Factors Affecting the Outcomes of a Teacher Training Program in Competency-Based Student Assessment In Vietnam

The study was conducted to examine the factors influencing the outcomes of a training programme designed for secondary and high school teachers in Northern midland and mountainous provinces. Based on the analysis, the researchers proposed recommendations for enhancing the effectiveness of teacher professional development programmes. Data were collected through a questionnaire with 1422 responses from core secondary and high school teachers in seven northern provinces of Vietnam (Vinh Phuc, Phu Tho, Tuyen Quang, Ha Giang, Yen Bai, Lao Cai, and Bac Giang). These teachers have completed a training module on assessment and testing. It was obvious from the investigation that male teachers from non-ethnic majority groups outperformed female teachers and teachers from ethnic minority communities in terms of the results they achieved for the training practices. Furthermore, the linear regression analysis indicated that the following factors: organizing of training, assessment methods, training materials and training contents, affected the training quality from the highest to the lowest, respectively. The paper concludes with some recommendations to address the constraints and improve the quality of training programmes for high school teachers so that they can meet the needs of education innovation in the coming years.