Current Situation of the Development of Primary School Teachers in Vietnam: A Case Study of An Giang Province, Vietnam Country

Background/purpose. This study explores the current status of teacher workforce management in An Giang province, Vietnam, in the context of national education reform. It focuses on five critical domains: teacher planning, recruitment and deployment, professional development, supervision and evaluation, and incentive policies.

Materials/methods. A quantitative survey was conducted with 360 educational staff across the province. The instrument measured perceptions and practices related to teacher management across the five domains.

Results. Findings indicate strong implementation in teaching supervision (M = 3.84) and professional training (M = 3.79). However, relatively lower scores were recorded for technology training (M = 3.57) and incentive policies (M = 3.55), highlighting gaps in digital skill development and motivation strategies.

Conclusion. While the overall teacher management framework in An Giang is functioning effectively, disparities in digital training and incentive systems reveal areas needing policy attention. The study offers targeted recommendations to enhance teacher management in alignment with Vietnam’s broader education reform goals.

Keywords: Teacher workforce, Vietnam education, School leadership, Teacher incentives, Teacher development

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