THE IMPACT OF TEACHERS' QUALITY PERCEPTION ON THE VALUE OF QUALITY CULTURE IN PUBLIC SECONDARY SCHOOLS IN SOUTHEAST VIETNAM
Main Article Content
Abstract
This study examines the impact of teachers' perceptions of quality on the values of quality culture within public secondary schools in the Southeast region, specifically in Ho Chi Minh City, Binh Duong, and Tay Ninh. A large-scale survey involving 3,831 teachers reveals that perceptions related to the work environment, competencies, and personal conduct significantly shape the values of responsibility and trust. The findings indicate that these factors account for 57.1% of the variance in responsibility and trust in Ho Chi Minh City; 45.5% and 43.3%, in Binh Duong; and 50.2% and 57.3% in Tay Ninh, respectively. The analysis suggests that Ho Chi Minh City should leverage its infrastructural strengths by intensifying investments in internal quality assessments and professional development. In Binh Duong, enhancing income stability and instructional support emerges as a critical driver for reinforcing the values of quality culture. In Tay Ninh, improving working conditions and providing financial incentives are critical for strengthening teacher trust and engagement.
Keywords
educational quality, impact, quality perception, quality culture, secondary education, Southeast Vietnam
Article Details
References
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