Động lực của giáo viên và ảnh hưởng của nó tới việc dạy học trên lớp một nghiên cứu trường hợp cụ thể linguistics

Background of the study

The Role of Teachers

Teachers are vital to students' learning experiences, often serving as role models that influence their educational journey Numerous studies, including those by Carr-Hill (1984), Riddell (1988), Eric Hanushek (2011), and Sujeewa Hettiarachchi (2013), have demonstrated that the quality of teaching is significantly impacted by the effectiveness of teachers.

In Vietnam, education plays a crucial role in national development, with teachers being central to this mission The Communist Party and the State have consistently recognized education and training as a fundamental national policy According to Resolution 29 NQ/TU, a comprehensive transformation in education is essential, highlighting the importance of teachers as key players in enhancing educational quality Furthermore, the Project outlines targeted solutions to support this educational innovation.

“Teaching and learning foreign languages in the national educational system – period 2008-2020” (shortly called “Project 2020”), approved by the president of Vietnam on August 30 th 2008, is related to teacher issue.

The Recent Situation of Teaching English in Vietnam

Efficient English teaching in Vietnam is a significant educational concern due to the low English proficiency levels among the Vietnamese population According to the EF English Proficiency Index (EF EPI), Vietnam ranked 33rd out of 63 non-English speaking countries in the 2014 rankings While there has been rapid development in English skills, Vietnam still falls into the Low Proficiency category, with 51.57% of the population classified as having limited English abilities.

Research conducted in 2014 indicates that the actual results may be significantly lower, as the study primarily involved participants from urban areas who completed tests online.

Through the process of carrying out Project 2020, a variety of challenges in teaching and learning English have been obviously displayed In Project 2020, one of

The project aims to integrate English and other foreign languages into Vietnam's national educational system to ensure that graduates can confidently engage in a global workforce English is a core subject in the Vietnamese curriculum, yet teaching and learning face significant challenges Despite a substantial investment of 9,400 billion dongs, Project 2020 has not delivered expected outcomes, as evidenced by the low average scores in the National Secondary Examination—88% of students scored below 5 in 2015, with a rise to 91.2% in 2016 Factors contributing to this issue include a lack of conducive communication environments, limited opportunities for language practice, inadequate teaching facilities, and a significant shortage of qualified teachers, with only 33% of secondary school teachers and 26% of high school teachers meeting the necessary qualifications Additionally, of the approximately 17,000 primary schools, only around 7,000 have official teachers, exacerbating the problem.

The current English education system in Vietnam faces significant challenges, particularly a stark imbalance in demand between urban and rural areas Urban centers have a higher number of individuals seeking English language skills for employment and other purposes, leading to greater professional opportunities and income for urban English teachers compared to their rural counterparts This disparity highlights the broader issues within the English teaching landscape in Vietnam, where the quality of education is heavily influenced by the availability and qualifications of teachers.

A Brief Description of the Study

Significance of the Study

Research on teacher motivation in Vietnam is limited, with a predominant focus on student motivation rather than that of teachers Out of over 2,000 theses and dissertations from the Post-graduate Department at ULIS, Vietnam National University since 2002, only about 60 have addressed the topic of teacher motivation.

This article highlights the limited research on teacher motivation, noting that while three dissertations focus on motivation, most concentrate on student motivation Only one study, conducted by Dao Thi Huyen in 2012, addresses teacher motivation but fails to examine its impact on classroom performance Furthermore, there is a scarcity of related research in other organizations or universities in Vietnam This study aims to contribute valuable insights into teacher motivation and its effects on teachers' performance.

Aims of the Study

- The researcher desires to find out the extrinsic (objective) and intrinsic (subjective) factors of teacher motivation

- The study explores the change of teacher motivation in their job process

This study investigates the impact of teacher motivation on classroom performance, highlighting the importance of understanding how various factors influence teaching effectiveness By identifying the key elements that significantly affect teachers' jobs, the research aims to provide valuable insights and suggestions for enhancing classroom teaching practices.

Research Questions

1 What motivates teachers to choose teaching career?

2 How do their motivations change over time?

3 What affects their motivational change?

4 How do their motivations influence their classroom teaching?

Scope of the Study

This study explores the teaching motivation of educators at two high schools in Hanoi: Einstein High School, a private institution, and Tran Nhan Tong High School, a state school By examining the perspectives of four teachers from Einstein and one from Tran Nhan Tong, the research highlights the distinct characteristics of Vietnam's two primary educational systems.

Design of the Study

This study is composed of three following parts:

Part A: Introduction presents the background, the significance, aims, research questions, the scope, and the design of the study

Part B: Development is organized around three chapters as follows

Chapter 1- Literature review, conceptualizes the framework of the study through the discussion of issues and ideas on theories of teacher motivation, types of motivation and demotivation, the former studies on the teacher motivation in developing countries

Chapter 2 - Methodology, presents the context, the methodology used in this study including the subjects, the data collection instruments, data collection procedure, and data analysis

Chapter 3 – Findings and Discussion consists of a comprehensive analysis of the data and a discussion on the findings of the study

Part C: Conclusion, presents the summary of the findings, limitations, and recommendations for further study

LITERATURE REVIEW

Motivation

According to the research of Emily R Lai (2011) published by Pearson, the global leader in education and education technology, motivation refers to the reason

Motivation, as defined by Gredler, Broussard, and Garrison (2004), encompasses the attributes that drive individuals to take action or refrain from it It is categorized into two types: intrinsic motivation, which is internal and fueled by the inherent satisfaction of engaging in activities like play and exploration, and extrinsic motivation, which is influenced by external rewards and reinforcement contingencies Deci et al (1999) emphasize that intrinsic motivation not only energizes but also sustains activities, often leading to superior learning outcomes compared to extrinsic motivation, which is traditionally viewed as less desirable.

Teacher Motivation

Job satisfaction is closely linked to motivation, as both can influence each other According to Herzberg's two-factor theory, satisfaction and dissatisfaction are outcomes of various factors in the workplace Furthermore, Evans describes satisfaction as a mental state shaped by a range of emotions and feelings.

Job satisfaction is defined as the extent to which individuals feel their job-related needs are being met, reflecting their overall well-being as indicated by Michaelowa (2002) in her analysis of six countries Furthermore, motivation is characterized by teachers' willingness and desire to engage in effective teaching, regardless of whether job satisfaction directly influences this motivation.

The concept of teacher motivation lacks a unified definition, with various researchers offering distinct perspectives Evans (1998) describes motivation as the inclination to engage in activities, based on a five-year study of primary school teachers in the UK In contrast, Hoy and Miskel (1991) view motivation as a combination of factors that initiate and sustain work-related behaviors aimed at achieving personal goals Bennell and Akeampong (2007) further highlight that motivation represents a teacher's state, rather than merely the factors influencing that state.

In 2010, teacher motivation was defined as the conditions and factors that foster commitment among basic education teachers, enabling them to find joy in teaching and achieve their objectives While student motivation has historically received more research focus, the increasing impact of teacher motivation on student outcomes has led to a growing body of studies exploring this important issue.

