Principal support and teacher professional development in Vietnam: structural relationships within clustered school contexts
Kim Manh Tuan, Vu Thi Mai HuongPurpose
This study aims to examine how principal support relates to multiple dimensions of teacher professional development during curriculum reform within Vietnam's centralized education system and contributes an integrated perspective on leadership-supported professional development in reform-oriented school contexts.
Design/methodology/approach
A cross-sectional survey was conducted with 693 teachers from 94 public schools. Structural equation modelling with cluster-adjusted estimation procedures was applied to examine relationships while accounting for school-level clustering.
Findings
Principal support showed consistent positive associations across all dimensions of professional development, with the strongest association observed for teacher participation (β = 0.609). Principal support was positively associated with all professional development dimensions, with the strongest association observed for teacher participation (β = 0.609), and the overall effects ranged from moderate to strong. School-level clustering remained modest, suggesting that professional development was experienced primarily at the individual teacher level.
Research limitations/implications
Cross-sectional and self-reported data limit causal interpretation.
Practical implications
Strengthening leadership practice within everyday school environments may support more sustained professional development than expanding formal training activities without organizational integration.
Originality/value
An integrated structural perspective provides a clearer understanding of how leadership relates to professional development within centralized reform contexts.