Factors affecting the effectiveness of math teachers’ integrated teaching in Vietnam high schools

Abstract

The teachers’ effectiveness in teaching is considered an important factor in determining the quality of high schools. Therefore, it is necessary to study the factors affecting the effectiveness of math teaching, especially the integrated teaching competence of math teachers in high schools. The main objective of this study is to determine the factors affecting the integrated teaching effectiveness of high school math teachers. Simultaneously, it proposes some appropriate solutions to help teachers have the opportunity to develop integrated teaching competence, contributing to improving the teaching efficiency of math to meet the current educational innovation requirements in Vietnam. SPSS software was used to analyze and process data from a survey of 118 math teachers at 31 high schools in Vietnam. The results of six analyzed variables show that there are three variables affecting teachers’ effectiveness of integrated teaching, including teacher’s perception of integrated teaching; policy on salary, bonus, and material remuneration for teachers; and student characteristics. In addition, the study also shows that teachers with a master’s degree have higher integrated teaching effectiveness than teachers with bachelor’s degree. The results also reveal that seniority and gender have almost no influence on the integrated teaching effectiveness of teachers. However, there is a statistically significant difference in the effectiveness of integrated teaching in grade 12 math teachers compared to grade 10 and grade 11. The new findings of this study have implications for high schools, teacher training institutions, pedagogical schools, and policymakers to improve the effectiveness of integrated teaching.