Cronbach Alpha test with variables in question group 2 gave Cronbach's Alpha value = 0.711> 0.6. Corrected Item-Total Correlation coefficients of variables were all > 0.3 and Cronbach's Alpha value if item deleted was < total Cronbach's Alpha value, so all variables were suitable for analysis.
Table 2.4. Reliability of the assessment scale of managers and English teachers on the benefits of training and capacity development activities
high school english teacher
Cronbach's Alpha coefficient
Number of variables | |
0.872 | 8 |
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Table 2.5. Correlation coefficient between each variable and the total assessment scale of managers and English teachers on the benefits of training and capacity development activities for English teachers in high schools
Variable
Total correlation coefficient Fit | Cronbach's Alpha coefficient if variable is eliminated | |
C3_1 | 0.527 | 0.866 |
C3_2 | 0.548 | 0.864 |
C3_3 | 0.590 | 0.860 |
C3_4 | 0.615 | 0.857 |
C3_5 | 0.654 | 0.853 |
C3_6 | 0.751 | 0.842 |
C3_7 | 0.677 | 0.850 |
C3_8 | 0.656 | 0.853 |
Cronbach Alpha test with variables in question group 3 gives Cronbach's Alpha value = 0.872> 0.6.
The Corrected Item-Total Correlation coefficients of the variables are all >0.3 and the Cronbach's Alpha value coefficients if that variable is removed are all < the total Cronbach's Alpha value, so all variables are suitable for analysis.
When testing Cronbach Alpha with the variables in the remaining question groups, the Cronbach's Alpha values were appropriate.
2.2.2. Current status of awareness about the necessity of English teacher training activities in high schools
The survey results in chart 2.2 show that 48% of managers and English teachers consider the current training and capacity development activities for English teachers in high schools to be very necessary; 44% consider it necessary and 8% consider it normal. Thus, both managers and English teachers highly appreciate the necessity of training and capacity development activities for English teachers in high schools.
In particular, no English teachers or administrators consider the current training and capacity development activities for English teachers in high schools as unnecessary and unnecessary.
Figure 2.2. Perceptions of managers and teachers about the necessity of training and capacity development for English teachers
The necessity of training activities
Normal
Necessary Very necessary
8%
48%
44%
In the current context, foreign languages in general and English in particular are the key to help us quickly develop integration in all aspects, and access advanced science and technology in the world in all fields.
Training, fostering and improving foreign language skills, especially English, for staff and teachers in high schools in particular and training institutions in general are considered top priorities.
Awareness of the need for training and capacity development of English teachers in high schools in particular has also increased significantly.
compared to the first years of surveying and implementing the National Foreign Language Project 2020.
Strengthening propaganda work, raising awareness of the position, meaning and importance of foreign languages in life, study and work in the integration period, new goals of foreign language teaching, requirements for improving the capacity of English teachers in the new situation, helping agents related to the teaching and learning process change incorrect perceptions and behaviors towards foreign language teaching and learning (teaching and learning based on scores, coping with exams, teaching without practice, lopsided learning, fake achievements...) and helping all English teachers clearly understand the above requirements to feel secure in their work and self-study to improve their language capacity and teaching methods to meet new requirements.
In order for high school English teachers to realize the important role of capacity development and perform well their tasks according to the current trend of educational innovation, English teacher training is of special importance and has a decisive meaning in improving the quality of teachers towards the goal of improving the quality of education.
