0 management of the faculty teaching activities in the art schools in north vietnam: A proposed enhancement program

0 MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines In Collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Educational Management Nguyen Thi Yen Nga (Anna) April, 2014 APPROVAL SH

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EET In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management Program, this research study entitled Management of the faculty teaching activities in the art schools in NorthVietnam: A proposed enhancement programhas been submitted by Nguyen Thi Yen Nga (Anna) and is here by recommended for oral examination. PROF. Dr. WALBERTO A. MACARAAN Research Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management Program offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. (NAME OF PROFESSOR) Member (NAME OF PROFESSOR) Member. (NAME OF PROFESSOR) Chairman Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management Program offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. APOLONIA AESPINOSA, Ph.D. Dean, Graduate School WALBERTO A. MACARAAN, Ed.D. Vice President, Academic Aff airs Date_____________________ 2 ACKNOWLEDGMENT Grateful acknowledgement is hereby extended to the following individuals who have provided the researcher much needed help in the completion of this work: DR. CECILIA N. GASCON, Ph.D., President of the Southern Luzon State University in the Republic of the Philippines, for her untiring effort and belief that this collaboration is possible thus enabling us to pursue the Ed.D degree; Prof. Dr. DANG KIM VUI, President of ThaiNguyenUniversity, the Socialist Republic of Vietnam for his incomparable contribution and support to the Doctor of Philosophy in Educational Management program in Cooperation with the Southern Luzon State University, the SocialistRepublic of the Philippines; Dr. WALBERTO A. MACARAAN, Vice president, Academic Affairs for his support to the tie – up program between SLSU and TNU and his adviser, for guidance and endless support for the improvement of this study; Dr. APOLONIA A. ESPINOSA, Dean, Graduate school for his support to the tie – up program between SLSU and TNU; Prof. Dr. TRAN VAN DIEN, Rector of Thai Nguyen University of Agriculture and Forestry for his invaluable assistance in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; Dr. NGUYEN TUAN ANH, Former Director of the InternationalTrainingCenter, ThaiNguyenUniversity for his precious and wholehearted assistance and encouragements in the 3 establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; DR. NGUYEN THE HUNG, Ph.D., Director of the International Training Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous pursuit to provide the Vietnamese people an opportunity to grow through education; Dr. RICARYL CATHERINE P. CRUZ for her adviser, dedication, enduring patience and concern, guidance, sincere hopes and encouragement for the researcher to finish the manuscript; Dr. TERESITA V. DE LA CRUZ and Dr. APOLONIA.A.ESPINOSA professors of method of research and advanced statistics for their patience and support; The visiting Professors including Dr.ARIVALAN, Dr. BALAKRISHNAN, Dr. WALBERTO A. MACARAAN, Dr. LEE KAR LING, Dr. W.JOHNSON and other professors for their lectures; The Learning Resource Center of Thai Nguyen University, for the valuable sources of books and references; ITC STAFF, for providing the necessary research materials; The authors and researchers of books and unpublished graduate theses and dissertations that served as reliable source of data and information; The college members of Thai Nguyen University, for the approval of the researcher’s request to conduct the study; The Management, teacher and students respondents, for their patience and generosity in answering the questionnaire. For all the teachers in the art schools in NorthVietnam whose passion for teaching makes difference in the life of their learners; 4 My loving classmates and colleagues, for the endless support and friendship which inspire the researcher to put his best in finishing the study; Above all, My family from whom all good things come, who has continually given the researcher everything she needs at the proper time: the enlightened patience and the determination to go through the stages of this intellectual quest to achieve a desired end. To you all, THANK YOU VERY MUCH! NGUYEN THI YEN NGA (ANNA) 5 TABLE OF CONTENTS TITLE PAGE ...... 1 ACKNOWLEDGMENT .................................................................................................................. 2 TABLE OF CONTENTS ................................................................................................................. 5 LIST OF TABLES ........................................................................................................................... 7 LIST OF APPENDICES ...................................................... Ошибка! Закладка не определена. ABSTRACT ................................................................................................................................... 10 BACKGROUND OF THE STUDY .......................................................................................... 14 OBJECTIVES OF THE STUDY ............................................................................................... 16 HYPOTHESIS ........................................................................................................................... 17 SIGNIFICANCE OF THE STUDY .......................................................................................... 17 SCOPE AND LIMITATIONS OF THE STUDY ..................................................................... 18 DEFINITION OF TERMS ........................................................................................................ 18 Chapter II. REVIEW OF LITERATURE AND STUDIES ........................................................... 24 RELATED LITERATURE AND STUDIES ............................................................................ 24 RESEARCH PARADIGM ........................................................................................................ 37 Chapter III. METHODOLOGY ..................................................................................................... 45 LOCALE OF THE STUDY ...................................................................................................... 45 RESEARCH DESIGN ............................................................................................................... 51 POPULATION AND SAMPLING ........................................................................................... 51 INSTRUMENTATION ............................................................................................................. 54 DATA GATHERING PROCEDURE ....................................................................................... 54 STATISTICAL TREATMENT ................................................................................................. 55 CHAPTER IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ............ 59 Chapter V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ................................ 5 SUMMARY ................................................................................................................................. 5 6 CONCLUSIONS ......................................................................................................................... 6 RECOMMENDATIONS ............................................................................................................. 7 BIBLIOGRAPHY ............................................................................................................................ 9 APPENDICES ................................................................................................................................ 11 APPENDICES A ............................................................................................................................ 12 COMMUNICATION LETTERS ................................................................................................... 12 APPENDICES B ............................................................................................................................ 17 QUESTIONAIRE ON THE MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSEDENHANCEMENT PROGRAM .................................................................................................................................... 17 APPENDICES C ............................................................................................................................ 25 SCHEDULE OF COMPUTATIONS ............................................................................................. 25 7 LIST OF TABLES Table 1.Frequency, Percentage and Distribution of the Respondents for Teachers and Administrator ............................................................................................................................ 52 Table 2.Frequency, Percentage and Distribution of the Respondents for Students ........................... 53 Table 3. Weighted Mean of the Teaching Activities among Administrators and Teachers as to Teaching Plan and Preparation .................................................................................................. 59 Table 4. Weighted Mean of the Teaching Activities among Administrators and Teachers as to Management of the Program ..................................................................................................... 62 Table 5. Weighted Mean of the Teaching Activities among Administrators and Teachers as to Time Management..................................................................................................................... 66 Table 6. Weighted Mean Average of the Teaching Activities among Students of the Art School as to Professional Competencies on the Program .......................................................................... 69 Table 7. Weighted Mean of the Teaching Activities among Students of Art Schools as to Methods and Teaching Skills .................................................................................................... 73 Table 8. Weighted Mean of the Teaching Activities among Students of the Art Schools as to Ensure Their Teaching and Relationships with Students .......................................................... 