Dissertation summary: Adapting to junior lecturers’ teaching at the academies, universities of The People’s Public Securities

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Research objectives: To achieve the purpose of the study, the subject clarifies the following; clarifying the rationale and reality about adaptation to activities of junior teachers at academies, universities in the People’s Public Security; study the current status on adapting junior lecturers’ teaching at academies, universities in the People’s Public Security; develop measures of pedagogical psychology to enhance adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security

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1 PREAMBLE 1. A brief introduction of the thesis In natural environment and society fluctuating and developing continually, people need to adapt to integrate rapidly with the change and development. ‘Adapting to junior lecturers’ teaching at the academies, universities of The People’s Public Securities” is a specific adaptation study of junior lecturers’ teaching in the People's Police. The work is independent. There has never been any authors in Vietnam and in the world studying this issue, thus it meets research requirements. On the basis of generalizing and researching works relating to the research issues, the subject has developed the concept of adapting to teaching of junior lecturers at academies, universities in the People’s Public Security; determining the structure and factors affecting adapting to junior lecturers’ teaching; building measures of pedagogic psychology to enhance the level of adaptation to junior lecturers’ teaching at academies, universities in the people’s the People’s Public Security. 2. Rationale Teaching quality of lecturers is one of the important factors to ensure the quality of education and training. Party and Government always attach importance to development of teaching staff in and set the direction, proper policy to enhance the quality of teaching staff, meet the requirements and demands of national development. The documents of National Congress XI asserted: "Development of education is a top national policy. Fundamental innovation and comprehensive education of Vietnam is towards standardization, modernization, socialization, democratization and international integration, in which innovation of education mechanism management, developing lecturers and management staff is the key. Grasping the resolutions of the Party, the State, the Ministry of The People’s Public Security has always attached importance to developing, improving the quality of teachers, education managers gradually improving the system of legal documents on construction, developing teachers in the People’s Public Security making important legal basis so that authorities and training establishments unify to implement. Currently, there is considerable disparity between junior lecturers and senior lecturers at the academies, universities in the People’s Public
2 Security about young faculty ratio accounts for 60 70% of the teaching staff. Due to the need for scaling up training at academies, universities in the People’s Public Security; and because of the natural laws of the substituting older teachers generation by junior lecturers at academies, universities in the People’s Public Security so the number of junior lecturers is increasing in recent years. This is just a favorable factor but it is hard to develop junior lecturers at the academies, universities in the People’s Public Security. Junior lecturers’ difficulties caused by objective factors, for example, workload is abundant; the nature and extent of teaching require higher and higher. There are many changes in the context of globalization, the development of science, technology and knowledge based economy. Therefore, junior lecturers are difficult to implement the responsibilities and tasks assigned, such as the organization and implementation of teaching; compiling teaching materials, scientific research ... Besides, there are other junior lecturers feeling fatigued, stressed in performing teaching. In particular, there are some junior lecturers who are not able to meet the requirements of teaching, and then they are ordered to do other work. Therefore, it is necessary to study theoretical and practical basis on adapting to activities of junior lecturers at the academies, universities of The People’s Public Securities to develop measures to aiming at improving adaptive level to the Junior lecturers’ teaching at the academies, universities of The People’s Public Securities, contributing to raising the quality of education and training at the academies, universities in the People’s Public Security. These years, the academies, universities in the People’s Public Security have taken measures to improve the quality of education and training at academies and schools, especially the measures to improve the quality of teaching for lecturers. However, the indepth research on adaptation to of junior lecturers’ teaching has not been mentioned. So researching on adapting to junior lecturers’ teaching at the academies, universities in the People’s Public Security is an urgent request from the practical development of academies, universities in the People’s Public Security in the current period today. 3. The purpose and tasks of the research 3.1. Purposes of the research
3 To clarify the rationale and reality of adapting to activities of junior lecturers at the academies, universities of The People’s Public Securities. The subject proposes some measures of pedagogic psychologyaiming at improving adaptive level to the junior lecturers’ teaching at the academies, universities of The People’s Public Securities. 3.2. Research tasks To achieve the purpose of the study, the subject clarifies the following: Clarifying the rationale and reality about adaptation to activities of junior teachers at academies, universities in the People’s Public Security. Study the current status on adapting junior lecturers’ teaching at academies, universities in the People’s Public Security. Develop measures of pedagogical psychology to enhance adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security. 4. Objects and scope of research and scientific theory 4.1. The object of study Adapting to junior lecturers’ teaching. 4.2. Scope of Research Limiting the object of study The degree of adaptation to junior lecturers’ teaching. Limiting the object of study There are 171 junior lecturers who have less than 5 years of experience and are under 35 years old at the People's Security Academy; People's Police Academy; College of Engineering Logistics of The People’s Public Security; The University of Fire Prevention Fire fighting. 33 managers, leaders of faculties and departments at the Academy of People's Security; People's Police Academy; College of Engineering Logistics of the People’s Public Security; The University of Fire Prevention Fire fighting. 4.3. Scientific hypothesis Adapting to the junior lecturers’ teaching at the academies, universities lecturers in the People’s Public Security is that the junior teachers have positive change, psychological adjustment to meet the requirements of the teaching at the academies, universities in the People’s
