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

The culture of conduct in educational settings is a key factor in shaping students’ professional identity, particularly in teacher education institutions where future educators are prepared. This study aims to examine the extent to which learners’ self-assessed adherence to a code of conduct grounded in the core values of Ho Chi Minh City University of Education: Quality, Creativity, and Humanity A mixed-methods study was employed, combining a quantitative questionnaire (n = 1,073) with qualitative interviews. The findings indicate that students generally rated their adherence to the code of conduct as “Good” (M = 4.28)), 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 further indicated that self-assessment reflected not only students’ awareness of their current behavior but also a value-based process of reflection, with notable variation across levels of study.  The study suggests that the code of conduct is received not merely as a regulatory document but also as a mechanism for transforming the university’s core values into  students’ everyday behavior within  the teacher education environment.