77 Table 9. Mean Difference among Teachers and Administrators of Respondent Schools as to Teaching Plan and Preparation .................................................................................................. 79 Table 10. Mean Difference among Teachers and Administrators of Respondent Schools as to Management of the Program ..................................................................................................... 82 8 Table 11. Mean Difference among Teachers and Administrators of Respondent Schools as to Teaching Time Management ..................................................................................................... 84 Table 12. Mean Difference of Students of Respondent Schools as to Professional Competence of Teachers .................................................................................................................................... 86 Table 13. Ascertain if there is significant difference students of Methods and teaching skills of teachers ...................................................................................................................................... 89 Table 14. Ascertain if there is significant Difference students of Ensure their teaching and relationships with students ........................................................................................................ 91 Table 15. Perceived Common Problems in the Management of Faculty teaching Activities ............ 93 Table 16. Common Problem on the Management of Teachers by School ......................................... 96 9 LIST OF FIGURES Figure 1. The Schematic Presentation of the Independent and Dependent Variables of the Study ............................................................................................................................................ 37 Figure 2. Location of Viet nam university fine arts .................................................................... 46 Figure 3. Location of Viet Bac College of art and culture .......................................................... 47 Figure 4. Vietnam Dance college ................................................................................................ 48 Figure 5. Location of Ha Noi university of culture ..................................................................... 49 Figure 6. Location of Thanh Hoa University of Culture, Sports and Tourism............................ 50 10 Title : MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM Researcher : NGUYEN THI YEN NGA (ANNA) Degree : Doctor of Philosophy in Educational Management Program Name/ Address of the Institution : Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam. Date Completed : April, 2014. Adviser : PROF. Dr. WALBERTO A. MACARAAN ABSTRACT The main purpose of this was the evaluation of faculty teaching activities to improve the quality training of art school in Vietnam with a view to the development of quality training schools of art in Vietnam in the period 2013 – 2020. The dissertation assessed the teaching activities of teachers in art schools from the point of views of managers and teachers in terms of teaching plan and preparation, management of the program and teaching time management based on standards: talent development, assessment tools, action programs, learning objectives, learning outcomes, reasonable allocation, competences and skills of teachers, and the overarching monitoring classes, ... according to the 11 evaluation criteria of the Ministry of Education and Training in order to enhance teachers’ teaching competencies in art schools. This study used the descriptive correlation design in analyzing the investigated variables. The dissertation evaluated the teaching activities of teachers in art schools from the point of views of students in terms of professional competencies, methods and teaching skills, peers and student relations through activities: providing necessary documents to prepare for the course, lesson presentation; combination of teaching methods, developing talent and artistic potential. The questionnaire was used as major data-gathering instrument and unstructured interview was done to cross check the responses of the respondents. There were 325 teachers, administrator and students used as respondents in this study. Weighted mean and chi-square regressions were used in the study to analyze the data. The respondents ranked the instructional variables that influence the performance of selected sectarian schools as follows: There is no significant difference between administrators and faculty about teaching plan, management of the program and teaching time management. But there is significant difference in the lesson presentation of the teachers, the use of textbooks and reference materials, contents of the course, lesson objectives, lesson sequences in accordance with the knowledge and skills of students. Inasmuch as the Educational managers can also use methodology, instrument and questionnaire of the research to evaluate building program, management of the program and teaching time management according to specific rules of teachers teaching art. From the results of research, educational managers plan to evaluate teachers scientifically and accurately in the art schools in the whole country. 12 Chapter 1. INTRODUCTION In the globalization and economic integration in Vietnam, the use of human resources becomes a challenge for the mankind. The quality is always the first concern of the society because it is the human’s motivation to continually rise and develop. Stepping into the 21st century the Vietnamese education has undergone 15 years of renovation and has achieved important results such as increased enrollment, diversification of delivery modes and improved school infrastructure. The level of mass education has been increased. The quality of education began changing positively. In the trends in integration, development and competitiveness, ensuring and improving the quality of education is the task of schools. Therefore, schools are interested in investing for management of the quality of the school. Competency-based assessment is the current quality-driven approach to trainings and development of human resources. Faculties and teaching staff have special role in the education, are determinant factor for the quality and efficiency of education. Teaching process has been seen as the mean for learning quality management. Conducting all steps in teaching process means lecturers of school have participated in managing teaching quality for them and for the institutions. There would be no good education without good faculty quality, teaching effectiveness is the core mission of schools. Students are the subjects of teaching activities, but the key factor of teaching effects is faculty because education quality is influenced by teaching effect. Evaluation of faculty’ teaching activity is the key to probe into faculty quality to help faculty ascertain their shortcomings so that they can not only improve themselves but also increase their teaching effectiveness. 13 Effective teaching is activity which promotes the intellectual vitality of the university and the wider community. The primary focus of this activity is transmission of knowledge and the development of new skills, insights, and sensitivities within the classroom; teaching is not limited to that setting. It also includes the advising, supervising and mentoring of students, the sharing of personal and professional growth with others, and the presentation of intellectual and moral concerns within the university community. Resolution No.14/2005/NQ-CP dated November 2, 2005 by Government of Vietnam on Substantial and comprehensive renewal of Vietnam's tertiary education in the 2006-2020 period affirmed: ―To build up a sufficient contingent of tertiary education lectures and administrators, who have ethical quality and professional conscience, high professional qualifications and an advanced teaching and management style‖. Student evaluation of teaching has been a compulsory practice of institutional quality evaluation since the academic year 2009-2010. Because there are aspects of teaching performance that cannot be evaluated only by students most schools regard student evaluations of teaching as one source of information for improving effectiveness of teaching. Faculty assessment has been tested in a number of training institutions in the form of tested; the assessment results are used to improve the teaching quality of faculty. Many Vietnamese scientists have studied this issue, such as the research: Master Pham XuanThanh, Quality of Postgraduate Training in Vietnam: Definition, Criteria and Mesurement scales; Nguyen Phuong Nga (2007): "Student faculty evaluations - testing and modeling tools" National University Publishing House Hanoi; In 2000, the Ministry of Education and Training Vietnam funded a project to develop a common set of questionnaires to evaluate the quality of teaching and the scientific research ability. This set includes: (1) Course Evaluation Form (for students); 14 (2) Evaluation of Teaching and Research Activities (for individual faculty) or Self- Assessment; (3) Evaluation of Teaching and Research Activities (for collegiate assessment) or Peer- Assessment; and (4) Class Observation. Major parts in the evaluation are ten items which ask the students to evaluate a particular teaching behavior. In general, these studies are macro without deep research on evaluation of faculty teaching activities, especially in art schools in Vietnam. Therefore, improving the quality of teaching is background to improve the quality training in art schools is necessary now; this study makes this research even more imperative in Vietnam now. BACKGROUND OF THE STUDY Faculty assessment activities have a long time, a number of progress education were interested in evaluating faculty. Middle Ages of Europe, faculty assessment activities developed, the United States has many popular activities on faculty evaluations at multiple institutions. Sources of faculty evaluations include: colleagues, Observation, Client feedback, students, managers, employers, classroom visits, teaching dossier and self-evaluation of each faculty. Evaluation of other sources including student test results, daily diaries, tapes, tape record the work of faculty or teaching dossier, to the assessment of faculty effectiveness, need to from many different sources. The evidence provided by different evaluation resources to help improve the accuracy of evaluation. Power supply has its own characteristics, but will not be suitable if used for different purposes. Although, self-evaluations