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11/05/2026
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Nguyen, T. N. N., & Phan, N. T. (2026). Investigating EFL Teachers’ Perceptions and Practices of Self-directed Professional Development in Dong Thap Province. Tạp chí Khoa học Đại học Đồng Tháp, 15(02S), 266-281. https://doi.org/10.52714/dthu.sch.3310.1960
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Investigating EFL Teachers’ Perceptions and Practices of Self-directed Professional Development in Dong Thap Province
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Tóm tắt
This research investigates Dong Thap high school English teachers’ perceptions and practices of self-directed teacher professional development model. A mixed-methods approach was used as an explanatory sequential design. Quantitative data were collected from 57 teachers via a questionnaire, while the qualitative research was conducted by involving 7 teachers using semi-structured interviews. The findings indicate that the majority of teachers have positive perceptions of the self-directed teacher professional development model and actively participate in various learning activities. However, the implementation of the self-directed teacher professional development is still affected by workload, administrative pressure, and working environment conditions. The research findings indicate that self-directed teacher professional development can be a potential practice for professional development in the Vietnamese context of education reforms.
Từ khóa
Dong Thap province, EFL teachers, perceptions practices, self-directed learning, teacher professional development (TPD).
Chi tiết bài viết
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Tài liệu tham khảo
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Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B.-B., & Essel, D. D. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education, 10, 1541031. https://doi.org/10.3389/feduc.2025.1541031
Bhatt, S. P. (2021). Self-directed professional development: EFL teachers’ understanding. International Journal of Language and Literary Studies, 3(4), 196-206. https://doi.org/10.36892/ijlls.v3i4.737
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Golzar, J., Noor, S., & Tajik, O. (2022). Convenience sampling. International Journal of English Language Studies (IJELS), 1(2). https://doi.org/10.22034/ijels.2022.162981
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Hasan, N., Rana, R. U., Chowdhury, S., Dola, A. J., & Rony, M. K. K. (2021). Ethical considerations in research. Journal of Nursing Research, Patient Safety and Practice, 1(1), 1-4. https://doi.org/10.55529/jnrpsp11.1.4
Herda, R. K., Widodo, P., & Damayanto, A. (2024). EFL teacher professional development: Exploring perspectives and dominant efforts in teaching integrated English skills. MEXTESOL Journal, 48(4). https://doi.org/10.61871/mj.v48n4-2
Huyen Duc. (2024). Evaluating policies on standards and competencies of general education teachers in Vietnam. Education Journal - Research and International Publication. Retrieved from https://tapchigiaoduc.edu.vn/article/88949/225/danh-gia-chinh-sach-ve-tieu-chi-va-nang-luc-doi-ngu-giao-vien-pho-thong-tai-viet-nam/
Huynh, H. H., & Phan, P. T. V. (2025). Enhancing English teachers’ capacity: A study on teachers’ perceptions of the English Teacher Competency Framework in a Vietnamese context. TNU Journal of Science and Technology, 230(04), 417-424. https://doi.org/10.34238/tnu-jst.12187
Isaee, H., & Barjesteh, H. (2023). EFL teachers’ professional development needs: A comparative phenomenological analysis for face-to-face and online instruction. Journal of Studies in Learning and Teaching English, 12(2), 45-56.
Jaewoo, C. & Woonsun, K. (2021). Effects of transformational leadership on teachers’ self-efficacy in education for sustainable development: A serial mediation analysis. Cypriot Journal of Educational Science. 16(5), 2534-2547. https://doi.org/10.18844/cjes.v16i5.6343
Jeram, R., & Davids, N. (2020). In support of practice-based teacher professional learning. South African Journal of Higher Education, 34(3), 112-127. https://doi.org/10.20853/34-3-3539
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Kousar, S., Basri, R., & Sadeeque, N. (2023). Effect of self-directed professional development on instructional practices of secondary school teachers. Journal of Development and Social Sciences, 4(2), 860-872. https://doi.org/10.47205/jdss.2023(4-II)75
Lan, Y. (2022). The role of teachers’ grit and motivation in self-directed professional development. Frontiers in Psychology, 13, 922693. https://doi.org/10.3389/fpsyg.2022.922693
Le, X. M. (2020). EFL lecturers’ needs for professional development: A case study of an institution in the Mekong Delta. Can Tho University Journal of Science, 12(3), 7-16. https://doi.org/10.22144/ctu.jen.2020.019
Limbu, M. K. (2020). Teachers’ perception towards self-directed strategies for professional development. Tribhuvan University, Nepal.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181. https://doi.org/10.1016/0346-251X(95)00006-2
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers’ self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171-183. https://doi.org/10.1016/j.tate.2017.04.004
Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development: Hope for teachers working in deprived environments? Teaching and Teacher Education, 25(3), 375-382. https://doi.org/10.1016/j.tate.2008.12.003
Negi, J. S. (2016). Teachers’ professional development to enhance ELT: Needs analysis for developing teacher training program in an EFL context. Journal of NELTA, 21(1-2), 40-53. https://doi.org/10.3126/nelta.v21i1-2.20200
Nemoto, T., & Beglar, D. (2014, November). Develop likert-scale questionnaires. In JALT 2013 conference proceedings (Vol. 108, No. 1, pp. 1-6).
