,2
13
65,1
49,48

9,89
13,02
16,67
17,19
57,81
15,06

2.49

1
2
4
3
5
9
8
6
7

6. Clubs
7. Youth Union and Association activities
8. Competitions on school behavior
culture
9. Thematic report on school behavior
culture

The survey results show that the education of school behavior
culture capacity has been implemented at schools through various
forms of organization. However, the education of this content has not
shown the systematic and sequential nature, and at the same time, it
does not help students form the necessary knowledge and skill
foundation.
15


2.2.2.4. Current status of testing and assessment in educating school
behavior culture for pedagogical university students in the


27,08
69,79
12,50
13,02
29,17
20,31

Low
0,00
18,23
86,46
0,00
8,85
3,13

Very low
0,00
0,00
0,00
0
0
0

ThB
3,79
2,94
2,15
4,47
3,56

66,15
44,79
41,15
69,27

3
38,54
34,90
25,52
33,85
55,21
58,85
30,73

2
0
0
0
0
0
0
0

1
0
0
0
0
0
0

relationships and identify the factors needed to form culture school
behavior. In terms of attitudes and behaviors, most students show
cultural attitudes and behaviors when interacting with friends,
16


officials/lecturers.
For the education of school behavior culture, this work has been
implemented by teachers in a way appropriate to their educational
conditions and circumstances.
2.3.2. Limitations
Some students have not identified the path of conveying school
behavior culture and where school behavior culture is expressed. There
are a number of circumstances in which the ability to behave
appropriately is required but it is not noticed by students. In terms of
attitudes and behaviors, some non-cultural manifestations related to the
implementation of rules of courtesy, behaviors in learning, behaviors in
privacy issues, behaviors in common communication situations arising
in student-student relationships. Regarding the education of school
behavior culture capacity, the educational content has not yet shown a
balance between educating knowledge and educating skills and
attitudes. In addition, the assessment has not been fully implemented on
the necessary contents for school behavior; the assessment methods are
not able to assess the behavior culture capacity of students.
2.3.3. Causes: training programs; awareness of management staff and
teaching staff; capacity and qualifications of officials/lecturers; learning
motivation and attitude of students; socio-economic environment;
family; community culture.
Conclusion for chapter 2
The survey results show that the majority of students have the

capacity for pedagogical university students in the Mekong Delta:
1. Foster students' awareness of school behavior culture; 2. Train school
behavior skills for students; 3. Foster feelings and beliefs in school
behavior culture; 4. Guide students to participate in activities to train
behavior culture capacity; 5. Establish the habit of self-educating
school behavior culture capacity for students
3.3. Relationship between measures
The measure "Foster students' awareness of school behavior
culture" is a necessary condition; the measure "Train school behavior
skills for students" is a prerequisite; the measure "Foster feelings and
beliefs in school behavior culture" is a catalyst; the measure "Guide
students to participate in activities to train behavior culture capacity" is
a sufficient condition; the measure "Establish the habit of selfeducating school behavior culture for students" is a decisive measure.
3.4. Pedagogical Experiment
3.4.1. Overview of the experimental process
3.4.1.1. Experiment purpose: Affirm the theoretical and practical
significance of the measures to educate school behavior culture
capacity for pedagogical university students in the Mekong Delta in the
current context
3.4.1.2. Experiment population: 150 students in their 2nd and 3rd year
majored in Music Education, Maths Education, English Education,
Literature Education of Dong Thap University.
18


3.4.1.3. Experiment contents
- The measure "Foster students' awareness of school behavior
culture". For this measure, the author experimented with fostering and
raising students' awareness about the behavior standard “Create a
cooperative relationship between students’ parents and schools”.

explained some tasks but their
Weak capacity
answers are not accurate and
incomplete, have not mentioned
solutions to handle situations
Students can state fully 3 tasks but
they are not accurate; they can
explain
for
3
tasks
but
Average
incompletely and wrongly; they
capacity
can propose solutions to handle
situations but their efficiency and
feasibility is low
Fair capacity Students can state exactly 3 tasks,
give full and accurate explanations
Poor capacity