is subjective but self-evaluation is very important in the evaluation of faculty and it's necessary to do. The evaluation of the quality of teaching can 15 be done with different tools. It is possible that the survey questionnaire, interview questions, observation sheets... Traditional arts are part of the cultural heritage of a group of people whose members share a common ethnic heritage, language, religion, occupation, or geographic region. These artistic traditions are passed down through generations and reflect the values of their shared culture. Skills are typically learned directly through observation and imitation from someone steeped in the tradition, rather than through classes, books, or other means of institutional instruction. Art faculty are qualified educators and, in some instances, artists that instruct students in theoretical and practical knowledge in art theory, art history, aesthetics, visual art, ceramics, design and other art-related subjects. Evaluation of teaching in art schools there are some differences: the teaching and learning environment characteristics, the level of awareness, gender, ethnicity, ... therefore evaluate teaching in art schools have constraints but the evaluation of teaching is an inevitable trend, which is a mandatory, teaching art schools need comprehensive preparation of theory and practice to ensure improved training. In order to effectively improve teaching quality, art schools has put a lot of continuous effort into studies related to facultys’ teaching effectiveness. However, there is no complete system in Vietnam which can be used as a tool to evaluate faculty’ teaching to improve the quality training of art school. Based on this background, the researcher intends to find other processed to evaluation of faculty teaching activities to improve the quality training of art school in Vietnam. 16 OBJECTIVES OF THE STUDY The main purpose of this was the evaluation of faculty teaching activities to improve the quality training of art school in Vietnam with a view to the development of quality training schools of art in Vietnam in the period 2013 – 2020. Specifically it aimed to answer the following: 1. Assess the teaching activities of teachers from the point of views of respondents in terms of: 1.1 Teaching Plan and Preparation 1.2. Management of the Program 1.3. Teaching time management 2. Assess the teaching activities of the teachers from the point of views of student respondents in terms of: 2.1. Professional Competencies on the Program 2.2. Methods and Teaching Skills of Teachers 2.3. Peers and Student Relations 2.4. Learning outcome assessment test 3. Ascertain if there is significant difference among the two group of respondents (Teachers and Administrators) 4. Ascertain if there is significant difference among the students perception of the 5 respondent schools 5. Find out the problems encountered in the management of teaching activities among 17 5.1. Teachers 5.2. Administrator 5.3. Students 6. Develop an enhancement program HYPOTHESIS 1. There is no significant difference in the point of views of the two group of respondents as to teaching activities of teachers. 2. There is no significant difference among students of the 5 respondent schools. SIGNIFICANCE OF THE STUDY This study attempting of evaluation of faculty teaching activities to improve the quality training of art school the north in Vietnam would be beneficial to the following: Schools: oriented and mission to perform of the program; improvement within the school; establishes a check and balance system for the evaluation process; To bring new perspectives to arts curriculum in the schools and to provide experiences through programs that cultural exchanges; to promote school effectiveness and efficiency; fostering productive work environments; improvement of the school's ability to accomplish its mission. Administrators: Have evaluation plan for the development strategy; identifies ways to reach higher standards and correct significant discrepancies; Understanding and organizing subject matter for learning; annual evaluation of faculty; Oversees faculty evaluation process within school. Faculty: Improvement purpose reflects the need for professional growth and development of the individual faculty; contributing to the personal goals of the faculty; provides 18 a systematic opportunity for individual skill enhancement; enhanced self-expectations; increases the likelihood of changes in teaching performance; develop strategies to integrate the arts into facultys daily classroom instruction. Students: To enhance perception, appreciation of the arts, and abilities to express themselves creatively; Engaging and supporting all students in learning. Future Researchers: Developing as a professtional educator. Planning instruction and designing learning experiences for all students of art schools. SCOPE AND LIMITATIONS OF THE STUDY The primary intent of this study was the evaluation of faculty teaching activities to improve the quality training as a whole of art school in Vietnam alongside with five art schools from the years 2008 – 2009 to 2012 – 2013. There were 325 of students, teachers, and administrators used as respondents in this study. Four major sources of information are used to determine the effectiveness of an individual faculty: students, faculty (self-evaluation), colleagues and managers and administrators. This evaluation must be consistent with assignments and the goals and objectives for art school development. The time frame of this study covered the period from November 2012 to July 2013. DEFINITION OF TERMS For better understanding the planning terms in this study were defined conceptually and operationally: Assess has the general meaning of determining the importance or value of something. Assess to determine the value, significance, or extent of; appraise. 19 Evaluation: is the systematic collection and analysis of data needed to make decisions, a process in which most well-run programs engage from the outset. This indicator reflects the activity of the teacher in relation to the evaluation tasks or actions realized. Faculty in higher education establishments is clearly personal; quality, good ethics; occupational health as required; reach the level of expertise and professional regulations Teaching: a primary activity in the university is understood to mean the act of facilitating the acquisition of knowledge and skills with confidence and direction, geared towards the development of the analytical and creative faculties of students. Furthermore, the function of teaching includes specific tasks, such as student consultation, academic advising, and all other initiatives that facilitate the process of learning. Teaching is the process of carrying out those activities that experience has shown to be effective in getting students to learn. Activitiesis a conceptual framework based on the idea that activity is primary, that doing precedes thinking, that goals, images, cognitive models, intentions, and abstract notions like ―definition‖ and ―determinant‖ grow out of people doing things‖. Activity stems from its fundamental view of purposeful activity in a cultural historical context as the fundamental unit for the study of human behavior. Activity Theory is an approach which underpins the complex and dynamic human problems of research and practice. Hence, Activity is geared towards a practice which embodies a qualitative approach that offers a different lens for analysing processes and the outcomes. Teaching activities are ...s to construct their own knowledge, to understand, analyse a phenomenon and change the way they perceive the world (Trigwell et al., 1994). Teachers are seen to be effective if their students demonstrate the ability to be critical and innovative in the way they think, to arrive at their own conclusions and to develop a personal and ethical position on key issues (Martin et al., 2000). Students, by and large, are not seen as passive recipients of knowledge, rather they are active participants of the creation of knowledge. Learning-focused evaluation of teaching, while acknowledge the importance of measuring content knowledge of the teachers and the teaching techniques they employ in the classroom, place more emphasis on measuring student’s expectations, their involvement and perceptions of the learning environment; the appropriateness of learning activities; indications of approaches to learning; distribution of work over the duration of the course; and time on task (Edstrom, 2008; Pratt, 1997). 37 RESEARCH PARADIGM Figure 1. The Schematic Presentation of the Independent and Dependent Variables of the Study 1. Assess the teaching activities of teachers from the point of: - Teaching Plan and Preparation - Management of the Program - Teaching time management 2. Assess the teaching activities of the teachers from of student: - Professional Competencies on the Program - Methods and Teaching Skills of Teachers - Peers and Student Relations - Learning outcome assessment test 3. There is significant difference among the two group of Teachers and Administrators 4. If there is significant difference among the students perception of the 5 schools. The problems encountered in the management of teaching activities among - Teachers - Administrator - Students DEVELOP AN ENHANCEMENT PROGRAM Independent Variables Dependent Variable 38 THE INDICATORS OF FACULTY ACTIVITY The indicators reflect the function to be achieved for each specific criteria including: Standard 1. Teaching activities - The ability and responsibility to impart knowledge including implementation of adequate volume and content knowledge of the subject charge of teaching, lectures, scientific content, suitable objective of the training program,Updated information and knowledge relevant modern methods of learning test results. - Skills taught include communication skills, communication, and organization of teaching; improve teaching methods to meet the requirements of high quality training. - Class management skills, to attract the attention of students. - Advice guide students. - Compiled teaching materials, lectures, references. Standard 2. Development of professional competencies - Join the professional activities of the school. - Self fostering knowledge and language skills, information and expertise. - Update to development in their own areas of expertise. - Fostering or fostering skills teaching methods and class management institutions. In the accreditation standards of universities by the Ministry of