Nguyen, D. B., Nguyen, H. Q., & Le, T. T. (2022). EFL teachers’ perceptions of professional development activities and their effects in a non-Anglosphere context. Focus on ELT Journal, 4(2), 70-86. https://doi.org/10.14744/felt.2022.4.2.5
Nguyen, H. D. H., & Pham, T. T. H. (2024). Self-assessed professional development: Insights from Vietnamese secondary school teachers. International Journal of Education and Research, 12(11), 55-68. https://www.ijern.com/journal/2024/November-2024/05.pdf
Nguyen, T. C., Nguyen, T. V., Nguyen, T. M. T., Tran, T. T. N., & Ngo, T. T. (2023). Effectiveness of formal professional development activities in Vietnam: What affects English-as-a-Foreign-Language lecturers’ perceptions. VNU Journal of Science: Education Research, 39(4), 28-42. https://doi.org/10.25073/2588-1159/vnuer.4832
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Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B.-B., & Essel, D. D. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education, 10, 1541031. https://doi.org/10.3389/feduc.2025.1541031
Bhatt, S. P. (2021). Self-directed professional development: EFL teachers’ understanding. International Journal of Language and Literary Studies, 3(4), 196-206. https://doi.org/10.36892/ijlls.v3i4.737
Ministry of Education and Training. (2014, February 25). Guidelines for implementing the basic competency requirements for English teachers at general education institutions (No. 792/BGDĐT-NGCBQLGD). Thu Vien Phap Luat. Retrieved from https://thuvienphapluat.vn/cong-van/Lao-dong-Tien-luong/Cong-van-792-BGDDT-NGCBQLGD-nam-2014-Yeu-cau-co-ban-nang-luc-giao-vien-tieng-Anh-pho-thong-221908.aspx
Ministry of Education and Training. (2018). Circular No. 20/2018/TT-BGDĐT on professional standards for teachers at general education institutions. Retrieved from https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-20-2018-TT-BGDDT-quy-dinh-chuan-nghe-nghiep-giao-vien-co-so-giao-duc-pho-thong-392701.aspx
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bui, V. Q., & Nguyen, N. A. (2022). Teacher professional development in the context of general education reform. Journal of Science of Hanoi Metropolitan University, 65, 66-74.
Cirocki, A., & Farrell, T. S. C. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j.system.2019.102111
Collin, J., & Smith, E. (2021). Effective Professional Development. Guidance Report. Education Endowment Foundation.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Demirdağ, S., & Efe, A. K. (2023). Exploring communication skills, transformational leadership, and intergenerational climate in educational institutions. In S. Polat & Ç. Çelik (Eds.), Perspectives on empowering intergenerational relations in educational organizations (pp. 278-304). IGI Global. https://doi.org/10.4018/978-1-6684-8888-1.ch011
Gaible, E., & Burns, M. (2005). Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries. World Bank.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. https://doi.org/10.1177/074171369704800103
Golzar, J., Noor, S., & Tajik, O. (2022). Convenience sampling. International Journal of English Language Studies (IJELS), 1(2). https://doi.org/10.22034/ijels.2022.162981
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3-4), 381-391. https://doi.org/10.1080/135406002100000512
Hasan, N., Rana, R. U., Chowdhury, S., Dola, A. J., & Rony, M. K. K. (2021). Ethical considerations in research. Journal of Nursing Research, Patient Safety and Practice, 1(1), 1-4. https://doi.org/10.55529/jnrpsp11.1.4
Herda, R. K., Widodo, P., & Damayanto, A. (2024). EFL teacher professional development: Exploring perspectives and dominant efforts in teaching integrated English skills. MEXTESOL Journal, 48(4). https://doi.org/10.61871/mj.v48n4-2
Huyen Duc. (2024). Evaluating policies on standards and competencies of general education teachers in Vietnam. Education Journal - Research and International Publication. Retrieved from https://tapchigiaoduc.edu.vn/article/88949/225/danh-gia-chinh-sach-ve-tieu-chi-va-nang-luc-doi-ngu-giao-vien-pho-thong-tai-viet-nam/
Huynh, H. H., & Phan, P. T. V. (2025). Enhancing English teachers’ capacity: A study on teachers’ perceptions of the English Teacher Competency Framework in a Vietnamese context. TNU Journal of Science and Technology, 230(04), 417-424. https://doi.org/10.34238/tnu-jst.12187
Isaee, H., & Barjesteh, H. (2023). EFL teachers’ professional development needs: A comparative phenomenological analysis for face-to-face and online instruction. Journal of Studies in Learning and Teaching English, 12(2), 45-56.
