take your subject seriously”
(GPA = 3.57) and “ Self
capacity assessment
good questions for students" (GPA = 3.52) are all at a high level.
In-depth interviews with some lecturers at the School of Information Officers and Engineers showed that: When students are selected to enter the schools, they are students with a fairly good level of awareness. Besides, the team of lecturers is enthusiastic and responsible, their qualifications are constantly improved, their pedagogical skills are constantly trained, so lecturers not only know how to convey the content but also point out the meaning and method of learning the subject for each student. On the other hand, the content, including problem-posing questions, situational questions, and research-oriented questions are always carefully prepared by lecturers. Therefore, during the teaching process, lecturers will be confident not only in analyzing and giving examples but also in asking questions that are appropriate, stimulating creative thinking, and close to the lesson content. This reality has been assessed through feedback and the students' learning attitude; Through the observation of the leaders at all levels... Therefore, the lecturers have high self-assessment of their ability in three indicators of making students believe in the subject and valuing the subject and asking questions to students.
Three indicators at the average level (reaching the lowest level) in the indicators of self-assessment of capacity to attract students are: "Self-assessment of capacity stimulates critical thinking in students, helps them to explore and expand learning issues" (Average = 3.38); "Self-assessment of capacity creates active participation of students who are often negligent in studying" (Average = 3.40) and "Self-assessment of capacity creates active participation of weak students" (Average = 3.37).
Explaining this situation, comrade BM H (Information Officer School) shared: “With weak students, there are only a few, so we have little experience. Besides, the time spent with students is not much. With students who show signs of being negligent during the lecture, are students who talk, do their own things, especially doze off, (because students participate in studying very hard, many comrades when entering the class show signs of fatigue, doze off) and overcoming this phenomenon requires lecturers not only to remind, or let them go out to wash their faces... but also to have flexible teaching methods, with a sense of humor... this is very difficult and not all lecturers can do it"
With the above results of self-assessment of student attraction capacity, GPA = 3.55, based on the determination of capacity levels in chapter 3, self-assessment of student attraction capacity is still at the "high" level. However, the results achieved are not really consistent between the aspects of expression. Of which, there are still three indicators reaching the average self-assessment level. This is an important practical basis for the thesis to make recommendations, and at the same time, propose effective measures to improve self-assessment of teaching capacity for lecturers of Vietnam People's Army officer schools.
4.1.3. Self-assessment of classroom management capacity
Self-assessment of classroom management capacity was surveyed on 9 indicators. Exploratory factor analysis EFA obtained 7 valuable indicators (See Appendix 6.1 for details).
The results of the survey on self-assessment of classroom management capacity are shown.
Specifically in (Appendix 7.3) and summarized in the table below:
Table 4.3. Current status of self-assessment of classroom management capacity
STT
Classroom Management | Phone B | DLC | |
1 | Self-assessment of ability creates good learning habits for students. teachers during class to make the lesson go smoothly | 3.62 | 0.61 |
2 | Self-assessment of ability to maintain strict compliance with regulations and classroom discipline in the classroom or on the field | 3.88 | 0.76 |
3 | Self-assessment of ability to maintain strict compliance with examination regulations and check | 4.07 | 0.63 |
4 | Self-assessment of ability to detect and resolve violations Discipline in class | 3.9 | 0.77 |
5 | Self-assessment of ability to control distracting behaviors in class | 3.49 | 0.74 |
6 | Self-assessment of ability to build solidarity and unity between students in the classroom | 3.75 | 0.60 |
7 | I expect students to comply with regulations and discipline. | 3.81 | 0.53 |
General Average | 3.80 | 0.47 | |
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The results of the table above show that: Self-assessment of classroom management capacity of lecturers of military schools is assessed at a high level (Average = 3.79). In which, the highest indicator is : " Self - assessment of the capacity to maintain strict compliance with regulations "
examination regulations", (Average = 4.07) and the lowest indicator is: "Self-assessment of ability
control behaviors that cause concentration and attention during class" (Average = 3.49).
Explain more about
results, through interviews with some comrades
Comrade
lecturers representing the Army Officer School 1, Political Officer School, Information Officer School, and Engineering Officer School, the author summarized the results as follows: Creating habits and forming discipline for students is one of the outstanding strengths of lecturers at officer schools in particular and lecturers in military schools in general. During the process
In teaching or testing, whether in the classroom or on the training ground, lecturers are very confident in this aspect and have a high and very high self-assessment of their ability to strictly maintain compliance with regulations and discipline during class hours, and strictly maintain compliance with exam and testing regulations. At the same time, they build good relationships of solidarity and unity in the classroom.
Besides, during the teaching process, there are still some students who talk or do their own things, especially doze off... the lecturer will quickly cover, grasp the situation of the students and immediately handle those who talk or do their own things. However, with students who doze off, most of the lecturers can handle it, but there are some cases where the students had to stand guard the night before, or were tired from moving a lot at certain times, the lecturer has to let them go out to wash their faces, or stand up to speak many times to handle it. Therefore, in this aspect of expression, the lecturer's self-assessment
The pill is not really high.