Education and Training of Vietnam issued in 2007, who taught factor to be considered in criteria 4.3: Innovative methods of teaching and learning towards develop the capacity of self-learning, self-study and the 39 collective work of the school and standards 5: management staff, faculty and staff with seven criteria: Criterion 5.2: Management staff, faculty is guaranteed democratic rights in the university; Criterion 5.3: The school has a policy and measures to facilitate management staff and faculty participate in professional activities, domestic and foreign operations; Criterion 5.5: There are sufficient faculty organic (or converted to the number of faculty working full-time) to implement training programs and scientific research; faculty structure reasonable; Criterion 5.6: faculty team with professional qualifications, foreign language and computer skills to meet the requirements, training tasks and scientific research; academic autonomy; Criterion 5.7: faculty team with professional work experience and rejuvenation; Criterion 5.8: The school has a plan and reasonable methods to evaluate teaching activities, methods of assessing learning outcomes of students. In a number of studies on the quality of Education University (Bourke, 1986; Rowly, 1996; John, 1998; Ayer, 1999; DETYA, 2000) the authors have made a number of criteria for evaluating the quality of training that could be implementation, application at the University of Education facilities in Vietnam as follows: - Training objectives clear; - Admissions input to ensure reliability; 40 - Good program structure, training programs are organized into systems, are closely related to each other; The program content and training objectives consistent with each other; - Students have positive attitudes toward learning; - Faculty expertise and enthusiasm; - Vehicles and learning materials to ensure good; - Have the management unit responsible for teaching activities; - Make sure the number of facultys in accordance with the size of the training school; - Percentage of faculty and students reasonable; - The number of subjects enough to make students a flexible option. According Braskamp and Ory (2000) when evaluating faculty should be evaluated on 04 areas: Teaching; scientific research and creative activities; services and expertise; citizen responsibility. For the field of teaching, the authors came up with four criteria and indicators to assess the following: CRITERIA INDICATORS 1 Imparting knowledge - During the course, the televised sessions, workshops/ conferences - Organization of a course (which holds information about students, learning experiences and planning) 2 Advice and guidance for - Supervise students in the lab, outdoor classes - Advice for Students (career, academics, private 41 students consultants) - Monitoring support teaching - Monitoring Born vientrong experience practice (medicine) - Supervision of students in research/ thesis/ dissertation. 3 Conduct learning activities - Review and redesign of courses - Approval of the curriculum - Follow the materials/ textbooks, computer software - Guide and distance learning programs 4 Facultys need - Evaluation of teaching colleagues - Guiding the study of teaching - The professional development activities Some scientists believe that the criteria necessary to evaluate teaching activities include: - The transmission of knowledge; - Teaching and class management skills; - The advice and guidance to students/ student/ graduate student; - Editor lectures, teaching materials; - Qualification development activities, academic. 42 These studies show that the criteria and indicators for assessing the quality of teaching are quite different. The evaluation of the quality of teaching a course requires accuracy and should cover all aspects including many belonging to the following criteria: - Objectives and content of the training program; - Curriculum structure; - Equipment teaching and teaching activities; - Rating the whole course. According to research, evaluate sources now includes faculty colleagues, head of department or dean of students, staff and management companies and self-evaluation of each faculty. Assessment of other sources including student test results, daily diaries, tapes, tape record the work of faculty or teaching dossier. For the assessment of faculty effectiveness, the researchers make recommendations to combine information from different sources. Please go through a number of sources and assessment of the strengths and weaknesses of the source of this assessment. The problem is that we have to develop criteria for evaluating faculty teaching activities, including issues: Evaluating faculty to do? Assess what faculty? Those who participate in faculty evaluation? Evaluation forms are the most reliable? And what is the purpose of the evaluation? The average review emulation and commendation work hours and held student assessment activities had certain positive effects to improve themselves faculty in teaching activities, scientific researchand fostering expertise. But in fact the way of assessing the faculty as above also has some disadvantages: 43 1.For working at emulation, although the evaluation criteria, but also the influence of subjective factors; publicity review staff at the group level, department / faculty sometimes quite frankly should not results of considering not reflect the true quality of the work of the faculty. In addition, the classification criterion how much staff is recognized as Emulation Fighter or Labor excellent ... many faculties even achieves the criteria but has not achieved the title. This limits the efforts of the faculty as they are not timely. 2. Dean/ Faculty evaluation is done for a long time to make decisions about the quality of faculty teaching. But the weakness of this method is not reliable because there may be a personal bias or prejudice before; personal opinion on different values; bent on teaching methods teaching (PPGD) different (Centra, 1993). Colleagues and managers can visit the class, but usually only one or two times during the school year and can not accurately assess the operation of the classroom faculty. To get the accurate assessment, there should be a combination between the parties as self-evaluation of faculty, assessment of students to get an overview, evaluation of results, honest. 3. Assessment of student strengths is to provide reliable and valid information about faculty' classroom teaching for activities to improve the quality of teaching and increase the bonus and salary. The weakness of this work is that sometimes students do not have enough ability to assess aspects such as scientific research activities of the faculty, the suitability of the materials for the course (Edith J. Cisneros-Cohernour, 2001)... 4. No consensus on standards, assessment tools, a comprehensive faculty throughout the University. The majority of the student evaluation questionnaire lecturer / course has not been tested for reliability, value, units use the questionnaire included too few questions - do not fully assess the activities of the faculty, the unit also uses the questionnaire is too long, can not get the answer straight from the students. 44 5. In addition, there is no evaluation of the scientific research and development professional capacity of faculty - this is a very important part in the process of evaluating faculty. 6. Assessment activities trainer missing a key component that is itself evaluated. Individual faculty should have a voice in the evaluation process to be able to set the strengths, weaknesses and comment on themselves endeavors throughout his training. These results are compared with the results of the evaluation of the stakeholders will provide a summative assessment more objective and scientific. 7. Each unit member uses a different questionnaire, so there are no general guidelines for evaluating process-oriented faculty and improves the quality of faculty for the quality assurance system of the schools. Thus, the need to develop a set of assessment tools that facultys in a comprehensive, shared in the school of art to which the standard assessment of the strengths and weaknesses of the faculty, create a data source worth confidence to improve the quality of teaching of the faculty. 45 Chapter III. METHODOLOGY This chapter deals with the locale of the study, research design, population and sampling, data gathering procedures, and statistical treatment used in the study. LOCALE OF THE STUDY This study was conducted in five university and colleges of art and culture school of north in Vietnam. The respondent colleges are the following: VietNam university fine arts (1925), Yet Kieu street, Cua Nam Ward, HoanKiem district, Ha Noiý; VietBac college of art and culture, Dong Quang Ward, Thai Nguyen city, Thai Nguyen province (1965); Vietnam Dance college (1996), Ho Tung Mau street, CauGiay district, Ha Noi; Ha Noi university of culture, No 418 De La Thanh, street Dong Da district - Ha Noi (1959); ThanhHoa University of Culture, Sports and Tourism, No.20, Nguyen Du street, Ngoc Trao Ward, ThanhHoa city, ThanhHoa province (1967). These schools are all arts university and college, five (5) are owned by Ministry of Culture, Sports and Tourism of Vietnam. On the succeeding pages, the location map of the aforementioned schools are presented and marked as figures 2 to 6. 46 Figure 2. Location of Viet nam university fine arts 47 Figure 3. Location of Viet Bac College of art and culture 48 Figure 4. Vietnam Dance college 49 Figure 5. Location of Ha Noiuniversity of culture 50 Figure 6. Location of ThanhHoa University of Culture, Sports and Tourism 51 RESEARCH DESIGN This study used the descriptive correlation design in analyzing the investigated variables; it is designed to help determine the extent to which different variables are related to each other in the population of interest. This study was conducted to evaluation teaching of by students, faculty (self- evaluation), colleagues and administrators from 5 of art and culture schools. Cross-sectional descriptive study: They are made to get the feedback of students, faculty (self-evaluation), colleagues and administrators on teaching activities of the faculty of the school year 2012 - 2013. The purpose of this research is to evaluation teaching of by faculty from art schools. Probes into the background variables, environmental variables, faculty quality variables and teaching effectiveness variables have been performed. POPULATION AND SAMPLING The respondents in this study are students, teachers and administrators from 5 selected of art and culture college school of north in Vietnam. 