DEVELOPING THE PROFESSIONAL IDENTITY OF HIGH SCHOOL ENGLISH TEACHERS IN HO CHI MINH CITY UNDER VIETNAM’S 2018 GENERAL EDUCATION CURRICULUM

Abstract

ABSTRACT

This study provides a systematic review of the conceptual foundations of language teachers’ professional identity, using a dialogical approach and an integrative perspective that incorporates personal, contextual, and professional factors. It also describes the current state of professional identity development among upper-secondary teachers teaching English as a second language in Ho Chi Minh City and examines perceived influencing factors. Data collection was performed via Google Form, with a survey administered to 182 teachers working in upper-secondary schools in Ho Chi Minh City. Descriptive statistical data analysis reveals that the overall professional identity index stands at a relatively high level. Dimensions related to professional commitment and pedagogical valyes score highly, whereas teacher agency and adaptability to curriculum and assessment changes are generally lower. Among the constraining factors are assessment workload, examination pressure, and administrative duties, which are rated as having the strongest impact. On the other hand, facilitating factors include intrinsic motivation, collegial collaboration, and feedback on students’ learning progress. On this basis, the article proposes recommendations at the three levels, i.e. individual, school, and system levels, to support sustainable professional identity development in the context of implementing the 2018 General Education Curriculum.