TỰ ĐÁNH GIÁ VỀ VĂN HÓA ỨNG XỬ CỦA NGƯỜI HỌC THEO GIÁ TRỊ CỐT LÕI TẠI TRƯỜNG ĐẠI HỌC SƯ PHẠM THÀNH PHỐ HỒ CHÍ MINH

Abstract

School culture in educational settings is a key factor in shaping students’ professional identity, particularly in teacher training institutions where future educators are formed. This study aims to examine the extent to which learners self-assess the alignment between their personal behavior and the code of conduct, which is grounded in the core values of Ho Chi Minh City University of Education: Quality – Creativity – Humanity. A mixed-methods approach was employed, combining a quantitative questionnaire (n = 1,073) with qualitative interviews for data collection and analysis. The findings indicate that students generally rated their behavioral conformity at a "Good" level (M = 4.280/5), showing strong agreement on respectful, cooperative, and honest behaviors, but more hesitation regarding proactive actions such as critical expression or protecting the institution’s image. In-depth interviews confirmed that self-assessment is not merely a reflection of current awareness but also a value-based process of reflection, with notable differences across educational levels. The study suggests that the code of conduct is not only received as a regulatory document but also functions as a tool for transforming institutional core values into concrete student behavior within the pedagogical environment.