325 students, teachers, and administrators were requested to answer the questionnaire. The respondents were chosen using random sampling techniques. List of names of students, facultys, colleagues, and administrators in Colleges of art and culture college school are surveyed then using the fish-bowl method to draw. There were no restrictions as to who were qualified to answer the questionnaire such as sex, age, educational background among others. 52 Table 1.Frequency, Percentage and Distribution of the Respondents for Teachers and Administrator Shools Location Teachers and Administrator Total Respondents VietNam university fine arts Yet Kieu street, Cua Nam Ward, HoanKiem district, Ha Noi 96 (96/707)*165 = 22.4 23 VietBac college of art and culture Dong Quang Ward, Thai Nguyen city, Thai Nguyen prov 89 (89/707)*165 = 20.8 21 Vietnam Dance college Ho Tung Mau street, CauGiay district, Ha Noi 92 (92/707)*165 = 21.5 21 Ha Noi university of culture No 418 De La Thanh, street Dong Da district - Ha Noi 280 (280/707)*165 = 65.3 65 ThanhHoa University of Culture, Sports and Tourism Ngoc Trao Ward, ThanhHoa city, ThanhHoaprovin 150 (150/707)*165 = 35 35 Total 165 53 Table 2.Frequency, Percentage and Distribution of the Respondents for Students Shools Location Students Total Respondents VietNam university fine arts Yet Kieu street, Cua Nam Ward, HoanKiem district, Ha Noi 650 (650/5350) * 160 = 19.4 19 VietBac college of art and culture Dong Quang Ward, Thai Nguyen city, Thai Nguyen prov 750 (750/5350) * 160 = 22.4 23 Vietnam Dance college Ho Tung Mau street, CauGiay district, Ha Noi 650 (650/5350) * 160 = 19.4 19 Ha Noi university of culture No 418 De La Thanh, street Dong Da district - Ha Noi 2400 (2400/5350) * 160 = 71.8 72 ThanhHoa University of Culture, Sports and Tourism Ngoc Trao Ward, ThanhHoa city, ThanhHoaprovin 900 (900/5350) * 160 = 26.9 27 Total 160 54 INSTRUMENTATION A validation of the questionnaire was done using the inter-consistency judgment criteria. The researcher sought the assistance of five (5) experts to validate the content of the questionnaire in terms of correctness of language, appropriateness of the statements and relevance of the items to the problem using the codes: 3 for ―acceptable‖, 2 for ―needs revisions‖, and 1 for ―not acceptable.‖ After which, it was tried out in school not included in the population to determine the suitability of the language and to determine the length of time of each administration before it was submitted to the researcher’s adviser for final approval. DATA GATHERING PROCEDURE This study used questionnaire as medium of obtains the needed data. The questionnaire was designed to cover two sections namely, teachers and administrators (Section A) and students (Section B) evaluation of faculty teaching activities to improve the quality training of art school in VietNam. A four point scale, ranging from 1 ―strongly disagree‖ to 4 ―strongly agree‖ was used for this study and all questions were phrased positively. All survey was assured as to the confidentiality of responses, and there was no need for the person under survey to include a name on the survey. The actual data gathering procedures was done through several processes. After the finalization of the instrument, the researcher asked the permission of the respective school heads and principals to administer the questionnaire. Then she contacted them through the telephone to schedule the former’s visit to the schools thus distribution of questionnaires started. Those visits were done during the month of June. Finally the questionnaires were retrieved in early August 2013 thus tallying, tabulating and analyzing the data followed. 55 STATISTICAL TREATMENT To answer the problems posed in this study, the following statistical tools were applied on the data collected. Analysis Statistical Tool Assess the teaching activities of teachers from the point of views of respondents in terms of: - Teaching Plan and Preparation - Management of the Program - Teaching time management Weighted mean Assess the teaching activities of the teachers from the point of views of student respondents in terms of: - Professional Competencies on the Program - Methods and Teaching Skills of Teachers - Peers and Student Relations - Learning outcome assessment test Weighted mean Ascertain if there is significant difference among the two group of respondents Chi square test Ascertain if there is significant difference among the students perception of the 5 respondent schools Chi square test Find out the problems encountered in the Frequency percentage 56 management of teaching activities among 5.1. Teachers 5.2. Administrator 5.3. Students With the Demographic Profile, the statistical methods used will be frequency count and percentage to see the diversity of respondents. To evaluate Management of the Faculty Teaching Activities in the Arts Schools in North Vietnam, the Likert Rating Scale 1 to 4 will used for the respondents' evaluation of each item in the research questionnaire, and then summarized using the weighted arithmetic mean. Formula: 1. Percentage (%) .100 f P N  Where: P = percentage distribution F = frequency X = scale N = total number of cases 57 2. Weighted Arithmetic Mean 1 1 2 2 1 1 2 1 ... ... k i i k k i k k i i f x f x f x f x X f f f f             Where: X = Weighted Arithmetic Mean 1 k i i i f x   = sum of all the products of f and x, where f is the frequency of each option and x is the weight of each option 1 k i i f   = sum of all the subjects 3. Chi-square test, for determining the significant difference among the two group of respondents and the students perception of the 5 respondent schools. The formula is: X 2 = ∑ Where: X2 = chi-square value 0 = observed frequencies E = Expected frequencies 58 The researcher adapted the rating scale below and its descriptive/ qualitative interpretation for the questionnaire that will be used in the survey. The following table will depict the Management of the Faculty Teaching Activities in the Arts Schools in North Vietnam. Descriptive Interpretation of the Scale The following table of interpretation were used to rate the variables of the evaluation management Faculty Teaching Activities from managements and students. 3.25 – 4.00 Stronly Agree (SA) 2.50 – 3.24 Agree (A) 1.75 – 2.49 Disagree (D) 1.00 – 1.74 Stronly Disagree (SD) 59 CHAPTER IV.PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the tabulated data, including its analysis and interpretation of the data gathered in this study. Data were presented in tables and organized according to research questions depicting therein the comparative perception of respondents from five schools. Teaching Activities Table 3.Weighted Mean of the Teaching Activities among Administrators and Teachers as to Teaching Plan and Preparation Items VNU VBAC VU HANOI Than Hoa U Total Fine Arts Arts &Culture Dance College University of Culture Sports & Tourism WM QD WM QD WM QD WM QD WM QD AWM QD 1. The lecturer possess a carefully made plan of teaching and classroom activities 3.17 A 3.05 A 2.95 A 3.00 A 3.11 A 3.06 A 2. Teaching plans are made ahead of time and known to the immediate head 2.04 D 2.14 D 2.19 D 3.11 A 3.11 A 2.52 A 3. Teaching plan is a part of the subject content to be 2.83 A 2.90 A 3.00 A 3.08 A 3.14 A 2.99 A 60 taken for the period 4. There exists a notion of competence and skills of the teacher with the lesson 2.22 D 2.05 D 2.05 D 2.28 D 3.29 SA 2.38 D 5. Teaching plan and activities requires priogr approval by the immediate head 2.70 A 2.67 A 2.62 A 2.80 A 2.91 A 2.74 A 6. Content and coverage of the subject were thoroughly discussed by the teachers and head of school 3.39 SA 3.19 A 3.52 SA 3.02 A 3.06 A 3.24 A 7. The teaching plan of activities is enough to cover the topics to be taken for the period 2.09 D 2.43 D 3.14 A 2.32 D 2.31 D 2.46 D 8. Topics in the teaching plan provide student for easy access of materials and references 3.39 SA 3.48 SA 3.38 SA 3.25 A 3.29 SA 3.36 SA 9. Sequences of the lectures for the course are 3.70 SA 3.76 SA 3.62 SA 3.58 SA 3.57 SA 3.65 SA 61 appropriate and logical 10. Topics and other instructional materials keep students updated of the knowledge and skills 2.78 A 2.95 A 2.81 A 3.11 A 3.09 A 2.95 A Table 1 shows the weighted mean distribution of the respondents on the teaching Plan and Preparation as perceived when they are grouped according to their respective school. As the table revealed that there was Disagreement of the respondents with AWM of 2.38 for item 4, that there exists a notion of competence and skills of the teacher with the lesson. The same perceptions wherein the teaching plan of activities is enough to cover the topic for the period with an AWM of 2.46. However, there was an agreement of 3.14 in Vietnam University. On the other hand, topics in the teaching plan provide students for easy access of materials and references with an AWM of 3.36 as strongly agree. The same holds true that sequences of the lecture for the course are appreciate and logical. Of all the items except from what were analysis, all respondent’s schools obtained an average weighted mean falling under the Agree category. From the above table presented, it can be deduced that teacher’s competencies and skills should be given emphasis to the extent that teaching strategies and approaches should be strengthened and a need to identify different skills that are appropriate to each of the lessons. The same with topic and the number of hours for each of the lessons wherein proper distribution of the time seems to be neglected and taken for granted. 