1.2.2 Models of Theoretical Framework of Teacher Motivation Research

This study investigates the reasons behind choosing a teaching career, the impact of motivation on classroom performance, and the evolution of teaching motivation over time To address these research questions, the study employs expectancy-value theory (EVT) to understand individuals' motivations for pursuing teaching and its effects on their professional engagement, teaching style, and well-being Additionally, achievement-goal theory (AGT) is utilized to examine how teachers define success and its manifestation in their teaching practices Finally, self-determination theory (SDT) is applied to explore the balance between teachers' autonomy and controlled motivation, shedding light on their personal growth and functioning within the educational environment.

Over time, various changes have been observed in teacher motivation, as highlighted by Fernet et al (2012), Pelletier et al (2002), and Roth (2014) It is often essential to combine three different models to effectively investigate the shifts in motivation and its impact on teachers' performance, due to the complex interplay of factors that shape teacher motivation.

Expectancy-value theory (EVT) explains individual choices, persistence, and performance based on beliefs about their capabilities, the probability of success, and the value they assign to the activity This theory has a long-standing history in psychology, particularly in achievement motivation Eccles (2009) posits that educational and vocational choices are influenced by one's beliefs about ability, expectations for success, and the value of the task, which includes intrinsic value, utility value, attainment value, and opportunity cost The EVT model has been utilized to explore motivations for choosing teaching as a career, as highlighted by research from Richardson and Watt.

In their 2015 study on teacher motivation using Expectancy-Value Theory (EVT), Helen MG Watt and Paul W Richardson identified key factors that influence individuals to choose teaching as a career These factors include positive self-beliefs about abilities, intrinsic enjoyment of teaching, a desire to work with youth to shape their futures, and a commitment to making a social contribution Furthermore, the motivations for pursuing a teaching career can vary significantly among individuals Overall, the teacher education literature highlights three primary types of motivation that are essential in understanding this career choice.

8 regard to choosing teaching as a career (Bastick 2000; Boz and Boz2008; Kửnig and Rothland 2012; Kyriacou and Coulthard 2000; Kyriacou et al 2003; Moran et al 2001; Papanastasiou and Papanastasiou 1998; Saban 2003; Sinclair 2008; Young

Motivations for career choices can be categorized into three main types: extrinsic motives, which include job security, salary, benefits, and convenience; intrinsic motives, encompassing personal interest, satisfaction, and passion for one's profession; and altruistic motives, also viewed as intrinsic, which focus on serving others, society, and the nation (OECD, 2005).

This study examines the intrinsic, extrinsic, and altruistic motivations behind choosing a teaching career, utilizing the Expectancy-Value Theory (EVT) as a framework It also investigates how teachers' perceptions of teaching values evolve from their initial days in the profession By applying the EVT model, the research effectively addresses key questions regarding the motivations and changing attitudes of educators.

Achievement goals are competence-based objectives individuals pursue in evaluative contexts, categorized into task (mastery) and ego (performance) goals Task goals emphasize personal learning and mastery, focusing on self-improvement and effort, while ego goals reflect one's competence in relation to others, highlighting interpersonal comparisons The theory differentiates between two types of individuals: those with performance-approach goals, who aim to showcase their abilities through comparison with peers, and those with performance-avoidance goals, who strive to avoid revealing their lack of ability.

To achieve self-set goals effectively, it's essential to focus on approach goal orientations, which are linked to positive outcomes, especially mastery approach goals Conversely, performance-avoidance goals can lead to negative results, particularly when individuals have low self-beliefs in their competence (Law et al., 2012).

The achievement goal theory (AGT) is utilized to explore the factors influencing teachers' performance by examining their primary goals and expectations in teaching This includes analyzing their lesson preparation, adherence to lesson plans, efforts to foster a positive classroom environment, and innovative teaching methods Through data analysis, different types of teachers based on AGT are identified, revealing how their motivations impact classroom performance.

Deci and Ryan's (1985) self-determination model categorizes motivation into three types: intrinsic, extrinsic, and amotivational However, Pintrich and Schunk (1996) argue that this definition lacks comprehensiveness They suggest that true self-determination also requires individuals to recognize their strengths and weaknesses, understand external influences, make informed choices, and identify strategies to meet their needs.

Deci and Ryan's theory remains a leading model in understanding motivation, categorizing individuals into three distinct types Autonomy-oriented individuals possess the ability to initiate and regulate their own behaviors, maintaining high self-determination and intrinsic motivation In contrast, control-oriented individuals are influenced by external factors, leading to low self-determination and a reliance on extrinsic rewards Lastly, amotivational or impersonally-oriented individuals feel a lack of control over their actions, often perceiving tasks as overly challenging and outcomes as disconnected from their efforts.

According to Kassabgy et al (2001) and Dửrnyei (2001, 2005), intrinsic and extrinsic factors are classified as the followings:

 Intrinsic factors: personal achievement or challenge or growth; service to society (also altruistic motivation); imparting knowledge

Studies on Motivation and Demotivation of Teachers

In a survey study involving 2000 teachers in Australia, New Zealand, and England, Dinham and Scott (2000) report that teachers are often motivated by

Teaching motivation is significantly influenced by intrinsic factors, such as student achievements, fostering positive relationships, and personal growth, while demotivation often stems from external factors unrelated to the teaching task This finding aligns with previous research conducted by Spear et al (2000) and Addison et al (2008) Dinham & Scott (2000) highlight that intrinsic motivators for educators include the desire to positively impact student attitudes and behaviors, as well as the pursuit of professional skill mastery.

Research by Spear et al (2000) highlights that intrinsic rewards for teachers, such as working with children, building personal relationships, and enjoying intellectual challenges, contribute to a supportive collegial environment However, factors like low pay, excessive workload, and negative societal perceptions serve as significant demotivators Despite the intrinsic motivation many teachers experience globally, numerous detrimental factors can undermine their motivation and job satisfaction.

165) According to Dửrnyei, teacher demotivation is often associated with five main factors: stressful nature of work, inhibition of teacher autonomy, insufficient self- efficacy, content repetitiveness, and inadequate career structure (p 165)

Research on factors affecting teacher motivation reveals contrasting views While studies by Spear et al (2000), Smithers and Robinson (2003), and Addison and Brundrett (2008) highlight poor pay as a significant demotivator, Michaelowa (2002) argues that salaries may not be as crucial to teacher motivation as commonly perceived Additionally, the National Center for Educational Statistics (1997) found a weak correlation between teacher satisfaction and salary, indicating that teachers are more content in supportive, safe, and autonomous environments.

Research indicates that intrinsic factors significantly outweigh extrinsic ones in influencing teacher motivation A study by Hay-yiu Yau (2010) in New Zealand revealed that intrinsic motivators, such as the desire to help students learn English and the pursuit of professional development and personal enjoyment, play crucial roles in enhancing teacher motivation Similarly, Nikolina Pavić (2014) found that intrinsic factors are the most influential motivators for English as a Foreign Language (EFL) teachers, aligning with the findings of numerous prior studies on teacher motivation.

