Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam

Abstract Teachers’perceptions about effective teaching shape their practices. This study examines mathematics teachers’ perceptions and their relationship with professional background and teacher motivation. The data were collected via an open survey that included professional background, motivation for being a mathematics teacher, the top three goals of a good mathematics lesson, and the criteria for evaluating a colleague’s lesson. Drawing on 632 responses from a national sample, we used latent class analysis to differentiate teacher profiles. Informed by the pedagogical triangle—student, teacher, and content—we found that teachers focused on student-learning when discussing lessons they viewed as successful, while emphasizing teacher-teaching when evaluating their colleagues’ lessons. Location, highest qualification, school level, and teacher motivation were associated with perceptions of effective teaching. The analysis yields five classes, highlighting different teacher profiles—the levels of schooling they taught, their highest qualifications, and the teacher motivations collectively influencing their perceptions of good mathematics teaching. Methodological considerations for investigating teachers’ perceptions and their implications for professional development are provided.