62 The information on table 1 would also mean of the indicative qualifications, skills and competencies vary with their talents wherein one teacher may not have it all when teaching in an Art School. Table 4.Weighted Mean of the Teaching Activities among Administrators and Teachers as to Management of the Program Items VNU VBAC VU HANOI Than Hoa U Total Fine Arts Arts &Culture Dance College University of Culture Sports & Tourism WM QD WM QD WM QD WM QD WM QD AWM QD 1. The teaching activities covers the development of the learning domain among students 3.35 SA 3.33 SA 3.33 SA 3.54 SA 3.60 SA 3.43 SA 2. Evaluation instrument and tools emulates the desired competencies and skills to be acquired and other activities 3.35 SA 3.38 SA 3.43 SA 3.72 SA 3.60 SA 3.50 SA 3. Programs and 3.22 A 3.57 SA 3.62 SA 3.38 SA 3.43 SA 3.44 SA 63 other activities are jointly planned by the Head and the Teachers 4. There are the indication that learning objectives are enough to cover the desired knowledge to gain by students 3.70 SA 3.76 SA 3.76 SA 3.68 SA 3.66 SA 3.71 SA 5. The points and area of concerns to be observed from the teachers were made clear by respective Head (Leader) 3.61 SA 3.29 SA 3.29 SA 3.74 SA 3.60 SA 3.50 SA 6. Periodic classroom observation and supervision were made known to teachers by supervisor 3.39 SA 3.29 SA 3.38 SA 2.89 A 3.29 SA 3.25 A 64 7. Schedule of subjects and classes are well distributed throughout the day/week 3.83 SA 3.62 SA 3.38 SA 3.06 A 3.37 SA 3.45 SA 8. There are enough meetings held between Head and teachers to thresh out problems and to resolve the issues 2.00 D 2.10 D 2.33 D 2.66 A 2.80 A 2.38 D 9. Teaching methods are identified and customized used for the development of creative teaching independent critical analysis of students 2.09 D 1.71 SD 1.95 D 1.98 D 2.57 A 2.06 D 10. There is a definite plan for professional development of teachers and 1.96 D 2.29 D 3.24 A 1.94 D 2.14 D 2.31 D 65 conferences are encourage The above table presents the weighted mean distribution of the Administrators and Teachers respondents as to the management of the program. Since we are assessing an art and culture schools, this specialized school may differ from the rest of school since talents and other potentials may have been possessed by gifted student. The tabulated data shows items 1, 2, 3, 4, 5 and 6 obtained an average weighted mean of 3.43, 3.50, 3.44, 3.71, 3.50 and 3.45 all fell under the strongly agree category except in periodic classroom observation and supervision were made known to teachers by the supervisor with AWM of 3.25. Data simply revealed that there are good indications that management of the program may collaboratively undertaken by respondents and a clear indication that they are cleared of the objectives to achieve manifestation of the careful planning and learning domain are well spelled out. On the other hand, there is Disagreement in the following items that enough meetings are being held between Heads and Teachers to thresh out problems and to resolve the issues in its implementation with an average weighted mean of 2.38. However, agreements were depicted by Hanoi University and ThanHoa University in the same item. Likewise, disagreements with AWM of 2.06 and AWM of 2.31 were depicted in items 9 and 10 respectively. Then revealed that teaching methods are identified and customized used for development of creative teaching was not evidently shown, as well as there is no clear indication 66 of a definite plan for professional development of teachers except for Hanoi University with WM of 3.24. It may be noted that concerns for the issues and problems and professional development of teachers seems to be neglected in the management of the program. Table 5.Weighted Mean of the Teaching Activities among Administrators and Teachers as to Time Management Items VNU VBAC VU HANOI Than Hoa U Total Fine Arts Arts &Culture Dance College University of Culture Sports & Tourism WM QD WM QD WM QD WM QD WM QD AWM QD 1. There are equal and reasonable distributions of time for each topics of the lesson. 3.61 SA 3.43 SA 2.81 A 3.25 A 3.74 SA 3.37 SA 2. Students report and report of rating are well spelled out in the calendar of activities for the year 3.70 SA 3.52 SA 2.90 A 3.11 A 3.77 SA 3.40 SA 67 3. Calendar of Activities as to each term of the year are well critique and disseminated to all 3.26 SA 3.57 SA 3.81 SA 3.38 SA 3.57 SA 3.52 SA 4. Lessons and other teaching activities are finished in scheduled time 2.39 D 2.24 D 1.95 D 2.11 D 2.11 D 2.16 D 5. Periodic reports and other documents are submitted on the given time as scheduled 3.22 A 3.57 SA 3.76 SA 3.23 A 3.71 SA 3.50 SA 6. There exists policies requiring punctual attendance of teachers in the classroom and other teaching related activities 1.65 SD 2.24 D 2.00 D 2.38 D 2.46 D 2.15 D 7. Problems and conflicts arising 3.57 SA 3.76 SA 2.86 A 3.32 SA 3.63 SA 3.43 SA 68 among peers and stakeholders are immediately addressed and resolved. 8. Regular classes start promptly and lessons begin without delays 3.26 SA 3.52 SA 3.14 A 3.37 SA 3.31 SA 3.32 SA 9. Teachers effectiveness a...in the classroom and other teaching related activities. It was only VNU Fine Arts which have concrete policies requiring punctual attendance of teachers in the classroom as other school respondent schools don’t have. Other problems seen were as follows: a) The lecturer has provided clear explanations of important issues and principles in the course which obtained Disagreement for all schools. 98 b) The course materials for updating the latest knowledge and skills all are in disagreement category; and c) The lecturer has been responsive to students views and comment, all schools were in disagreement category. In sum, problems as surfaced based from the study are but the concerns that this study must addressed to, through a proposed enhancement program with the aim and views of minimizing if not to totally eradicate since some may be attributed to the authorities concerns. Hence, this Proposed Enhancement Program. Proposed enhancement programs The Teaching Activities among Administrators and Teachers Area of Concern Objectives Persons Involved Activity/Str ategy Expected Outcome Estimated Cost Other Resources Time Frame Teaching Activities of Teaching Plan and Preparation The building relationships of competence and skills of the teacher with the lesson Administrators and Teachers discussed and solutions The best building relationships of competence and skills of the teacher with the lesson State budgets; Social Welfare funds Other fund 8 month The activities is enough to cover the topics to be taken for the period Administrators, Teachers and Students. Prepare lessons and teaching planning details. The activities to be taken for the period State budgets. Social Welfare funds 4 month 2 Management of the Program The meetings held between Head and teachers to thresh out problems and to resolve the issues Administrators and Teachers Exchanges, meetings and conflict resolution Build the best relationship between Head and teachers State budgets; Social Welfare funds Other fund 1 bout/ 1 month Teaching methods are identified and customized used for the development of creative teaching independent critical analysis of students Teachers and Students. Prepare detailed lecture, combining teaching and practice. Improvement of teaching methods Other fund 4 month The plan for professional development of teachers and Administrators and Teachers Conference, discussions and talk to Expand and promote seminars of teacher professional State budgets; Social Welfare funds 1 month 3 conferences are encourage each other. Time Management Lessons and other teaching activities are finished in scheduled time Teachers Preparing lectures and lectures are approved. The best management of classroom time State budgets; Social Welfare funds 1 month There exists policies requiring punctual attendance of teachers in the classroom and other teaching related activities Administrators and Teachers Strict management of classroom time. Punctual attendance of teachers in the classroom State budgets; Social Welfare funds Other fund 4 month Professional Competencies The lecturer has provided clear Teachers and Students Discussion Have clear explanations in the course State budgets Other fund 1 week 4 on the Program explanations of important issues/principles in the course The course materials for updating the latest knowledge and skills Teachers and Students Additionalc ourse materials The course materials is full for the study. State budgets; Other fund 1 month Teaching Skills Faculty teaching methods to help you think critically or creatively Teachers Learning and researching Improvement of teaching methods State budgets; 4 month The lecturer has been responsive to student’ views and comments. Teachers and Students Prepare good lectures Building relationships between teachers and students in lectures State budgets; Other fund 4 month Chapter V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS SUMMARY In recent years , university education in our country is in the process of self-renewal. Although there have been many changes to try and not less but still inadequate. Quality training is not commensurate with the requirements of economic development and social in the current period. The constantly improving the quality of higher education is the issue everyone is concerned and urgent requirements. This solution is also crucial to Vietnam's tertiary education to fulfill its historic mission: training people to develop comprehensive Vietnam , morality, and knowledge , health , aesthetic and professional professional, loyal to the ideals of national independence and socialism, form and nurture the personality, qualities and abilities of citizens to meet the requirements of the construction industry and national defense. At the same time, manpower supply high quality of industrialization, modernization and nation-building increasingly prosperous , social justice , democratic and minh.Va to improve the quality, need more concerned with the teaching staff with the important role of the teacher , by having good teacher can have good games . One of the criteria contributing to the good moral teacher , great expertise , teaching ability is attractive... Use of assessments of student teachers (widely used in countries with advanced education in the world, but rather new in Vietnam) scientific and effective. Modern society is constantly evolving, requiring Vietnam's education must have a new look, a new way of thinking and their teachers must have the knowledge and new skills to meet the requirements of society. In particular, instructors teach students capable of independent thinking, methods and systems thinking perspective whole; has creative energy and innovative 6 spirit, has the ability to adapt to change frequently, diverse, complex, turbulent and unexpected uncertainty; capacity to act effectively and in a spirit of cooperation, multicultural environment of a globalized world. CONCLUSIONS Evaluate teachers ensure objective and effective for the management of schools, assessment methods need to evaluate science. Accurate assessment standards will help to evaluate objectively and scientifically accurate. The thesis analyzed the data from the evaluation of the teacher's art school in Vietnam. The authors analyzed data: criteria, assessment, standards ... to clarify practical grounds. So, want to get an advanced education, we should boldly look to the methods frank assessment of faculty teaching. However, the current way of evaluating the quality of student trainers Vietnam also differ with countries with advanced education in the world . In our country mainly focuses on the final assessment.So, sometimes teachers do not know how to improve aspects of the teaching process. Therefore we should promote active student evaluation of faculty teaching through classroom of students. Just as important as the provision of consulting services taught, ready to provide support services will not be encouraged to seek faculty or convince them of the importance of it, the only effort concern of some managers to enhance faculty evaluation system and make the operation of this system is effective and has the ability to attract new faculty influence. Of course, the easiest step and the most visible is stated to be promotion or salary increase that teachers have evidence to prove they can teach effectively . 