Recent studies on teacher motivation in developing countries, conducted by organizations such as Voluntary Service Overseas (VSO), the Department for International Development (DFID), the Global Campaign for Education (GCE), and UNESCO, reveal a significant crisis affecting teacher motivation, particularly in South Asia and parts of Africa This crisis has been linked to a decline in education quality The DFID report, "Teacher Motivation in Sub-Saharan Africa and South Asia" (2007), reinforces earlier findings, stating that many schooling systems are grappling with a severe teacher motivation crisis, which ultimately undermines educational outcomes.

Teacher demotivation in developing countries is primarily driven by factors such as limited opportunities for professional development, lack of administrative support, declining societal status, inadequate salaries, frequent curriculum changes, low efficacy, and poor working conditions These issues lead to high absenteeism, teacher transfers, migration of qualified educators to developed nations, and teachers leaving the profession altogether Research by Chisato Tanaka (2010) highlights that the motivations for teachers in developing countries differ from those in developed regions, with extrinsic factors like salary and educational infrastructure playing a significant role Many teachers in these areas often juggle multiple jobs to support their families, and their teaching environments can be severely lacking, sometimes even taking place outdoors The study emphasizes that teachers are influenced by their communities, local authorities, and government policies, yet they are often unfairly blamed for low student performance.

In conclusion, teacher motivation may vary in different continents, areas or countries although it follows certain common nature Located in the Southeast of

In Asia, Vietnam is identified as a developing country facing a significant "crisis" in teacher motivation This study aims to explore the motivation levels of selected teachers in the city, drawing on established theoretical frameworks and findings from previous research.

Identification of the Gaps in Related Research

The research on the motivation of foreign language teachers is notably limited, with most existing studies focusing primarily on teacher motivation in the broader context of general education.

Research on language teacher motivation is limited, with only a few studies conducted by Dinham & Scott (2000), Eleni Gheralis-Roussos (2003), and Nikolina Pavić (2014), highlighting potential disparities in findings due to the unique motivations of foreign language teachers compared to educators in general Additionally, there is a notable gap in research focusing on high school education in Vietnam, where teacher motivation has not received significant attention from either the government or researchers, despite its critical importance in the educational landscape Furthermore, existing studies often overlook the dynamics of how teaching motivation evolves and its impact on classroom practices Importantly, the interplay between intrinsic and extrinsic motivational factors remains underexplored, as external influences can transform into intrinsic motivators that significantly enhance student outcomes Addressing these gaps could yield beneficial insights for improving teacher motivation and, consequently, educational effectiveness.

This study aims to address existing gaps in the literature by investigating three key areas: the intrinsic and extrinsic factors that influence teacher motivation, the changes in motivation experienced by in-service teachers, and the impact of teacher motivation on classroom teaching practices.

METHODOLOGY

Subjects

The study involved five participants, including four teachers from Einstein High School, a private institution, and one from Tran Nhan Tong High School, a public school These educators, referred to as P1, P2, P3, P4, and P5, volunteered to explore the theme of "teacher motivation," which was relatively new to them All participants received their teacher training from prestigious Vietnamese universities, such as the University of Languages and International Studies of Vietnam National University, Hanoi, and Hanoi National University of Education Among them, P2 and P5 hold Master of Arts degrees, while the others possess Bachelor's degrees in English Teaching Notably, P2 has an IELTS score of 7.5, and P5 holds a C1 language competence certificate The participants' backgrounds reveal that only P2 and P5 are from Hanoi, while the others reside in rented accommodations Two participants, P3 and P5, are married with children The group is predominantly female, reflecting the gender trend among English teachers in Vietnam, and their ages range from 26 to 31, with teaching experience between 3 to 9 years At the time of the research, they were actively teaching at their respective schools and also engaged in additional tutoring at English centers in Hanoi, indicating their busy schedules.

Context of the Study

The context of the study follows the common nature of teaching status in such an area of developing countries as being analyzed in the previous part Moreover, the

A study was conducted in two high schools in urban Vietnam: Einstein High School and Tran Nhan Tong High School, both located in Hanoi Einstein, a prominent private institution in the Dong Da district, has been operating for eight years and offers 15-17 classes annually, primarily catering to students with low to medium English proficiency While English is not a strong subject at Einstein, teachers are encouraged to adopt flexible teaching methods, following the national curriculum's English textbook In contrast, Tran Nhan Tong High School, a state school in the Hoan Kiem district with a 52-year history, offers around 40 classes each year and includes English as a major subject The school utilizes both official and pilot New English Textbooks, and its students generally exhibit higher English proficiency levels due to stricter entrance qualifications.

Case study

A case study is defined as a research approach in which an individual or group is

Case studies involve extensive data collection and analysis to develop theories and insights relevant to specific cases (Fraenkel and Wallen, 2009) Their primary aim is to explore various factors such as situational context, culture, and social phenomena impacting the selected participant group These studies can utilize both qualitative and quantitative research methods, employing diverse data collection techniques In this research, a qualitative approach is adopted to uncover participants' deep opinions and beliefs regarding teacher motivation, with observations conducted over several weeks to understand the realities of teachers' instructional practices.

Data Collection Instruments

Over the past twenty years, there has been a significant rise in qualitative research methods within library and information science studies, leading to a marked shift in the focus of research in this field.

The study on teacher motivation employs qualitative methods, including observation and in-depth interviewing, to capture the complex factors influencing motivation By focusing on participants' thoughts, opinions, experiences, feelings, values, attitudes, and beliefs, the research aims to provide a nuanced understanding of teacher motivation The limited number of participants reflects the study's scope, emphasizing the depth of analysis over breadth.

The use of in-depth email interviewing is on the rise, as highlighted by Lokman I Meho (2006), who identified several significant benefits of this method Email interviews are more cost-effective compared to traditional telephone or face-to-face interviews, and they streamline the transcription process since data is collected in electronic format, requiring minimal editing This approach allows for quick, convenient, and affordable data collection, yielding high-quality results when executed properly However, challenges such as insufficient data, participant refusals, and issues with email address accessibility can arise.

Despite the challenges associated with email interviews, this study utilized the method as a primary data collection tool due to its effectiveness in the given context Most participants were occupied with their teaching responsibilities, often working at schools and providing additional instruction at English centers The qualitative interview questions required thoughtful responses regarding their opinions and detailed habits, making email interviews a convenient option for participants However, some individuals needed multiple prompts from the researcher before providing their answers.

The email interview consisted of 15 questions formulated in Vietnamese, aimed at addressing four specific research questions Utilizing their native language allowed participants to articulate their thoughts and opinions more effectively.

17 and save time giving the answers Most of the questions are open-ended

This article examines the impact of teacher motivation on classroom performance through careful observations, utilizing both written notes and video recordings to ensure comprehensive analysis As noted by Peter Loizos (2008), video recording is essential for capturing complex human actions that may be difficult for a single observer to fully describe This method is particularly useful in contexts such as teaching, religious ceremonies, and children's games, allowing for a more detailed understanding of teacher dynamics in the classroom.