19

Fail to fulfill the
required skills
Perform skills with
many
mistakes,
incompletely


for 3 tasks, propose solutions for skills,
but
the
situations
that
demonstrate
independence
and
effectiveness and feasibility.
initiative are still limited.
Students can state exactly 3 tasks, Properly, fully and
fully and accurately explain the 3 competently perform
tasks, state the behavioral solution the skill requirements
Good capacity
for the situation, which show their independently
and
effectiveness,
feasibility
and proactively.
uniqueness.

5

Capacity rating is based on the average scores with the following
convention:
Level of capacity
Poor capacity
Weak capacity
Average capacity

Number
%
5
3,33
11
7,33
79
52,67
46
30,67
9
6
2,77
0,682

Skill
Number
%
0
0
5
10
16
32
22
44
7
14
2,39
0,7585

Figure 3.3. Awareness of students
after the first experiment and after the second experiment
- Information conveying skills after the second experiment
After the experiment, there is a positive change in the output.
The correlation coefficient r = 0,003 indicates that the change in
student capacity is thanks to the impact of the experimental measures.

Figure 3.4. Information conveying skills
Conclusion for chapter 3
From the results of theoretical and practical research on school
behavior culture capacity and education of school behavior culture
capacity, the author has proposed 5 measures to educate the school
behavior culture capacity for pedagogical university students in the
Mekong Delta region based on the following principles: Ensuring
purposes, suitability, practicality, feasibility and promoting the
activeness and initiative of students. The proposed measures are
specifically specified on the objectives; contenst, implementing
22


methods and conditions to implement measures. Regarding the
methods of implementing the measure, the author has detailed the
implementation steps that serve as a basis for reference for the
organization of implementing activities of educating school behavior
culture capacity of educational institutions in the Mekong Delta region.
With the proposed measures, the author has experimented with a
number of measures within in the permissive conditions of time, space,
and experiment participants. The experiment results show that:
- There is a positive change in the expression of students'
cognitive ability and behavioral skills in the learning environment in

awareness of school behavior culture; 2. Train school behavior skills
for students; 3. Foster feelings and beliefs in school behavior culture; 4.
Guide students to participate in activities to train behavior culture
capacity; 5. Establish the habit of self-educating school behavior
culture capacity for students. The experiment results show that the
experimented measures have created a positive change in awareness
and skills of behaving of pedagogical students. Thus, students’ capacity
to behave in the school environment will be enhanced if the proposed
measures are appropriately applied in compliance with the stated
pedagogical requirements.
2. Recommendations
2.1. For the Ministry of Education and Training: Implement policies
to promote the proposal of effective and feasible measures to educate
school behavior culture capacity, which have been verified and
reflected in the practice of the educational institutions; create the
infomation channel (eg, forums, facebook accounts, emails ...) to
collect personal and collective information, criticisms, proposals and
constitutions about promoting school behavior culture capacity; issue
guidelines and policies to closely monitor the education of school
behavior culture capacity in educational institutions.
2.2. For training institutions for pedagogical university students in
the Mekong Delta: determine the education of school behavior culture
capacity for pedagogical university students in the Mekong Delta as a
requirement and mission of the institution; Inform all officials/lecturers
and students of the institution's behavior norms; organize assessments
of students’ school behavior culture capacity; establish advisory
offices/departments for staff/lecturers and students; promulgate rules of
reward/positive discipline for students who are active, proactive, selfaware, and regularly demonstrate their behavior culture.
2.3. For faculties
The departments/faculties raise students’ awareness of the

culture capacity in practice and via mass media to take appropriate
preparation measures; at the same time, accumulate experience for
appropriate application in specific circumstances of school behavior.

25