7 RECOMMENDATIONS 1. Need to raise awareness about faculty evaluation activities for the leaders and cadres in the entire unit. People need to understand the purpose and effectiveness of faculty evaluation activities and the benefits these activities bring in the process of improving the quality of training. 2. Develop policies for faculty evaluation activities: how to use assessment results for promotions, salary increases, bonuses, penalties or training activities, professional development courses, as well as professional considerations personnel decisions. In addition, it should provide a certain budget reserved for faculty evaluation activities in order to maintain operations and to constantly improve the quality of teaching and scientific research in the field. 3. The student assessment and course instructor is a relatively new, not a habit, sticky background of students, so take the time to propagate, raise student awareness of the importance and the significance of this work, and there are specific instructions for students on how to assess. In the rules for this student should specify both an obligation they have done, they had a right to use. To clarify that the right to give them the benefit - the issue involved how feedback on assessment results and using assessment results . 4. Keep this assessment form as indicative of the type of slogan, because if you do not quality, then students will not want to do more... and so will a waste of time, effort, inefficient. 5. It is necessary to ensure student opinions are respected and comments, suggestions and recommendations of their reasonably be made, leading to innovation, real improvements. These recommendations are not reasonable or they must be answered feedback. In this way students see clearly the significance and importance of the evaluation of faculty to accomplish really seriously, think carefully . 8 6. Trainers should talk to students about how to use student assessment results to adjust the time before the course, which students learned the previous reviews and was interested to read how. Thus students feel that the assessment of previous students have been reading very carefully and the problem is solved if possible. It encourages students to actively participate, volunteer more in the process. 7. Use assessment results to impact, forcing the poor to improve faculty, repair, encouraging them to develop and improve their professional qualifications. Lecturer poor need support, training, training to improve quality. It is important to exchange them identify ways to promote strengths, overcome, fix blemishes, creating avoided counterproductive, especially if the assessment results are used only to criticize, criticize. 9 BIBLIOGRAPHY BraskampvàOry (1994) Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass Cashin, W. E. (1995).Student ratings of teaching: The research revisited. IDEA Paper No. 32. Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development William E. Cashin (1999), Student Ratings of Teaching, Uses and Misuses Changing practices in evaluating teaching. Anker Publishing Company, Inc. Bolton, Massachusetts tr25- tr44 Centra (1993) Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness. San Francisco: Josse-Bass. Cohen (1980), Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education Costin, F., Greenough, W. T., &Menges, R. J., (1971).Student ratings of college teaching: Reliability, validity, and usefulness. Review of Educational Research Feldman (1989b), The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies. Research in Higher Education, 30 Marsh (1984), SEEQ (Students’ Evaluations of Educational Quality) 10 Marsh (1987), Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research,11. Michele Marincovic (1999), Using Student Feedback to Improve Teaching, Changing Practices in Evaluating Teaching, tr45-tr69 Joseph C. Moreale (1999), Post – Tenure Review: Evaluating, Changing Practices in Evaluating Teaching, tr116-tr138 Peter Seldin (1999), Current Practices – good and bad – Nationally, Changing Practices in Evaluatinig Teaching, tr1-tr24 Peter Seldin (1999), Using Self-Evaluation: What Works? What Doesn’t, Changing Practices in Evaluating Teaching, tr97-tr115 Quality in higher education, Volume13, Routledge publishing 2007 Ronald K.Hambleton&HariharanSwaminathan, Item Response Theory: Principles and Application, KlwerNijhoff Publishing 1985. SEAMEO, Proposal: Implementation of regional quality assurance policy in Southeast Asian higher education 2002. []. 11 APPENDICES 12 APPENDICES A COMMUNICATION LETTERS October 2013 CERTIFICATE OF VERIFICATION This is to certify that I have reviewed and verified the questionnaire of Ms. Nguyen Thi Yen Nga (Anna) in relation to his research entitled ――MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM‖ and found the stated items appropriate and essential in the study. ----------------------- Name Rector of the Hanoi University of Culture 13 October 2013 CERTIFICATE OF VERIFICATION This is to certify that I have reviewed and verified the questionnaire of Ms. Nguyen Thi Yen Nga (Anna) in relation to his research entitled ――MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM‖ and found the stated items appropriate and essential in the study. ----------------------- Name Rector of the VietNam university fine arts 14 October 2013 CERTIFICATE OF VERIFICATION This is to certify that I have reviewed and verified the questionnaire of Ms. Nguyen Thi Yen Nga (Anna) in relation to his research entitled ――MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM‖ and found the stated items appropriate and essential in the study. ----------------------- Name Rector of the VietBac college art and culture 15 October 2013 CERTIFICATE OF VERIFICATION This is to certify that I have reviewed and verified the questionnaire of Ms. Nguyen Thi Yen Nga (Anna) in relation to his research entitled ――MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM‖ and found the stated items appropriate and essential in the study. ----------------------- Name Rector of the ThanhHoa University of Culture, Sports and Tourit 16 October 2013 CERTIFICATE OF VERIFICATION This is to certify that I have reviewed and verified the questionnaire of Ms. Nguyen Thi Yen Nga (Anna) in relation to his research entitled ――MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSED ENHANCEMENT PROGRAM‖ and found the stated items appropriate and essential in the study. ----------------------- Name Rector of the Vietnam Dance college 17 APPENDICES B QUESTIONAIRE ON THE MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART SCHOOLS IN NORTH VIETNAM: A PROPOSEDENHANCEMENT PROGRAM Dear Respondents: I am conducting a research study for my doctoral program entitled ―Management of the Faculty Teaching Activities in the Arts Schools in North Vietnam: A Proposed Enhancement Program‖. This is one of the major requirements for the degree of Doctor of Education major in Educational Management under the joint collaboration program between Thai Nguyen University and Southern Luzon State University, Lucban, Quezon, Philippines. In view thereof, I am soliciting your cooperation and utmost supports to answer the questionnaire hereto enclosed, kindly answer all the items completely and with a high degree of honesty. Rest assures that your responses will be dealt with utmost CONFIDENTIALITY. Thank you. NGUYEN THI YEN NGA Researcher 18 Direction: Kindly encircle the number in every item of the column that corresponds to your answer. The number in each column conveys the following. 4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree Name (Optional) _________________________________ Subjects ________________________________________ School _________________________________________ A. Teaching Plan and Preparation Items Circle the most appropriate 1 The lecturer possess a carefully made plan of teaching and classroom activities 1 2 3 4 2 Teaching plans are made ahead of time and known to the immediate head 1 2 3 4 3 Teaching plan is a part of the subject content to be taken for the period 1 2 3 4 19 4 There exists a notion of competence and skills of the teacher with the lesson 1 2 3 4 5 Teaching plan and activities requires prior approval by the immediate head 1 2 3 4 6 Content and coverage of the subject were thoroughly discussed by the teachers and head of school 1 2 3 4 7 The teaching plan of activities is enough to cover the topics to be taken for the period 1 2 3 4 8 Topics in the teaching plan provide student for easy access of materials and references 1 2 3 4 9 Sequences of the lectures for the course are appropriate and logical 1 2 3 4 10 Topics and other instructional materials keep students updated of the knowledge and skills 1 2 3 4 Problem if any: ___________________________________________ ___________________________________________ ___________________________________________ 20 B. Management of the Program Items Circle the most appropriate 1 The teaching activities covers the development of the learning domain among students 1 2 3 4 2 Evaluation instrument and tools emulates the desired competencies and skills to be acquired and other activities 1 2 3 4 3 Programs and other activities are jointly planned by the Head and the Teachers 1 2 3 4 4 There are the indication that learning objectives are enough to cover the desired knowledge to gain by students 1 2 3 4 5 The points and area of concerns to be observed from the teachers were made clear by respective Head (Leader) 1 2 3 4 6 Periodic classroom observation and supervision were made known to teachers by supervisor 1 2 3 4 7 Schedule of subjects and classes are well distributed throughout the day/week 1 2 3 4 8 There are enough meetings held between Head and teachers to thresh out problems and to resolve the issues 1 2 3 4 9 Teaching methods are identified and customized used for the development of creative teaching independent critical analysis of 1 2 3 4 21 students 10 There is a definite plan for professional development of teachers and conferences are encourage 1 2 3 4 Problem if any: ___________________________________________ ___________________________________________ ___________________________________________ C. Teaching Time Management Items Circle the most appropriate 1 There are equal and reasonable distributions of time for each topics of the lesson. 