The researcher conducted four observations involving two representative participants: a private school teacher (P1) and a state school teacher (P5) Three observations were made of P1 and one of P5, focusing on the duration of lessons, teacher and student interactions, and the overall class environment During the final observations of both P1 and P5, the researcher documented the key steps of the classes and subsequently converted the audiovisual data into written format These observations took place at the respective schools of the participants.

Data collection procedure

The data collection for the study spanned over two months and began with face-to-face or phone conversations with participants to explain the study's aims and request their assistance Initially, nine interview questions were sent via email, but upon receiving responses, it became clear that additional detailed questions were necessary for deeper insights Consequently, a second round of email interviews was conducted, including six more questions As replies were received, observations of two participants were carried out, following permission from both the schools’ management and the participants themselves The recorded videos were subsequently transcribed for analysis.

Data Analysis

After collecting responses from email interviews, the researcher meticulously synthesized and reorganized the data to emphasize valuable insights The information was then translated from Vietnamese to English, and participants were coded as P1, P2, P3, P4, and P5 Additionally, transcripts of observations were recorded, and a series of analytical categories were developed to quantify the open-ended questions from the interviews.

In this chapter, the study's methodology is outlined as a framework for conducting the research The subsequent chapter will provide a comprehensive analysis of the data and findings.

FINDINGS AND DISCUSSION

Teacher motivation to choose teaching as a career

3.1.1 Intrinsic and Altruistic Motivations of the Teaching Job Choice

The research investigates the motivations behind participants' choice of teaching as a career, revealing ten key reasons categorized into intrinsic and extrinsic factors based on Kassabgy et al (2001) and Dửrnyei (2001, 2005) The open-ended nature of Question 1 (Q1) in the email interviews allowed participants to express their strongest motivators Among the intrinsic factors, four reasons were highlighted, with "recognition of an aptitude to impart knowledge" being the most frequently cited by participants P1 and P5 P1 shared that her teaching ability emerged during her second year as a banking major when she worked as a student tutor, leading her to pursue a career in teaching P2 identified two intrinsic motivations: the desire for a job that suits her and the enjoyment she derives from teaching, indicating strong intrinsic motivation to remain in the profession Lastly, P4 expressed an intrinsic motive related to the joy of standing on the podium, reflecting a deep-seated passion for her chosen career.

Some theorists argue that altruistic motivation is a form of intrinsic motivation, yet distinguishing between the two can better highlight the social factors influencing the choice of a teaching career In an email interview, two altruistic motives were identified, with three participants (P3, P4, and P5) expressing their desire to become teachers primarily because they "loved working with children," making this the most common reason for their career choice.

Participants expressed that working with young students brings them immense joy, highlighting the altruistic motivation behind their involvement One participant, P4, emphasized the appeal of engaging in an active environment, noting that the energetic lifestyle of youth fuels their desire to teach P4 identifies as an active teacher, showcasing her enthusiasm for fostering a dynamic learning atmosphere.

Table 1: Intrinsic motivation to choose the job as an English language teacher

1 recognize an aptitude to impart knowledge P1, P5

2 find the job suitable to herself P2

3 be passionate to stand on the podium P4

4 get enjoyments from the job P2

5 love working with children (also altruistic motivation) P3, P4, P5

6 enjoy working in active environment with the youth

3.1.2 Extrinsic Motivations of the Career Choice

In email interviews, four key extrinsic motivators for choosing a teaching career emerged: income, flexible working hours, admiration for former teachers, and job stability Participants P2 and P5 highlighted the potential for a good and stable income as a significant factor in their decision to become English teachers P3 emphasized the appeal of flexible working hours, noting that teachers can create lesson plans and grade assignments from home rather than being confined to the school all day Additionally, P4 expressed that admiration for past teachers influenced their career choice, showcasing the impactful role educators play in shaping future teachers Lastly, P5 pointed out the importance of job stability, believing that teaching in Vietnam offers a secure position with permanent contracts and benefits like salary, health insurance, and annual leave, minimizing the risk of job loss.

21 of their teaching Therefore, teaching job is a good choice for those who prefer the stability of becoming a state school teacher

Table 2: Extrinsic motivation to choose the job as an English language teacher

1 have a good or stable income P2, P5

4 consider teaching is a stable job P5

In conclusion, participants in the study exhibit both intrinsic and extrinsic motivations for pursuing a career in teaching However, it appears that intrinsic motivation plays a more significant role, as the predominant reasons for their choice are rooted in personal fulfillment and inner factors.

Teaching motivation and demotivation of in-service teachers

3.2.1 Intrinsic and Altruistic Motivation of In-service Teachers

The study aimed to uncover the motivations of in-service teachers, specifically those who have real teaching experience, through responses to questions Q6, Q5, and Q13(a) In response to Q6, four intrinsic and altruistic motivators were identified as positively influencing teachers' passion for their careers The primary motivator highlighted was students' desire for learning, which emerged as a significant factor impacting the participants The greater the students' interest in learning English, the more motivated the teachers felt to enhance their teaching efforts.

P4 and P5 identify three key intrinsic motivators that drive their teaching P4 is particularly influenced by her inner desire for student enjoyment, believing a lesson is successful when students are enthusiastic and the teacher demonstrates passion Additionally, her commitment to teaching compels her to seek alternative methods when students struggle to grasp concepts, reflecting her dedication to self-improvement Similarly, P5 emphasizes that her love for teaching fuels her motivation to enhance her teaching effectiveness.

In short, the desire for devotations to Ss‟ achievements and the love for teaching job are considered the main intrinsic and altruistic motivation of the participants

3.2.2 Extrinsic Motivation of In-service Teachers

The study identifies five external factors motivating participants, with school support highlighted by two teachers, P2 and P5, indicating effective assistance from school boards P1 cites job experience as her external motivator related to professional issues, while P2 draws motivation from insights provided by students' parents Additionally, P5 mentions family support and a good income as motivators, especially as she balances her teaching career with family responsibilities Her nine years of experience contribute to her financial stability, and she also values the love and trust her students show her, which enhances her teaching experience In contrast, participants P3 and P4 do not reference external motivators, suggesting their intrinsic and altruistic motivations may be more significant.

In conclusion, participants in the study are driven by both intrinsic and extrinsic factors in their teaching, with a notable emphasis on altruistic motivation derived from their students' achievements, which stands out as the most significant source of inspiration among them.

3.2.3 Teachers’ Highest Goal and Expectancy

The participants' goals and expectations, as indicated by Q5 and Q13(a), reveal diverse perspectives on teaching objectives When questioned about their primary goal in teaching (Q5), responses varied significantly For instance, Participant 1 expressed that her foremost aim is to impart knowledge effectively, alongside a long-term aspiration to develop her own teaching method to enhance student learning.

Participants in the study expressed varied motivations for teaching English While one participant (P2) emphasized a desire to teach effectively without a specific highest goal, two others (P3 and P4) demonstrated a strong task-oriented focus on mastering teaching responsibilities In contrast, three participants (P3, P4, and P5) highlighted intrinsic and altruistic goals, aiming to educate young people P3 specifically seeks to help students acquire language skills and excel academically, while P4 and P5 prioritize fostering students' personal growth, moral development, and essential life skills Additionally, P3 identified a personal passion for teaching and a desire to serve as a societal role model, reflecting both intrinsic and extrinsic motivations.

