This study aimed to investigate the influence of gender on the satisfaction of Vietnamese K-12 teachers who participated in Teaching Activity Groups (TAGs), a collaborative professional development (PD) initiative. Using a quantitative approach, questionnaire data was collected from a purposive sample of 147 teachers (108 females, 39 males). The data were subjected to descriptive statistical analysis and Independent Sample t-tests to discern potential gender-based differences in teachers’ satisfaction with TAGs and their perceived impact on teachers’ PD. The results revealed nuanced disparities in satisfaction levels between female and male participants, with generally higher satisfaction levels exhibited by females. Notable areas of difference included knowledge acquisition, skills acquisition, school support, and issue resolution. These areas were indeed discussed in the content, providing a detailed analysis of where gender differences in satisfaction were most pronounced. The results underscore the relevance of gender considerations in PD studies and offer insights for policy and practice in the Vietnamese educational landscape. The study concludes by highlighting the need for further research to explore these gender dynamics and their underlying causes in greater depth.
Yen, P.H., Phuong, L.T.B., Quyen, V.P. and Ngoc, L.B., 2018. English lecturers’ perceptions and practices of research engagement: The case of Can Tho University. Can Tho University Journal of Science. 54(2): 122-130.
Yen, P.H., Quyen, V.P., Phuong, L.T.B., Ngoc, L.B., 2017. Factors inhibiting teachers from research engagement: A review. Can Tho University Journal of Science. Vol 6: 17-22.
Yen, P.H. and Hien, H.V., 2020. Employability attributes of interpretation and translation students in Vietnam. Can Tho University Journal of Science. 12(2): 25-32.
Yen, P.H., Huyen, H.C.M. and Quan, N.H., 2018. English-as-a-medium-of-instruction students’ evaluation of an English foundation program at a university in Vietnam. Can Tho University Journal of Science. 54(5): 30-37.
Yen, P. H., 2017. Task-based language teaching and its impact on Vietnamese students’ use of self-regulated learning strategies in a writing classroom. Can Tho University Journal of Science. Vol 5: 30-38.
Phương Hoàng Yến, 2016. Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Tạp chí Khoa học Trường Đại học Cần Thơ. 02: 37-45
Yen, P.H., Hien, T.M. and Quyen, V.P., 2019. A review of factors influencing learners’ gain of English proficiency. Can Tho University Journal of Science. 11(1): 49-59.
Yen, P.H., Hien, H.M. and Huyen, H.C.M., 2019. Students’ perceptions of a blended learning environment for English training at a university in Vietnam. Can Tho University Journal of Science. 11(3): 57-64.
Tạp chí khoa học Trường Đại học Cần Thơ
Lầu 4, Nhà Điều Hành, Khu II, đường 3/2, P. Xuân Khánh, Q. Ninh Kiều, TP. Cần Thơ
Điện thoại: (0292) 3 872 157; Email: tapchidhct@ctu.edu.vn
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