When interviewing high school administrators and English teachers, we noted a number of opinions:
“…Training and capacity development activities for English teachers in high schools are very necessary today because English teachers need to improve their expertise regularly, continuously and acquire new knowledge and new teaching methods to bring the best results for training and teaching…”
(Manager of Nguyen Hue High School for the Gifted) “…Training and capacity development activities for English teachers in high schools are very necessary because it helps teachers improve their qualifications and innovate methods to meet the needs of teaching and learning English in the current period…”
(Manager of Cao Ba Quat High School) “…Training and capacity development activities for English teachers in high schools are necessary because training and capacity development activities are activities that need to be done regularly and long-term…”
(Teacher at Ly Thuong Kiet High School)
2.2.3. Current assessment of English managers and teachers on the necessity of some training contents for English teachers in high schools according to the competency approach
When surveying the assessment of managers and English teachers on the necessity of some training contents for English teachers in high schools, we got the following results:
Quantity | Value smallest | Value biggest | Value medium | Deviation standard | |
C2_1 | 283 | 1 | 5 | 4.47 | 0.696 |
C2_2 | 283 | 1 | 5 | 4.49 | 0.711 |
C2_3 | 283 | 2 | 5 | 4.50 | 0.615 |
C2_4 | 283 | 1 | 5 | 4.02 | 0.697 |
C2_5 | 283 | 2 | 5 | 4.04 | 0.688 |
C2_6 | 283 | 3 | 5 | 4.13 | 0.677 |
C2_7 | 283 | 2 | 5 | 4.26 | 0.716 |
C2_8 | 283 | 1 | 5 | 4.11 | 0.730 |
Table 2.6. Assessment of English managers and teachers on the necessity of some English teacher training contents
Figure 2.3. Assessment of English managers and teachers on the necessity of some English teacher training contents
Assess the necessity of certain content
4.6
4.5
4.4
4.3
4.2
4.1
4
Assess the necessity of certain content
3.9
3.8
3.7
C2_1 C2_2 C2_3 C2_4 C2_5 C2_6 C2_7 C2_8
These figures show that although the content of training and improving language skills, English communication skills, and training in English teaching methods
In the survey, professional training has a scale of 1-5 and a standard deviation of 0.615; 0.711 and 0.696, but the average value of these 3 contents is the highest among the 8 training contents that the author listed, respectively 4.50; 4.49 and 4.47. These values are close to the maximum level of the 5-point scale used in the survey. Thus, almost all managers and English teachers affirm that professional training, teaching methods, training and improving language and English communication skills are very necessary.
In response to the requirements of innovation for teachers in general and English teachers in particular, the content of teacher training included in the program is also very diverse, rich and updated. According to the author's research, experience and observations, English teachers in high schools need to be equipped with knowledge in different fields to improve their awareness and qualifications in many aspects. A good teacher is not only a person with good expertise and extensive knowledge, but also proficient in pedagogical skills. When having good expertise, in order to have good, effective and attractive teaching hours, English teachers need to have diverse, flexible and suitable teaching skills and methods for learners. Language ability and English communication ability, in the period of integration and innovation, are really important for English teachers. They not only use English to convey lecture content and knowledge to students, but also have to communicate, express their views and opinions, attend domestic and international seminars, improve their capacity by self-studying, reading, researching domestic and foreign books and magazines, and accessing countless English educational websites on the Internet to update knowledge, research, share information and promote a positive image...
Through the evaluation of the survey, the third training content has the highest average value (4, 5), showing that most people are very aware of this issue. Only in the table of data evaluating the training content, content number 6 (Training in applying information technology in teaching English) has the smallest value of 3 corresponding to the lowest scale rating of 3 (normal) and the largest value of 5 corresponding to the highest scale rating of 5 (very necessary).
It must be seen that the explosion of information technology in Vietnam has affected all aspects of society. If we know how to apply information technology in education, we can achieve the desired effects and efficiency. However, according to personal experience, the application of information technology to teach which subjects, when, where, how much is appropriate, why it is necessary to use information technology, English teachers need to consider carefully all aspects before proceeding.
The data and charts show that content number 4 (training and development of cultural capacity), 5 (training in the use of teaching aids and equipment), 6 (training in the application of information technology in teaching English), 8 (training in self-study, self-training, and research capacity) have average values of 4.02; 4.04; 4.13 and 4.11 respectively, lower than the average values of the remaining contents.