In a recent exploration of participants' expectations as English teachers, it was revealed that their primary hope centered on students' improvement in both English proficiency and their overall lives Participants P1 and P4 expressed a desire for their students to develop a love for learning English, motivated intrinsically rather than by external factors Conversely, P3 held a more modest aspiration for her students to achieve basic English skills, suggesting that many of her students currently possess low proficiency levels Additionally, some expectations were influenced by extrinsic motivations, as P2 anticipated a good income from teaching, while P5 sought love and trust from students, parents, and colleagues.

It can be seen that the strongest goals of the participant teachers relate to intrinsic, altruistic and extrinsic motivation but intrinsic and altruistic are the highest

3.2.4 Teaching Demotivation of In-service Teachers

Participants in the teaching profession encounter various forms of demotivation, as revealed in an email interview through questions Q7, Q13(b), and Q14 While one teacher (P1) reports no demotivating factors, others identify significant challenges The primary source of demotivation stems from students' poor learning attitudes, as noted by P2, P3, and P4, which is particularly disheartening given their expectations for student engagement and motivation Additional extrinsic factors contributing to teacher demotivation include low salaries (P2), lack of respect from students (P4), moral issues among students (P4), inadequate compensation for teachers' efforts (P4), health concerns (P5), limited time (P5), and poor school facilities (P5).

The demotivators significantly impact participants, as highlighted in Q13(b), which asks, "To what extent have you realized your expectations? What factors hinder your expectations from being fulfilled?"

The four private school teachers (P1, P2, P3, and P4) expressed dissatisfaction with their achievements relative to their expectations, particularly regarding student improvements in English Despite their efforts, they feel that the results do not align with their highest aspirations for their students' progress.

Several factors hinder students from achieving their potential in English, with teachers P1, P2, and P3 highlighting key challenges P1 notes that many students dislike English, but she is committed to "domesticating" their attitudes P2 observes that some students do not meet her expectations in proficiency, while P3 asserts that it is unrealistic to expect all students to love English Despite some progress in student engagement, P3 attributes her limited success to her lack of experience In contrast, state school teacher P5, the most experienced among the group, expresses satisfaction with her achievements, citing a stable job and fewer student issues compared to private school teachers However, she identifies external challenges such as a heavy theoretical curriculum, insufficient practical language opportunities, inadequate facilities, and a lack of professional development support for teachers as barriers to reaching her goals.

The study examines the primary demotivators affecting teachers' satisfaction and passion for their profession Participants identified four key issues, with P1 and P5 expressing significant disappointment regarding students' lack of motivation and failure to recognize teachers' efforts While these factors can be disheartening, they do not heavily impact their teaching Other notable demotivators stem from external factors, including the disparity in job security and recognition between private and state school teachers (P2), inadequate compensation (P3), and an impractical curriculum (P5) P2 highlighted frustration over the instability faced by skilled private school teachers compared to their less effective state school counterparts, who often remain in their positions despite poor performance Overall, while the participants experience disappointment from these demotivators, it does not severely affect their commitment to teaching, suggesting a degree of intrinsic motivation remains intact.

25 motivation is stronger than their extrinsic motivation.

Changes of teaching motivation

Teacher motivation fluctuates throughout the teaching process, influenced by various factors This section will examine how participants' views on teaching values, enthusiasm for teaching, and commitment to their jobs evolve over time.

3.3.1 Changes of Opinions about Teaching Values

Participants' perceptions of the teaching profession evolved from their initial days on the job to the present, as highlighted in Q2 Initially, all participants recognized the utility values of teaching, with four out of five believing it to be a helpful and noble endeavor that aids students in learning English One participant, P1, viewed teaching primarily as a means to help students achieve their academic goals and realized her teaching potential during her second year at the Banking Academy Additionally, P5 acknowledged the opportunity cost of teaching, understanding that while it is a meaningful profession, it requires significant energy and continuous effort.

Participants' perspectives on teaching values varied significantly, with P2 and P4 experiencing a shift from utility values to attainment values P2 believed her role was to motivate learners and help them identify their learning styles, while P4 faced unexpected challenges in her teaching, prompting her to seek knowledge from various resources, including books, colleagues, and her own experiences P4 opted to teach selective content rather than cover all knowledge In contrast, three other participants maintained their teaching views, although P1 specified a desire to focus on practical English, emphasizing that learning the language should not only meet academic goals but also enhance language competence and practical usage Overall, the participants' evolving opinions about teaching values were largely influenced by altruistic motivations.

26 motivation (for Ss‟ benefits) to intrinsic one (for teachers‟ own inner benefits)

Teaching enthusiasm can evolve over time due to various factors An interview revealed that, overall, participants' job interest remains stable P1 occasionally feels discouraged when struggling to find suitable teaching methods, but this feeling is temporary as she is committed to her role P2 maintains a strong enthusiasm for teaching, which has shifted from a financial motivation to a deeper passion for making a positive impact on students Similarly, P3 has experienced a growing enthusiasm, dedicating efforts to engage students who initially show little interest in English P4 faced a "crisis" adapting to the private school environment but is determined to inspire her students by maintaining her interest in teaching In contrast, P5, the most experienced teacher, noted a slight decline in enthusiasm, attributed to health issues and personal responsibilities This highlights that both intrinsic and extrinsic factors influence teaching enthusiasm, with extrinsic factors playing a more significant role.

The study examines the impact of the new policy on the standardization of English competence among teachers and its effect on their enthusiasm The Vietnam Education and Training Department mandates that all high school teachers obtain a C1 certificate to achieve standard status Participants overwhelmingly support this policy, emphasizing that standardization is not only beneficial but also essential for improving teaching quality and fostering positive educational outcomes.

The standardization of English competence among teachers is viewed positively by four out of five participants, who believe it will enhance teachers' confidence and effectiveness in imparting knowledge One participant emphasized that mastering the language is crucial for teachers to confidently teach their students Another noted that by achieving proficiency in standard English, teachers can better guide their students in effective communication Additionally, the policy is seen as a motivating target for teachers to improve their skills, which directly benefits student achievement One participant highlighted the importance of equality among teachers, expressing disappointment over disparities between state and private school educators Overall, the group supports the standardization initiative, recognizing its potential to provide both intrinsic and extrinsic benefits for teachers and students alike.

Teaching ranks among the most stressful professions, as highlighted by Sir Cary Cooper's 2015 study on well-being across 80 occupations A key concern of the study is whether teachers will remain in their roles When asked about their intentions to quit, three participants (P1, P2, P5) expressed no desire to leave, citing their enjoyment of teaching and stable income as intrinsic and extrinsic motivations However, P5 occasionally considers exploring more dynamic careers, suggesting that job satisfaction can sometimes lead to feelings of boredom The remaining participants (P3, P4) indicated a mild intention to leave, primarily due to stress from classroom management issues and challenges with student engagement P3 struggles with maintaining control and student interest, while P4 faces difficulties with students' lack of focus and respect, which may stem from her inexperience as a teacher.

