Due to the enormous changes in the learning and teaching habits as a result of the COVID-19 pandemic, teachers need to adapt quickly to continue and ensure the quality delivery of education. In the face of change, teachers seem to be in a more demanding working environment (Allen et al., 2020), which has caused great national and international concerns about teachers’ occupational well-being amidst the COVID-19 pandemic. While teachers’ adapting to change and maintaining their professional well-being is necessary, research that addresses teachers’ well-being in the pandemic across different countries is even more crucial. This research, among the very limited number of studies investigating teachers’ professional well-being in the context of Vietnam, adopts a mixed-method approach as its design, using questionnaires and semi-structured interviews as the research instruments. It aims to investigate the levels of occupational well-being of in-service teachers in Hanoi, Vietnam as well as their beliefs regarding the school leaders’ measures and efforts to enhance teachers’ occupational well-being during the COVID-19 pandemic. The convenience sampling method was employed to gather data for the questionnaires from 103 in-service teachers and lecturers from a number of schools and universities in the academic year 2021-2022 in Hanoi, Vietnam, and eight participants were chosen for the interview by purposive sampling method. The findings of this study show that overall, the participants had a moderate level of occupational well-being and from teachers’ perceptions, teachers’ professional development, flexibility, and well-being initiatives were three broad kinds of school leaders’ support to improve teachers’ occupational well-being during the COVID-19 pandemic. The results of this study not only aid in equipping teachers with a deeper understanding of their own occupational well-being but also raise institutional awareness of teachers’ occupational well-being. The study also highlights the kind of support the education stakeholders can give to better enhance teachers’ occupational well-being and help them thrive during this critical period. Based on the findings, implications for teachers and school leaders are discussed.
Size : 887,73 kB
Format : Adobe PDF
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Due to the enormous changes in the learning and teaching habits as a result of the COVID-19 pandemic, teachers need to adapt quickly to continue and ensure the quality delivery of education. In the face of change, teachers seem to be in a more demanding working environment (Allen et al., 2020), which has caused great national and international concerns about teachers’ occupational well-being amidst the COVID-19 pandemic. While teachers’ adapting to change and maintaining their professional well-being is necessary, research that addresses teachers’ well-being in the pandemic across different countries is even more crucial. This research, among the very limited number of studies investigating teachers’ professional well-being in the context of Vietnam, adopts a mixed-method approach as its design, using questionnaires and semi-structured interviews as the research instruments. It aims to investigate the levels of occupational well-being of in-service teachers in Hanoi, Vietnam as well as their beliefs regarding the school leaders’ measures and efforts to enhance teachers’ occupational well-being during the COVID-19 pandemic. The convenience sampling method was employed to gather data for the questionnaires from 103 in-service teachers and lecturers from a number of schools and universities in the academic year 2021-2022 in Hanoi, Vietnam, and eight participants were chosen for the interview by purposive sampling method. The findings of this study show that overall, the participants had a moderate level of occupational well-being and from teachers’ perceptions, teachers’ professional development, flexibility, and well-being initiatives were three broad kinds of school leaders’ support to improve teachers’ occupational well-being during the COVID-19 pandemic. The results of this study not only aid in equipping teachers with a deeper understanding of their own occupational well-being but also raise institutional awareness of teachers’ occupational well-being. The study also highlights the kind of support the education stakeholders can give to better enhance teachers’ occupational well-being and help them thrive during this critical period. Based on the findings, implications for teachers and school leaders are discussed.
Size : 887,73 kB
Format : Adobe PDF
