Comparative Examination of the Impact of TAGs on Professional Development: Satisfaction Levels among EMI Science and EFL Teachers

Abstract

The present study looks into Vietnamese teachers’ satisfaction levels with their participation in Teacher Activity Groups (TAGs) and examines how they feel about the impact of these collaborative professional development (PD) activities on their professional advancement. A particular focus of this study is the potential role of teachers’ subject specialization, specifically Science taught via English as a Medium of Instruction (EMI) and English as a Foreign Language (EFL), in shaping their satisfaction with TAGs. Using a quantitative approach, data were gathered via a questionnaire designed to assess teachers’ satisfaction with their involvement in TAGs. The participants included 103 EFL teachers and 44 EMI Science teachers. The Independent Sample t-tests were used to compare the mean satisfaction scores of the two distinct teacher groups. The findings showed generally positive views of TAGs, with no significant difference in satisfaction levels found between the EMI Science and EFL teacher cohorts. However, a clear difference emerged regarding how engaging the program was and how suitable the training duration felt, with EMI Science teachers expressing higher satisfaction levels compared to their EFL counterparts. These outcomes suggest that how well the program content fits the teachers’ subject area, along with their expectations and preferences, affects how satisfied they feel with TAGs. This study enriches the comprehension of collaborative PD activities and proffers implications for educators, policymakers, and researchers looking to improve teacher PD in Vietnam.