Perhaps, the training content of number 4 and 8 is new compared to the training courses that English teachers have been aware of and participated in so far, so the average value is lower, only at the necessary assessment level. The average value of content 5 and 6 is slightly higher than the average value of content 4 and 8. At the high school level, some English teachers have not created their own motivation or determined their own requirements and goals to develop their self-study, self-training and research capacity.
In summary, the standard deviation values range from 0.615 to 0.730, indicating fairly consistent assessments, often indicating that these training contents are necessary.
When interviewing managers and English teachers about the need for training courses, we also found positive opinions:
“… Necessary because training courses help teachers improve their qualifications and innovate their methods to meet the current needs of teaching and learning English… Recent courses include a methodology course at the University of Foreign Languages - Vietnam National University, Hanoi, a course on applying technology to teaching English at Hanoi University and a course on applying information technology and technology to teaching organized by the Hanoi Department of Education and Training…”
(Administrator of Cao Ba Quat High School)
2.2.4. Current status of assessment of English managers and teachers on the benefits of training activities for English teachers in high schools according to competency approach
When surveying the current assessment of managers and English teachers on the benefits of English teacher training activities in high schools, we obtained the following data:
Table 2.7. Assessment of English teachers and managers on the benefits of English teacher training activities
Quantity | Value smallest | Value biggest | Value medium | Deviation standard | |
C3_1 | 283 | 3 | 5 | 4.18 | 0.633 |
C3_2 | 283 | 3 | 5 | 4.37 | 0.583 |
C3_3 | 283 | 2 | 5 | 4.22 | 0.671 |
C3_4 | 283 | 2 | 5 | 4.01 | 0.652 |
C3_5 | 283 | 2 | 5 | 3.93 | 0.688 |
C3_6 | 283 | 2 | 5 | 3.96 | 0.716 |
C3_7 | 283 | 2 | 5 | 4.19 | 0.720 |
C3_8 | 283 | 1 | 5 | 3.96 | 0.755 |
Figure 2.4. Assessment of English teachers and managers on the benefits of English teacher training activities
Benefits of English teacher training
high schools
4.5
4.4
4.37
4.3
4.2
4.1
4.18
4.22
4.19
Rating Points
4
3.9
4.01
3.93
3.96
3.96
3.8
3.7
C3_1 C3_2 C3_3 C3_4 C3_5 C3_6 C3_7 C3_8
Through statistics and charts, it can be seen that content number 2 (helping to improve professional expertise) has the highest average value (4.37), closest to the highest rating scale of 5; this shows that both managers and English teachers highly appreciate the benefits of training and developing the capacity of English teachers in high schools.
Content 1 (helping English teachers gain more confidence and motivation to teach), content 3 (helping improve English language and communication skills), content 7 (helping perfect testing and evaluation skills) have similar mean values of 4.18; 4.22; 4.19 respectively, showing that the respondents also clearly see the benefits of training and capacity development activities for English teachers in high schools.
Content 5 (helping to improve the ability to apply theory to practical work), content 6 (helping to improve the ability to self-study and self-train), content 8 (helping managers have more basis to evaluate teachers) have the average values of 3.93; 3.96; 3.96 respectively, the lowest among the 8 contents on the benefits of training and developing the capacity of English teachers in high schools, and respectively just slightly higher than the rating scale of 3 (normal). Recognizing the problem, however, to implement and apply the theory trained into practical work, knowing how to research and self-train is still a distance, a process of accumulation and training. Or there are also cases where teachers are fully capable of applying it to professional activities but they do not want to for many subjective and objective reasons such as policy issues, salary regime, benefits, rewards..., issues of investing time, money, sacrificing personal matters, changing perceptions and changing themselves...
Only in the data table, the content number 8 has the smallest value of 1 (very unhelpful). That shows that some survey subjects find the benefit of helping managers have more basis to evaluate teachers to be very unnecessary.
The standard deviation value from 0.583 - 0.755 shows the high appreciation of both managers and English teachers for the benefits of training and capacity development activities for English teachers in high schools.