With strengths and weaknesses in self-assessment of capacity
In classroom management, opinions have high expectations about compliance with regulations and discipline of students in military schools. From the above interview results, it has contributed to explaining the current situation, at the same time affirming the accuracy and
objectivity in self-assessment of classroom management capacity of lecturers
Vietnam People's Army Officer School.
4.1.4. General assessment of the current status of self-assessment of teaching capacity of lecturers at military officer schools
Results of self-assessment of teaching capacity of lecturers of military officer schools
The results of self-assessment of teaching capacity of lecturers at Vietnam People's Army officer schools are shown in Appendix 7.4, showing that
Three aspects of expression, specific results are as follows: All three aspects are self-assessed at
high level, in which, the expression of self-assessment of classroom management capacity has average
= 3.79 (highest); expression of self-assessment of ability to carry out teaching goals and requirements has GPA = 3.62 (second highest), expression of self-assessment of ability to attract students has GPA = 3.55 (lowest), the results reflect the specificity of the activity
3.8
3.62
4
3.55
3.65
3.5
3
2.5
2
PURPOSE, REQUIREMENTS
ATTRACT
MANAGE
SELF-ASSESSMENT OF EDUCATIONAL ABILITY
Teaching in military schools: Students have a sense of discipline, instructors have good classroom management skills
Figure 4.1. Current status of self-assessment of teaching capacity of lecturers
On 3 aspects of self-assessment of teaching capacity, all achieved at the level
High.
Based on the convention on how to determine the level of self-assessment of teaching capacity
teaching (section 3.2.3, chapter 3). At the same time, the total score on 3 aspects of self-assessment of teaching capacity of lecturers of military schools achieved GPA = 3.65.
Thereby, affirming self
assessment of teaching capacity of lecturers in
the
Vietnam People's Army Officer School at a high level.
Correlation test results show: all three aspects are equally expressed.
positively correlated at the level
tight and very tight with self
Competency assessment
instructor teaching (correlation r from 0.739 to 0.873; p values all
= 0.000) (Appendix 7.4). This affirms that any increase or decrease in the results in one aspect of expression will lead to a corresponding increase or decrease in the other.
response in the result
teaching ability assessment
Instructor's Teaching
in the
Vietnam People's Army Officer School and vice versa.
Comparing self-assessment of teaching capacity of lecturers of military schools according to variables of major; gender; seniority; level and military schools.
By teaching major
Comparing the level of self-assessment of teaching competence of lecturers in different
Officer School by Major, Independent Assessment Results
Samples Ttest (Appendix 7.5.2) shows that the self-assessment of teaching ability of the subjects in the two majors (Military Science, Engineering Science, GPA = 3.67, with Social Science and other basic subjects, GPA = 3.63, significance index p = 0.65) is not different.
By gender
Comparing the current status of self-assessment of teaching capacity of lecturers in different areas
officer school by gender, results
result
Independent testing
Samples Ttest (Appendix 7.5.1) shows that the self-assessment of teaching ability of the subjects of the two genders (male, GPA = 3.66, female, GPA = 3.64, p = 0.88) is not statistically different. The reason for this difference can be observed through a number of indicators such as: 1/. Lecturers at current military schools are constantly improving their professional qualifications; 2/ Activities
All methods-related activities are of great concern to schools; 3/ In terms of gender, in the military environment, although it is a gender-based environment,
special, seems
like
more suitable for men. However, for women
world, those
They may have more difficulties in the beginning than men. With hard work,
hard working, with the
help
of the leaders only
medal, bronze
In addition, female lecturers have adapted quickly and well to the military environment. In addition, the gender factor seems to be a weakness, but at the same time it is also a strength that creates the sexual attraction of female lecturers when teaching in this environment. In addition, female lecturers are generally considered to have good pedagogical qualifications. These are the fundamental reasons why female lecturers when teaching in the military environment are also confident and self-assess their teaching ability as high as male lecturers.
By educational level
To compare the current status of self-assessment of teaching capacity of lecturers
in the Vietnam People's Army officer schools according to the level of education
Question, the results of One way ANOVA test are shown in Appendix 7.5.4 and shown in the chart below:
Figure 4.2. Current status of self-assessment of teaching capacity of lecturers according to educational level
Lecturers at all levels of education: University, Master's, Doctorate all have a high level of
The self-assessment of teaching capacity is high, with an average score of 3.49 to 3.77. In particular, the self-assessment of teaching capacity of the group of lecturers with doctoral degrees is higher than that of the group of lecturers with master's degrees and the group of lecturers with master's degrees is higher than that of university degrees. Thus, the level of self-assessment of teaching capacity is proportional, as well as increases with the level of education. One-way ANOVA analysis shows that the significance index is p = 0.634 (> 0.05); Bonferroni's in-depth test also gives the result of p < 0.05 (see Appendix). This confirms that there is a statistically significant difference in the results of the assessment of the current status of self-assessment of teaching capacity of lecturers according to the level of education.
Based on seniority
The results of comparing the current status of self-assessment of teaching capacity according to seniority, through One way ANOVA test, are shown in Appendix 7.5.3. shown in the chart below:
Figure 4.3. Current status of self-assessment of teaching capacity of lecturers