Teachers are often driven by their achievements, yet they face challenges when students are unwilling to engage with lessons This disconnect can lead to negative feelings, especially when teachers cannot reach their highest goals However, the educators recognize this as a temporary setback and remain committed to their challenging roles To combat stress and negativity, they rely on both intrinsic and extrinsic motivation, demonstrating a strong determination to overcome obstacles in their teaching careers.

In a recent survey, participants expressed a strong commitment to their teaching careers, with all stating they would not consider changing jobs Their reasons included a deep love for teaching (P1, P3), it being their favorite profession (P2, P5), and the meaningful nature of the work that provides enjoyment and a stable income (P4, P5) However, one participant, P5, expressed a desire for a more dynamic work environment to challenge herself, contemplating a shift to business despite her satisfaction with teaching This indicates a nuanced perspective on career fulfillment, balancing stability with the pursuit of new opportunities.

The five participants exhibit strong motivation to pursue their teaching careers, driven by both intrinsic and extrinsic factors However, they face various challenges primarily stemming from their own limitations in ability and experience, as well as issues related to their students Overcoming these obstacles is essential for their commitment to this demanding profession.

Teacher motivation‟s influence on their classroom teaching

This section will examine the effects of teacher motivation on actual teaching practices by analyzing four key aspects: (1) the preparation of lesson plans by teachers; (2) the regulation and adaptation of these plans during classroom instruction; (3) the efforts made by teachers to create a positive learning environment; and (4) the implementation of innovative teaching methods.

3.4.1 Teacher Motivation and Class Preparation

Teacher motivation significantly impacts their pre-class preparation, particularly in lesson planning Participants reported varying average times spent on creating lesson plans, ranging from 30 to 60 minutes for some subjects (P2), to 2 to 3 hours for others (P3, P4), and even up to one full day for more complex preparations Concerns related to lesson planning were also expressed, highlighting the importance of motivation in the effectiveness and efficiency of this process.

Participants dedicate significant time to lesson preparation, focusing on effective teaching methods, engaging activities, and accommodating students' learning levels Key considerations include content, lesson objectives, time management, and group activities The primary concern among teachers is the approach to teaching; one participant emphasizes that language concepts should be presented simply to facilitate student improvement Ultimately, the commitment to enhancing teaching effectiveness and student understanding drives educators to create well-structured lesson plans, reflecting their professional aspirations and commitment to student success.

3.4.2 Teacher Motivation’ Influence on their Regulation of Lesson Plans in Classroom

Effective teaching often requires adaptability to unexpected situations, prompting teachers to adjust their lesson plans accordingly In a recent email interview, when asked about changes to their lesson plans, only one out of five participants reported that they typically do not make alterations (P1) The other four educators confirmed that they modify their plans to accommodate real-time classroom dynamics and the varying abilities of their students Participant P4 elaborated on the necessity of these adjustments, noting that managing classroom discipline, addressing talkative students, and providing support for those struggling with tasks are significant factors influencing her lesson plan modifications These examples highlight the importance of teacher flexibility in fostering an effective learning environment.

When teaching the Past Perfect tense to A1 students, I implement the entire lesson plan However, for A2 students, who have lower proficiency, I adapt by using only half of the tasks I place greater emphasis on providing additional examples and correcting exercises to enhance their understanding.

P3: If Ss study more quickly, I add some more difficult exercises

In my speaking class, I planned a role-play activity; however, the students struggled to participate due to their limited vocabulary and pronunciation skills As a result, I decided to have them practice by repeating model conversations, which proved to be a more manageable approach for them.

P5: add some exercises and raise the task difficulty to good Ss, omit some activities to low level Ss

Participants demonstrate flexibility in their approaches to enhance student learning, allowing students to acquire English more effectively These adjustments also lead to improvements in the participants' teaching methods and overall teaching efficacy.

The participants in the study are adaptive teachers who strive to enhance their teaching effectiveness based on their students' perception abilities Their classroom adjustments reflect a commitment to achieving lesson goals while acknowledging their own areas for improvement These educators exemplify performance-approach motivation, focusing on mastering teaching skills and facilitating student growth Their intrinsic motivation drives them to make positive adjustments in their classroom activities, suggesting that they are likely to achieve favorable outcomes in their teaching process.

3.4.3 Teacher Motivation’s Influences on their Efforts to Make a Good Classroom Environment

Both teachers and students play crucial roles in fostering a positive classroom environment, which significantly influences student achievement The learning atmosphere is shaped by the dynamic interactions between students and between students and teachers It is essential for teachers to recognize the impact of students on their teaching, as highlighted by the responses in Q12(a) Participants unanimously agree that students greatly influence their teaching practices, with one participant noting that students serve as a continuous source of inspiration for creative teaching Additionally, several participants indicate that their choice of teaching methods and classroom activities is guided by the diverse learning styles and levels of their students.

Then, what the participants often do to create a good learning environment for

After analyzing the feedback from participants, six key strategies for building a positive environment were identified The most popular approach, favored by participants P1, P3, and P5, involves organizing enjoyable activities for students, including games and contests.

Engaging activities like group work, illustrative pictures, songs, comics, stories, and handouts foster a competitive and interactive classroom atmosphere, effectively catering to students' varying levels and learning styles By organizing these activities from easy to difficult, all students, regardless of their abilities, can participate and build confidence A positive classroom environment is crucial; teachers like P4 focus on providing constructive feedback and compliments, which enhances student motivation and performance Maintaining an exciting atmosphere requires energy and enthusiasm, as teachers must balance imparting knowledge with understanding students' feelings P2 emphasizes the importance of adapting the learning environment to suit different class levels, creating a serious atmosphere for both lower and higher classes while fostering comfort for weaker students and competition for stronger ones, reflecting her thoughtful approach to teaching.

The participants' insights into creating an effective learning environment highlight their dedication and effort in teaching Their preferred methods often involve engaging activities that demand high levels of creativity, enthusiasm, and careful preparation from teachers Successful implementation of these strategies relies on teachers being thoughtful and committed To enhance their lesson plans and maintain student interest, educators must work diligently to improve classroom management and innovate their teaching techniques.

Participants are driven by strong motivation to achieve their highest goals of mastering teaching tasks and enhancing students' English learning Their clear objectives and expectations significantly influence their efforts in creating an engaging learning environment that captures students' attention This supportive atmosphere not only facilitates the execution of lesson plans but also allows teachers to refine their pedagogical skills, ultimately leading to effective English learning for students Additionally, a passion for teaching energizes educators, fostering an encouraging classroom environment that promotes student improvement In summary, the shared goals and expectations among participants inspire them to diligently strive for optimal learning conditions for their students.

3.4.4 Teacher Motivation’s Influences on their Teaching Innovation

In Vietnam's education system, the rapid advancement of technology necessitates innovative teaching methods, a shift that is strongly supported by both the government and the public Traditional "chalk and talk" approaches often lead to classroom boredom, highlighting the urgency for change Despite this need, many teachers face challenges due to inadequate school facilities and a lack of pedagogical training, making the implementation of innovative practices difficult For those who recognize the importance of innovation and approach it with dedication, strong motivation to enhance their teaching methods is essential This study also explores how participants are motivated to adopt these innovative teaching strategies.

