Educational administrators’ perceptions of influential factors in cultivating and enhancing professional competencies among preschool teachers in the Southeastern region of Vietnam

Abstract

This study comprehensively explores the intricate factors influencing the management of fostering and developing professional competence among preschool teachers in the Southeastern Region of Vietnam. Examining subjective factors (self-study, leadership roles, decentralization, and coordination) reveals individual perspectives driving effective teacher development. This study has 104 administrators. To ensure a representative sample, a random sampling method was employed for participant selection. The analysis underscores the significance of continuous self-improvement (M = 4.15, SD = 0.99), the pivotal role of school leadership (M = 3.40, SD = 0.79), and collaborative efforts (M= 3.99, SD = 0.87) in advancing professional growth. Simultaneously, the investigation of objective factors (socio-economic conditions, educational renovation, educational science, and institutional diversity) highlights broader systemic influences. The analysis underscores the importance of contextual considerations (M = 2.96, SD = 0.97), evidence-based practices (M = 4.12, SD = 0.82), and varied educational settings (M = 3.12, SD = 0.71) in shaping successful strategies for professional development. The synthesis of these results emphasizes the dynamic interplay between individual viewpoints and systemic forces in the realm of teacher training administration. This research not only enriches our understanding of the nuanced factors influencing professional competence development but also offers actionable insights for informed decision-making within the domain of early childhood education. By capitalizing on these findings, educators, administrators, and policymakers can collectively contribute to the cultivation of skilled preschool teachers, thereby fostering a more robust and impactful early learning environment in the Southeastern Region of Vietnam.