The implementation of standards-based teacher evaluation in Vietnamese secondary schools: A case study in Dong Thap

Teacher quality has become a critical area of concern in Vietnamese education. Recently, new professional standards for teachers in secondary schools have been developed, piloted, and implemented. This study explores the perceptions of teachers, school principals, and other administrators about the new teacher professional standards, the accompanying standards-based teacher evaluation system, and opportunities for improving teacher professionalism that might lead to increases in student learning.;This case study utilized qualitative and quantitative data collected in Dong Thap, a Southern province in Vietnam. Quantitative data were from surveying 285 participants including 218 teachers, 54 principals, and 13 other administrators. Analysis of variance (ANOVA) was utilized to determine if there were differences in perceptions among the three role groups on several key policy components. Follow-up qualitative data were collected from (1) a focus group with nine principals, (2) semi-structured interviews with 29 teachers and five principals, and (3) notes from fieldwork and open-ended questions of survey. Data transcripts were assigned in ATLAS.ti for coding and analyzing by describing and grouping into themes to answer research questions.;Findings suggested teachers, school principals, and administrators support efforts to upgrade teacher professional standards and standards-based teacher evaluation. In general, administrators and principals hold more positive views toward both the process of implementing standards (i.e., the fairness of the standards-based evaluation process, its likely impact on teaching) and the types of evaluation (i.e., personnel, inspection, merit, standards-based) affected by the new policy. Regarding social aspects of the new policy (i.e., social trust, available channels of communication, teachers norms and commitment to new procedures), there were also differing perceptions associated with role groups. In general, regarding social trust, means for all three role groups were relatively low; however, principals and other administrators held more favorable views regarding social trust than teachers. The same pattern was true for perceptions about channels of communication. In contrast, regarding norms, expectations, and sanctions, teachers held significantly more positive views than either other administrators or principals. This suggests teachers perceive they are committed to fulfilling the requirements of the policy, especially regarding increased meetings. Lower means on norms from administrators suggest some skepticism from administrators regarding teachers’ willingness and commitment to comply with the new teacher evaluation policy.;Implications suggest some differences in view regarding the new standards-based evaluation policy, the current types of evaluation covered by the policy, as well as the nature of social relationships within schools that might support changes in practice regarding evaluation practices and increased teacher professionalism that leads to improved student outcomes. Building on the initial findings of this study would be worthwhile in terms of further understanding (a) norms and social trust among teachers, (b) the interconnectedness of the implementation of the teacher professional standards policy in the context of other standards-based policies for school effectivenss, and (c) increasing linkages between the school and community with respect to school goals and results.