All five participants have implemented innovative teaching methods, with four of them (P1, P2, P3, P5) adopting learner-centered approaches These methods motivate students to engage in tasks independently or collaboratively P2 specifically emphasizes her preference for techniques that promote self-study among students.

Here are their examples to illustratre their answers:

P1: I let Ss raise their own ideas then Ss carry out their own tasks I just support, give suggestions or answer Ss‟ questions during their task process

P2: I asked Ss to work in groups to do the task of discovering and presenting a vocabulary topic

Those activities enhance Ss‟ information searching skills and make Ss have a longer memory Also I apply the cross-checking to raise Ss‟ self-control in exploring mistakes, then T check again

Conclusion

Teachers play a crucial role in education in Vietnam, significantly influencing students' learning motivation Given the concerning state of English teaching and learning in the country, highlighted by the results of Project 2020, it is essential to urgently improve the quality of English teachers Despite the recognition of teacher motivation as a vital factor in enhancing the teacher workforce, it has not garnered adequate attention from the government, public, or research community This study explores fundamental theories of teacher motivation, including general motivation, teacher motivation, the Expectation-Value Theory (EVT), Achievement-Goal Theory (AGT), and Self-Determination Theory (SDT), along with a review of previous research on teacher motivation.

An investigation was conducted using email interviews and classroom teaching observations to gain insights into teacher motivation among five participants from two schools The qualitative analysis aimed to uncover the reasons behind their choice of teaching as a career, the evolution of their motivation throughout the teaching process, and the impact of their motivation on classroom instruction.

The study reveals that pre-service teachers are motivated to pursue a career in teaching for both intrinsic and extrinsic reasons The primary intrinsic motivation is a love for working with children, alongside enjoyment of teaching and confidence in their ability to impart knowledge On the other hand, extrinsic factors influencing their choice include the desire for a good or stable income, flexible working hours, respect from experienced teachers, and job stability.

The second key finding highlights the motivation and demotivation of in-service teachers, revealing that two primary intrinsic factors significantly enhance their teaching effectiveness: a strong desire for student achievements and a genuine passion for their profession.

The study reveals that while extrinsic motivation encourages teaching, intrinsic factors such as helping students improve and achieving professional milestones are the primary goals for participants However, teachers face significant demotivators, including students' poor learning attitudes, inadequate compensation, lack of respect from students, and health issues Less experienced teachers in private schools express dissatisfaction with their achievements compared to their expectations, whereas a more experienced teacher in a state school feels content with her accomplishments Key negative factors contributing to teacher disappointment include students' lack of motivation, disparities in compensation between private and state school teachers, and an ineffective curriculum Despite these challenges, teachers' passion for their profession remains largely unaffected Overall, the findings support previous research indicating that intrinsic motivation often outweighs extrinsic motivation.

The study reveals significant changes in teacher motivation throughout their careers Younger teachers often begin with utility and attainment values, shifting towards intrinsic motivation as they progress This evolution is essential for maintaining their enthusiasm for teaching, despite occasional feelings of demotivation stemming from external pressures In contrast, older teachers experience a decline in motivation due to extrinsic factors like health and family issues, yet many remain committed to their profession and resist changing careers, demonstrating their strong determination.

Teacher motivation significantly impacts classroom teaching, with intrinsic motivation playing a crucial role in shaping lesson plans and teaching strategies This exploration highlights how motivated educators are more likely to engage in effective lesson preparation and adapt their teaching methods to enhance student learning outcomes.

Efforts to create an effective learning environment and implement teaching innovations are expected to yield positive outcomes Additionally, self-reflection for teachers is encouraged, allowing participants to evaluate their own strengths and weaknesses, ultimately promoting personal growth and development in their teaching practices.

The study highlights both advantages and disadvantages observed in participants' teaching practices, reflecting their preparedness and professional skills Both teachers demonstrated effective class management and modern teaching methods, positively influencing student learning outcomes during speaking lessons However, the private school teacher noted potential drawbacks, such as incorrect assumptions about students' language perception and a lack of enthusiasm for certain skills Similarly, the state school teacher's observations indicated that insufficient encouragement of student feedback may hinder motivation The findings suggest that teachers should focus on fostering teaching motivation, maintaining balanced encouragement across language skills, and avoiding misconceptions about students' language acquisition.

Limitations

The study presents several limitations that future research should address Firstly, the small sample size of only five participants from two high schools restricts the generalizability of the findings to a broader population of teachers in the country Secondly, the qualitative nature of the research, primarily relying on open-ended questions, may not capture the full spectrum of factors influencing teacher motivation Additionally, the limited number of observations, primarily due to difficulties in obtaining permission from school boards, resulted in only one observation of a state school teacher, highlighting the need for more comprehensive data collection, particularly for participant P5 Lastly, the study lacks a thorough analysis, indicating areas for improvement in future investigations.

The article explores various aspects of teacher motivation, emphasizing the importance of selecting key issues for a more structured research approach It highlights the challenges faced by the researcher, particularly due to the novelty of the topic within Vietnamese educational research, where a foundational theoretical framework is lacking Additionally, the study acknowledges potential limitations and calls for further input from teachers, researchers, and experts to enhance future investigations in this area.

Recommendations for Future Research

Future studies on teacher motivation should explore various subthemes, including the relationship between teacher and student motivation, differences between rural and urban teachers, and the motivations of private versus state school teachers It is essential to conduct research using both quantitative and qualitative methods with a larger participant pool to gain a comprehensive understanding of the factors influencing teacher motivation Current studies often involve younger teachers, which limits insights into the evolution of motivation over time Future research should focus on more experienced teachers, with 15-20 years of experience, to identify potential declines in motivation and propose strategies for revitalization Additionally, investigating whether private school teachers experience stronger motivation and more demotivators due to disparities in labor contracts, professional development opportunities, and compensation could yield valuable insights Such findings may inform policies aimed at enhancing teacher motivation in various educational contexts.

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CÂU HỎI PHỎNG VẤN VỀ ĐỘNG LỰC GIÁO VIÊN

Chào anh/chị, chúng tôi xin gửi đến quý vị những câu hỏi phỏng vấn qua email nhằm nghiên cứu Động lực của giáo viên giảng dạy Tiếng Anh cho luận văn thạc sỹ Mọi thông tin sẽ được bảo mật và chỉ sử dụng cho mục đích nghiên cứu Sự khách quan và chính xác trong thông tin mà anh/chị cung cấp sẽ góp phần nâng cao độ tin cậy của nghiên cứu Chúng tôi hy vọng kết quả nghiên cứu sẽ giúp cải thiện động lực cho giáo viên Cảm ơn anh/chị đã hợp tác.

1 Tại sao anh/chị chọn nghề dạy học?

2a Ngày mới đi dạy, anh/chị thấy nghề dạy học có ý nghĩa gì?