4 Public Security. If clarifying theoretical and reality of adaptation to junior teachers' activities, assessing the real situation of adaptation to their teaching, we will find measures of pedagogic psychology to enhance adaptation level to junior lecturers’ teaching at academies, universities in the People’s Public Security. 5. Rationale, reality and research methods 5.1. Rationale, reality The thesis is based on the method of Marxism Leninism and Ho Chi Minh, the Communist Party of Vietnam, the Central Police Party Committee on the formation of the psychological qualities, personality and the building of Socialist people, developing lecturers in the People’s Public Security. The thesis is based on the principles of the methodology of Marxist psychology. Factual basis of the thesis is the junior lecturers’ teaching at academies, universities in the People’s Public Security at present; reporting, summarizing the work of the teaching at academies, universities and through the survey process of junior lecturers’ teaching at academies and universities in the People’s Public Security 5.2. Research methods The thesis uses synthetically research methods in the social sciences, such as: Literature review of studies; observation; survey with questionnaires; seminar, interview; performance analysis; method portrayed; the method of data processing by mathematical statistics. 6. New contributions of the thesis The thesis has the following fundamental contributions: Developing concepts of adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security; Defining criteria for evaluating adaptation; clarify the characteristics of junior lecturers and teaching characteristics at academies, universities in the People’s Public Security. Identifying psychological structures of adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security. Assessing the situation of adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security.
5 Clarifying the factors affecting the adaptation to the junior lecturers’ teaching at academies, universities in the People’s Public Security. Proposing some measures of pedagogical psychology in order to improve the adaptation level to junior lecturers’ teaching at academies, universities in the People’s Public Security. 7. Theoretical and practical significance of the thesis Theoretical: making contributions, developing the theory of adaptation to activities of junior lecturers in general, junior lecturers at academies, and universities in the People’s Public Security in particular. In practice: providing a theoretical basis and reality for the Party Committees, the Board of Directors, the Board of Rectors of academies and universities on leadership, directing to improve quality of lecturers in general and junior lecturers in particular to meet the task of protecting national security. Also, the findings of the study are also used as references, research and academic work in teaching, educational administration and leadership at the academies and schools in general and in The People’s Public Security in particular. 8. Structure of the thesis Besides the introduction, conclusion, references and appendices, the thesis has 3 chapters, 11 sections LITERATURE REVIEW 1. The study relating to subjects 1.1. Researching the adaptation to their professional activities Occupational adaptation is the process of personal change to meet the requirements of knowledge, attitude and career skills. The authors studying the adaptation to professional activities in the world and in the country often focus on learners, who study in vocational adaptation at schools rather than agencies, businesses... Authors Peter Creed, Tracy Fallon, Michell Hood Griffth University of Australia have research on: "The relationship between occupational adaptation and vocational concerns of young people". Author R.D. Duffy and D.L. Blustein says occupation adaptability is understood as the selfdetermination of the occupation, own choice of the
6 occupation, self desire to achieve certain results in job, searching vocational schools that fit their abilities...Author T.N.B. Basinanova, D.V. Kalinhitreva consider the relationship between the intellect and occupation adaptation, psychological social adaptation. Author A.E.Golomstooc studies of "occupation choice and personality education for students". M.V. Volannen is interested in matters of vocation adaptation and social center for youth employment. Author B.Hesketh: "Adaptation to occupation psychology is to cope with every vocational change". The study, "Factors of occupation adaptation of students" posted on http:/www.jour.club.ru. reflects factors of occupation adaptation of students through the stages of the occupation adaptation process of students. Author Anna Pankova Tonnepna with the theme: "Adaptation of occupation psychology of young professionals" social intelligence research is adaptation elements of a social psychology of young professionals. Profession adaptation field is also Vietnam psychologists' interest as: Authors Dao Thi Oanh, Tran Trong Thuy conduct theoretical research to serve the research and study of lecturers and students, graduate students relating to the subject; Le Huong mentions the themeal issues of the young economy of our country, which is the link between attitudes towards work and adaptability, competitiveness of current laborers... Author Nguyen Van Ho has a lot of valuable research on vocational education and profession adaptation, especially for "Pedagogy Adaptation ". Author Duong Thi Nga, studies "Developing occupation adaptability for pedagogical college students" showed factors influencing the adaptation capacity for college students. Duong Thi Thanh Thanh, the study on factors affecting adaptation to teaching manegement of principals of Nghe An Primary Schools shows factors affecting the adaptation of the principal. In conclusion, the studies on occupation adaptation show that, the authors refer to the concept of occupation adaptation, subjective, objective factors, and specific indicators for occupation adaptation. The