Jaewoo, C. & Woonsun, K. (2021). Effects of transformational leadership on teachers’ self-efficacy in education for sustainable development: A serial mediation analysis. Cypriot Journal of Educational Science. 16(5), 2534-2547. https://doi.org/10.18844/cjes.v16i5.6343
Jeram, R., & Davids, N. (2020). In support of practice-based teacher professional learning. South African Journal of Higher Education, 34(3), 112-127. https://doi.org/10.20853/34-3-3539
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Follett Publishing Company. P.18 Retrieved from https://archive.org/details/selfdirectedlear0000know/page/54/mode/2up?utm_source
Kousar, S., Basri, R., & Sadeeque, N. (2023). Effect of self-directed professional development on instructional practices of secondary school teachers. Journal of Development and Social Sciences, 4(2), 860-872. https://doi.org/10.47205/jdss.2023(4-II)75
Lan, Y. (2022). The role of teachers’ grit and motivation in self-directed professional development. Frontiers in Psychology, 13, 922693. https://doi.org/10.3389/fpsyg.2022.922693
Le, X. M. (2020). EFL lecturers’ needs for professional development: A case study of an institution in the Mekong Delta. Can Tho University Journal of Science, 12(3), 7-16. https://doi.org/10.22144/ctu.jen.2020.019
Limbu, M. K. (2020). Teachers’ perception towards self-directed strategies for professional development. Tribhuvan University, Nepal.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181. https://doi.org/10.1016/0346-251X(95)00006-2
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers’ self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171-183. https://doi.org/10.1016/j.tate.2017.04.004
Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development: Hope for teachers working in deprived environments? Teaching and Teacher Education, 25(3), 375-382. https://doi.org/10.1016/j.tate.2008.12.003
Negi, J. S. (2016). Teachers’ professional development to enhance ELT: Needs analysis for developing teacher training program in an EFL context. Journal of NELTA, 21(1-2), 40-53. https://doi.org/10.3126/nelta.v21i1-2.20200
Nemoto, T., & Beglar, D. (2014, November). Develop likert-scale questionnaires. In JALT 2013 conference proceedings (Vol. 108, No. 1, pp. 1-6).
Nguyen, D. B., Nguyen, H. Q., & Le, T. T. (2022). EFL teachers’ perceptions of professional development activities and their effects in a non-Anglosphere context. Focus on ELT Journal, 4(2), 70-86. https://doi.org/10.14744/felt.2022.4.2.5
Nguyen, H. D. H., & Pham, T. T. H. (2024). Self-assessed professional development: Insights from Vietnamese secondary school teachers. International Journal of Education and Research, 12(11), 55-68. https://www.ijern.com/journal/2024/November-2024/05.pdf
Nguyen, T. C., Nguyen, T. V., Nguyen, T. M. T., Tran, T. T. N., & Ngo, T. T. (2023). Effectiveness of formal professional development activities in Vietnam: What affects English-as-a-Foreign-Language lecturers’ perceptions. VNU Journal of Science: Education Research, 39(4), 28-42. https://doi.org/10.25073/2588-1159/vnuer.4832
Nguyen, T. K. D., Nguyen, H. D., Nguyen, T. H., & Duong, T. T. H. (2020). Self-perception of teachers and managers of the impact of teachers’ professional development in Vietnam. Education and Self-Development, 14(2), 21–30. https://doi.org/10.26907/esd15.2.03
Organisation for Economic Co-operation and Development (OECD). (2009). Creating effective teaching and learning environments: First results from TALIS. OECD Publishing.
Otara, A. (2011). Perception: A guide for managers and leaders. Journal of Management and Strategy, 2(3), 21-24. https://doi.org/10.5430/jms.v2n3p21
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
Park, S. (2008). Self-directed learning in the workplace. ERIC. Retrieved from https://files.eric.ed.gov/fulltext/ED501595.pdf
Pham, K. T., Thi Do, L. H., Dinh, H. V. T., Nguyen, Q. A. T., Phan, Q. N., & Ha, X. V. (2023). Professional development of primary school teachers in the Vietnamese educational reform context: An analysis from a sociocultural perspective. Education 3-13, 52(3), 428-443. https://doi.org/10.1080/03004279.2023.2168502
Phan, V. T., Tran, L. L. K., & Nguyen, K. D. (2025). Exploring EFL teachers’ perceptions of self-directed learning for professional development in a high school context. Can Tho University Journal of Education, 20(2), 1-15. https://doi.org/10.26907/esd.20.2.04
Purnomo, E. P., et al. (2020). Indonesian teachers beliefs on the gap between educational research and practice. Australian Journal of Teacher Education, 45(12), 26-45.
Putra, E. (2020). The importance of learning English nowadays. Sepuluh Nopember Institute of Technology. Retrieved from https://www.researchgate.net/publication/346400434_The_Importance_of_Learning_English_Nowadays
Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of Research on Teacher Education, 2(102-119), 273-290.
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.
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