2b Hiện nay, anh/chị có thay đổi gì về quan niệm của anh/chị đối với nghề dạy học so với những năm đầu mới vào nghề?

Nhiệt huyết của tôi đối với nghề dạy học đã trải qua nhiều biến đổi từ những ngày đầu vào nghề cho đến nay Ban đầu, tôi tràn đầy niềm đam mê và mong muốn truyền đạt kiến thức cho học sinh Tuy nhiên, theo thời gian, những thách thức trong công việc và sự thay đổi trong môi trường giáo dục đã khiến tôi suy nghĩ lại về vai trò của mình Lý do chính cho những thay đổi này bao gồm áp lực từ chương trình giảng dạy, sự phát triển của công nghệ giáo dục, và nhu cầu ngày càng cao từ học sinh và phụ huynh Những yếu tố này đã thúc đẩy tôi tìm kiếm những phương pháp giảng dạy mới và nâng cao kỹ năng của bản thân để đáp ứng tốt hơn với yêu cầu của nghề.

4 Có bao giờ anh/chị muốn bỏ nghề dạy học không? Vì sao có? Vì sao không?

5 Mục đích cao nhất của anh/chị trong nghề dạy học là gì? Vì sao anh/chị có mục đích đó?

6 Những yếu tố nào đã và đang tác động tích cực tới lòng yêu nghề của anh/chị?

7 Những yếu tố nào đã và đang tác động tiêu cực tới lòng yêu nghề của anh/chị?

8 Giả sử có cơ hội khác thì anh/chị có đổi nghề không? Tại sao?

9 Chủ trương chuẩn hóa năng lực Tiếng Anh đối với giáo viên có ảnh hưởng như thế nào tới nhiệt huyết giảng dạy của anh chị? Vì sao vậy?

Trung bình, giáo viên dành một khoảng thời gian nhất định để soạn giáo án cho mỗi bài dạy Điều này phụ thuộc vào nhiều yếu tố như độ phức tạp của bài học và kinh nghiệm của giáo viên Khi soạn giáo án, vấn đề được giáo viên quan tâm nhất thường là sự phù hợp với nhu cầu học sinh, vì điều này ảnh hưởng trực tiếp đến hiệu quả giảng dạy và sự tiếp thu của học sinh.

10c Khi dạy trên lớp anh/chị có thay đổi gì so với giáo án không? Vì sao? Hãy cho một ví dụ cụ thể?

11a Trong quá trình giảng dạy anh/chị đã có những đổi mới gì về phương pháp dạy học? Hãy cho một ví dụ cụ thể?

11b Vì sao anh/chị thấy phải đổi mới cách dạy của mình?

11c Anh/Chị lấy ý tưởng đổi mới phương pháp giảng dạy ở đâu?

12a Học sinh ảnh hưởng như thế nào đến cách dạy trên lớp của anh/chị

Để tạo ra một môi trường học tập tốt cho học sinh, tôi thường khuyến khích sự tương tác và tham gia của học sinh trong các hoạt động nhóm, đồng thời sử dụng phương pháp giảng dạy sáng tạo để kích thích sự hứng thú Mong muốn lớn nhất của tôi trong nghề dạy học là giúp học sinh phát triển toàn diện, không chỉ về kiến thức mà còn về kỹ năng sống, để các em có thể tự tin bước vào tương lai.

13b Anh/Chị đã đạt được mong muốn đó ở mức độ nào?

13c Yếu tố nào làm cho mong muốn của anh/chị chưa thành hiện thực?

14a Điều gì làm cho anh/chị thất vọng nhất trong nghề dạy học?

14b Điều đó tác động đến lòng yêu nghề của anh/chị như thế nào? Vì sao?

15 Bạn hãy miêu tả hình ảnh của anh/chị (điểm mạnh, điểm yếu) với tư cách là một giáo viên tiếng Anh ở trường phổ thông

Nơi công tác hiện nay:

Cảm ơn anh/chị đã trả lời các câu hỏi trên

Class description of Participant 1 (the private school teacher)

Observation 1 (O1): written form (grammar lesson)

In the initial observation, students in class 10A5 exhibited a lower level of English proficiency compared to their peers in class 10A4, along with diminished learning motivation The teacher had been instructing this class for only two months.

The main steps of the lesson:

- T informs the plan of the lesson: review the two tenses: Past Simple and Past Continuous

The teacher administered the final exams to the students, writing the answers on the board while highlighting and explaining any mistakes Students requested that the tasks be written in Vietnamese for better understanding of the exam requirements However, the teacher declined this request, providing reasons for the decision and encouraging students to become familiar with reading the tasks in English.

The teacher encourages students to practice two specific tenses by explaining their usage and writing related exercises on the board Students are then instructed to note the tasks in their notebooks before completing the exercises.

The teacher circulates the classroom to observe and assist students, focusing particularly on those who struggle While some students engage with their exercises attentively, others are distracted or chatting with their peers.

- Ss present their answers on board

- The language used in class was mostly Vietnamese

Observation 2 (O2): written form (grammar lesson)

The second observation was done in class 10A4, which was better than class 10A5 T gave a grammar lesson on Present Perfect tense

- T writes the structures of Present Perfect tense on board, then give some examples The examples are about the Ss themselves Ss are happy with the examples

- From the examples, T explains the use of Present Perfect, then distinguish the meanings of some signal words: since, for, etc Ss take notes in their notebooks

- T asks Ss to do the exercises, gives Ss some irregular verbs so that they can do the tasks

- T answers some Ss‟ questions about the lesson, writes some new words on board

- T goes around continuously to support Ss Most of Ss do exercises attentively

- Ss present their answers on board

- The language used in class was mostly Vietnamese

Observation 3 (O3): video recording form (speaking lesson)

The last observation of P1 was done in class 10A4 with a speaking period (Unit 3: People‟s background) Here is a brief description the researcher transformed from the videos:

Engage students in a warm-up guessing game where they ask the teacher questions to gather clues about a person depicted in a hidden picture This interactive activity encourages critical thinking and communication skills as students work together to deduce the identity of the figure Ultimately, they will reveal the correct answer: Albert Einstein.

In a pre-speaking activity, the teacher introduces various items that can be used to inquire about individuals' backgrounds Students respond with their answers, while the teacher records these items on the board Subsequently, the teacher suggests specific questions that can effectively elicit information about people's backgrounds.

+ T gives Ss handouts in which Ss work in pair to do a role-play task: each pair practices an interview between a journalist and a famous person

In this engaging activity, students will take on the roles of a journalist and a famous singer or actor, where the journalist will pose questions about the celebrity's background Using provided handouts for guidance, students will practice their interviewing skills, enhancing their understanding of both the celebrity's life and effective communication techniques.

+ T goes around to support Ss

+ T asks some pairs to produce the interview in front of the class

+ T motivates Ss to finish their interview, then gives the feedbacks

- Post-speaking: T asks Ss to write a paragraph to describe one of their favorite famous people

- The used language is mostly English, but sometimes T translates into Vietnamese right after speaking English or when Ss cannot understand her instruction.