7 authors have the same opinion that occupation adaptation process of adaptation to the characteristics and conditions of employment and the labor process. Occupation Adaptation is the process of adaptation shown in all three aspects of the human psychology: awareness, emotion and action. The internal factors have an important role to the level of adaptation of individual to professional activities, such as profession trends; profession building plans; the profession decisions; intellect index. However, the authors do not analyse the content of adaptation to professional activities, as well as process of specific adaptation to help the audience with better adaptation in the different occupation environments; the projects do not present some typical cases of subjects with occupation adaptation to clarify theoretical and practical issues of the study. 1.2. Research on adaptation to learning Research on adaptation to learning is studied by many foreign authors in many different aspects, from different educational levels from elementary school to university. Bren P.Allen thinks that students wanting to adapt to learning in universities must form skills: Managing strictly personal time budgets; learning skills; overpowering negative emotions to overcome the difficulties in learning, examinations; choosing the forms of learning; being active, forming habits, behaviours of profession. The work of H.W. Bernard confirms the role of positive relationships between teachers and students, to adapt to the learning activity, not only students are active to study but teachers are active in teaching. Through his study, the author points out specific measures to help students quickly adapt to learning. Chen Xinyin author of works: "Frustration of Chinese children: The importance of the development for the adaptation to a school and society". Author Ming Kung Yang and WeiChin Hsiao, publishing works "Research on the vocational adaptation of vocational school students" shows vocational school students in China with active behavior of adaptation to learning skills. P. Zettergren with the study: "The school adaptation in adolescence for normal children and children previously
8 spurned". Three psychologists as J. Hopkins, N. Malleson, I. Sarnoff study the link between academic results with the opposite sex friendships of foreign students studying in London. A.Arkoff, the author of works: "Adaptation and mental health", says that the adaptation in general of humans includes the following indicators: happiness, satisfaction, selfesteem, personal growth, personal integration, the ability to interact with the environment, independence from the environment. Author O. EPiskun with the study: "The impact of intellect characteristics to adaptation to the learning of students of technical universities". The authors C.M. Sukina, Wendy S.Grolnick; Marika Silvan studies the adaptation of primary school students and shows adaptation model; adaptation process and the working methods and pedagogical dynamic impact to help students adapt well. In Vietnam, many authors have studied the adaptation of learning of students in different ages and different environments. Author Vu Thi Nho with scientists in the work "The adaptation of learning of elementary students" considers the adaptation to learning activity a form of social adaptation and including two main aspects: firstly, adaptation to the academic relationship but mainly the relationship between teachers students; secondly, the adaptation to the requirements of the learning. Author Do Manh Ton has a study "Research on adaptation to learning and practicing of academies in the army." Author Phan Quoc Lam with the theme: "The adaption of learning of pupils in grades 1". It was found that, authors Phan Quoc Lam, Do Manh Ton, Nguyen Xuan Thuc, Le Ngoc Lan from the perspective of psychology of activities, they do research on adaptation. With them, activities are not only objects but methods of adaptation. It means that adaptation is to adapt to activities and to do this, the individual must put into operation, through their own operation. Through this process individuals acquire experience, forming the new psychological structure, helping individuals overcome these difficulties and ensure action results. Authors Nguyen Thac, Do Thi Thanh Mai, Dang Thi Lan Duong Thi Thoan, Nguyen Thi Ut Sau had the research on adaptation to the learning of students in different school environments. The
9 works have shown that students do not have suitable learning methods, which is the reason why the level of students’ adaptation is not high. Besides, the authors also developed the specific measures of pedagogical psychology to enhance the degree of adaptation to student learning. In summary, the research work on the adaptation to learning of students, students in the world and Vietnam has studied many aspects of adaptation in learning. From these studies, the authors has identified the objective criteria to measure the expression of adaptation and learning and indicated many subjective and objective factors affecting students’ adaptation process. The projects have launched several measures to help pupils and students quickly adapt to the school environment. 