1 2 3 4 2 Students report and report of rating are well spelled out in the calendar of activities for the year 1 2 3 4 3 Calendar of Activities as to each term of the year are well critique and disseminated to all 1 2 3 4 4 Lessons and other teaching activities are finished in scheduled time 1 2 3 4 5 Periodic reports and other documents are submitted on the given time as scheduled 1 2 3 4 22 6 There exists policies requiring punctual attendance of teachers in the classroom and other teaching related activities 1 2 3 4 7 Problems and conflicts arising among peers and stakeholders are immediately addressed and resolved. 1 2 3 4 8 Regular classes start promptly and lessons begin without delays 1 2 3 4 9 Teachers effectiveness and performance is periodically evaluated 1 2 3 4 10 Teachers are time conscious of their time and of others. 1 2 3 4 Problem if any: ___________________________________________ ___________________________________________ ___________________________________________ II. Teaching Evaluation Questionnaire for Students Professional Competence on the teacher Circle the most appropriate 1 The lecturer has been well-prepared for the class 1 2 3 4 2 The lecturer has provided clear explanations of important issues/principles in the course 1 2 3 4 3 Student easy access to course materials (syllabus, textbooks, 1 2 3 4 23 reference books) 4 Student are informed of the assessment method the start of the course 1 2 3 4 5 The content of the course is directly related to the goals of the course 1 2 3 4 6 Sequences lectures for the course content appropriate and logical 1 2 3 4 7 The course materials for updating the latest knowledge and skills 1 2 3 4 8 Enough time in class for students to understand the transmission problem 1 2 3 4 9 Practical subjects 1 2 3 4 10 This course has contributed equipped with the knowledge and professional skills for students 1 2 3 4 Methods and teaching skills of teachers 11 At the start of the course, instructors inform you that the work required to prepare for the course 1 2 3 4 12 Transmit the contents exactly trainers, clear and easy to understand 1 2 3 4 13 Lecturer incorporates a variety of teaching methods and different activities to help you learn effectively 1 2 3 4 14 Faculty teaching methods to help you think critically or creatively 1 2 3 4 15 Teachers provide students with the opportunity to actively participate in the learning process inside and outside the classroom 1 2 3 4 16 Teachers encouraged students to ask questions and discuss the views, 1 2 3 4 24 the approach to understand the course content 17 Teaching skills of teachers to train students deductive method between the practical problems in subjects with 1 2 3 4 18 Effective teachers use textbooks and reference materials, devices support teaching to help students better understand or expand understanding of course content 1 2 3 4 19 Teachers who provide activities and the requirements for homework/ research to help students achieve the goals of the course 1 2 3 4 20 The lecturer has been responsive to student’ views and comments. 1 2 3 4 Ensure their teaching and relationships with students 21 Lecturers communicate with respectful and polite 1 2 3 4 22 Faculty advise students in academic and career 1 2 3 4 23 Faculty due process program subjects such as the original instructions 1 2 3 4 24 The lecturer has presented the course in a well-organized manner 1 2 3 4 25 You want to be involved in other subjects taught by this teacher 1 2 3 4 26 The lecturer has shown thorough/ in-depth knowledge of the course 1 2 3 4 27 The lecturer has made an effort to enhance student learning 1 2 3 4 25 APPENDICES C SCHEDULE OF COMPUTATIONS 1. Mean Difference among Teachers and Administrators of Respondent Schools as to Teaching Plan and Preparation Sum of Squares df Mean Square F Sig. Q1 Between Groups .860 4 .215 .311 .871 Within Groups 110.752 160 .692 Total 111.612 164 Q2 Between Groups 38.621 4 9.655 14.775 .000 Within Groups 104.555 160 .653 Total 143.176 164 Q3 Between Groups 1.888 4 .472 .629 .642 Within Groups 120.015 160 .750 Total 121.903 164 26 Q4 Between Groups 34.327 4 8.582 12.047 .000 Within Groups 113.976 160 .712 Total 148.303 164 Q5 Between Groups 1.617 4 .404 .477 .753 Within Groups 135.631 160 .848 Total 137.248 164 Q6 Between Groups 5.757 4 1.439 1.414 .232 Within Groups 162.825 160 1.018 Total 168.582 164 Q7 Between Groups 14.495 4 3.624 5.305 .000 Within Groups 109.299 160 .683 Total 123.794 164 Q8 Between Groups 1.103 4 .276 .574 .682 Within Groups 76.873 160 .480 27 Total 77.976 164 Q9 Between Groups .716 4 .179 .682 .606 Within Groups 41.988 160 .262 Total 42.703 164 Q10 Between Groups 2.907 4 .727 .628 .643 Within Groups 185.093 160 1.157 Total 188.000 164 2. Mean Difference among Teachers and Administrators of Respondent Schools as to Management of the Program ANOVA Sum of Squares df Mean Square F Sig. Q1 Between Groups 2.023 4 .506 1.282 .279 Within Groups 63.105 160 .394 Total 65.127 164 Q2 Between Groups 3.854 4 .963 3.608 .008 28 Within Groups 42.728 160 .267 Total 46.582 164 Q3 Between Groups 2.339 4 .585 .807 .523 Within Groups 115.964 160 .725 Total 118.303 164 Q4 Between Groups .259 4 .065 .151 .962 Within Groups 68.590 160 .429 Total 68.848 164 Q5 Between Groups 5.299 4 1.325 2.904 .024 Within Groups 73.004 160 .456 Total 78.303 164 Q6 Between Groups 7.798 4 1.949 2.024 .094 Within Groups 154.105 160 .963 Total 161.903 164 Q7 Between Groups 12.175 4 3.044 5.464 .000 Within Groups 89.134 160 .557 Total 101.309 164 Q8 Between Groups 14.582 4 3.646 6.733 .000 29 Within Groups 86.630 160 .541 Total 101.212 164 Q9 Between Groups 12.192 4 3.048 4.945 .001 Within Groups 98.620 160 .616 Total 110.812 164 Q10 Between Groups 28.703 4 7.176 12.333 .000 Within Groups 93.091 160 .582 Total 121.794 164 3. Mean Difference among Teachers and Administrators of Respondent Schools as to Teaching Time Management ANOVA Sum of Squares df Mean Square F Sig. Q1 Between Groups 13.842 4 3.461 5.852 .000 Within Groups 94.606 160 .591 Total 108.448 164 Q2 Between Groups 17.568 4 4.392 6.487 .000 Within Groups 108.335 160 .677 30 Total 125.903 164 Q3 Between Groups 4.440 4 1.110 1.957 .104 Within Groups 90.772 160 .567 Total 95.212 164 Q4 Between Groups 2.480 4 .620 .628 .643 Within Groups 158.029 160 .988 Total 160.509 164 Q5 Between Groups 9.156 4 2.289 3.607 .008 Within Groups 101.547 160 .635 Total 110.703 164 Q6 Between Groups 12.151 4 3.038 3.017 .020 Within Groups 161.097 160 1.007 Total 173.248 164 Q7 Between Groups 11.726 4 2.931 4.248 .003 Within Groups 110.420 160 .690 Total 122.145 164 Q8 Between Groups 1.741 4 .435 .557 .694 Within Groups 124.926 160 .781 31 Total 126.667 164 Q9 Between Groups 13.870 4 3.468 4.512 .002 Within Groups 122.978 160 .769 Total 136.848 164 Q10 Between Groups 20.622 4 5.155 7.229 .000 Within Groups 114.105 160 .713 Total 134.727 164 4. Mean Difference of Students of Respondent Schools as to Professional Competence of Teachers Sum of Squares df Mean Square F Sig. item1 Between Groups 2.421 4 .605 1.488 .209 Within Groups 63.073 155 .407 Total 65.494 159 item2 Between Groups 1.702 4 .426 1.055 .381 Within Groups 62.492 155 .403 Total 64.194 159 item3 Between Groups .701 4 .175 .246 .912 32 Within Groups 110.399 155 .712 Total 111.100 159 item4 Between Groups 2.334 4 .583 1.148 .336 Within Groups 78.766 155 .508 Total 81.100 159 item5 Between Groups .678 4 .169 .417 .796 Within Groups 62.922 155 .406 Total 63.600 159 item6 Between Groups .985 4 .246 .510 .728 Within Groups 74.859 155 .483 Total 75.844 159 item7 Between Groups .270 4 .068 .140 .967 Within Groups 74.673 155 .482 Total 74.944 159 item8 Between Groups 5.228 4 1.307 2.355 .056 Within Groups 86.016 155 .555 Total 91.244 159 item9 Between Groups 2.918 4 .730 2.935 .023 33 Within Groups 38.525 155 .249 Total 41.444 159 item10 Between Groups 3.479 4 .870 2.229 .068 Within Groups 60.496 155 .390 Total 63.975 159 5. Ascertain if there is significant difference students of Methods and teaching skills of teachers Sum of Squares df Mean Square F Sig. MS1 Between Groups 2.963 4 .741 1.190 .318 Within Groups 96.530 155 .623 Total 99.494 159 MS2 Between Groups 1.179 4 .295 .752 .558 Within Groups 60.796 155 .392 Total 61.975 159 MS3 Between Groups 1.335 4 .334 .536 .710 Within Groups 96.609 155 .623 Total 97.944 159 34 MS4 Between Groups .689 4 .172 .350 .844 Within Groups 76.286 155 .492 Total 76.975 159 MS5 Between Groups 2.402 4 .600 .984 .418 Within Groups 94.542 155 .610 Total 96.944 159 MS6 Between Groups 4.022 4 1.005 2.109 .082 Within Groups 73.878 155 .477 Total 77.900 159 MS7 Between Groups 2.023 4 .506 .872 .482 Within Groups 89.877 155 .580 Total 91.900 159 MS8 Between Groups 3.029 4 .757 1.450 .220 Within Groups 80.946 155 .522 Total 83.975 159 MS9 Between Groups 1.165 4 .291 .508 .730 Within Groups 88.829 155 .573 Total 89.994 159 35 MS10 Between Groups 1.150 4 .287 .618 .650 Within Groups 72.094 155 .465 Total 73.244 159 6. Ascertain if there is significant Difference students of Ensure their teaching and relationships with students Sum of Squares df Mean Square F Sig. ETR1 Between Groups 1.285 4 .321 .945 .440 Within Groups 52.709 155 .340 Total 53.994 159 ETR2 Between Groups 1.242 4 .311 .679 .608 Within Groups 70.951 155 .458 Total 72.194 159 ETR3 Between Groups 1.276 4 .319 .560 .692 Within Groups 88.324 155 .570 Total 89.600 159 ETR4 Between Groups .964 4 .241 .605 .660 Within Groups 61.730 155 .398 36 Total 62.694 159 ETR5 Between Groups 1.319 4 .330 .590 .670 Within Groups 86.581 155 .559 Total 87.900 159 ETR6 Between Groups .540 4 .135 .222 .926 Within Groups 94.154 155 .607 Total 94.694 159 ETR7 Between Groups 1.648 4 .412 .758 .554 Within Groups 84.252 155 .544 Total 85.900 159

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