1.3. Adapting to teaching Some foreign authors study adaptation to teaching: Author A.I.Serbacov and A.V.Mudric with a study: "A teacher’s adaptation to profession". Author G.J.Pine with a study: "The adaptation of teachers in professional activities". Author S.N. Shcheglova with a study: "The adaptive features of secondary teachers to the value of the use of computers." Mustafa Ozturk authors have studies: "The first step to get familiar with teaching: difficulties in adaptation of junior lecturers." Author Nguyen Chi Tang has a research: "The adaptation of secondary school teachers with the application of information technology in teaching". Author Nguyen Thi Ngoc Lien with a research: "The adaptation of lecturers to training of credits at Hanoi University of Education"; Nguyen Thi Hue has a study "Psychosocial Adaptation to the teaching in training of credits of lecturer in the University of Social Sciences and Humanities, Hanoi". The study sheds light on the specific issues that teachers often encounter in the process of teaching as pedagogy, teaching skills; skills to use teaching facilities; relationships with colleagues and students. Furthermore, the authors also studied factors affecting the adaptation of teachers to teaching. The authors have shown concepts of adaptation to teaching; offering criteria for evaluating the adaptation of lecturers based on the transformation, change the psychology of junior lecturers in terms of awareness, attitudes and actions to the conditions, circumstances and requirements in teaching; showing the subjective, objective elements,
10 affecting adaptation of junior lecturers; proposing measures to help lecturers adapt well. 2. General evaluation of the results of research works published and the problems posed the thesis should focus on solving 2.1. General evaluation of the results of research works published General evaluation of the results of research works published the authors refers to the basic problems of adaptation such as the nature, origin and types of adaptation and application problems adaptive psychology in practice. In the studies conducted, the authors not only focus on clarifying issues of adaptation in terms of theory but also try to understand the real situation of the issues on specific sample, indicating features and the factors affecting the adaptation. The domestic and foreign authors mainly study adaptation to learning of pupils, students in the learning environment at the school. Not many studies on adaptation of teachers at the academies, the schools or training establishments. In particular, it should be recognized the efforts of several authors in the application of their own research results into practical activities through experiences impacting studying objectivity to increase the efficiency of processes of adaptation. However, so far, there are not any research projects on adaptation to junior lecturers’ teaching at academies and universities in the People’s Public Security. 2.2. Problems the thesis focuses solving On the basis of a review of studies on adaptation and to perform the tasks of research, thesis should focus on the following issues: Studying concepts, nature, adaptation structure of junior lecturers to teaching at the academies, universities in the People’s Public Security. Studying the human’s expression of adaptation to activities in different environments. On that basis, determining criteria for evaluating junior teachers’ adaptation to teaching at academies, universities in the People’s Public Security; pointing out the basic elements affecting adaptation to teaching of junior teachers at academies, universities in the People’s Public Security. Assessing the level adaptation to activities of junior lecturers at the academies, universities in the People’s Public Security. Studying measures is to enhance the level of adaptation human in activities in different environments. Thereby, identifying measures of
11 pedagogical, scientific psychology, feasibility is to raise the level of adaptation activities of junior lecturers at the academies, universities in the People’s Public Security. Chapter 1 RATIONALE AND PRACTICE OF ADAPTATIONTO TEACHING OF JUNIOUR LECTURERS AT THE ACADEMIES, UNIVERSITIES OF THE PEOPLE’S PUBLIC SECURITY 1.1. The basic concepts 1.1.1. Adaptation On the basis of synthesis of views and different definitions of adaptation, adaptation can be understood Adaptation is a process of human’s positive change, psychological adjustment to meet the requirements of the new environment, to ensure efficiency of activities. 1.1.2. Teaching Teaching is a purposeful, organized process, uniformly coordinating between the teaching and learning to equip people with the knowledge, skills, professional technique, develop ability of creation, and educate necessary personality qualities for learners. 1.1.3. Adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security 1.1.3.1. Junior lecturers Junior lecturers are defined as those new to the profession, who are at the age from 22 to 35 and have less than 05 years teaching at the academies, universities in the People’s Public Security. 1.1.3.2. Adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security Adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security is a process of junior lecturers’ positive change, psychological adjustment to meet the requirements of the academies /universities to ensure teaching effective. 1.2. Psychological structure to adapt to junior lecturers’ teaching at the academies, universities in the People’s Public Security
12 1.2.1. Awareness components Awareness of junior lecturers for teaching at academies and universities in the People’s Public Security is that they grasp objectives and requirements of teaching; understand the characteristics of teaching at academies, universities in the People’s Public Security; properly understand fully responsibilities and duties of junior lecturers; be self aware of oneselves, of expertise, teaching methods, the social relationships taking place at academies, universities in the People’s Public Security. Awareness of the goals and requirements of teaching Awareness of the characteristics of teaching Awareness of the responsibilities and duties of teachers Awareness of teaching specialties Awareness of teaching methods Awareness of social relationships taking place at academies, universities in the People’s Public Security. Selfawareness of oneself 1.2.2. Emotional elements Emotions of junior lecturers for teaching at the academies, universities in the People’s Public Security is the vibe of junior lecturers to satisfaction or dissatisfaction with demand of performance requirements and tasks of junior lecturers’ teaching at academies, universities in the People’s Public Security. 1.2.3. Action elements Action of junior lecturers in teaching at academies, universities in the People’s Public Security is the tasks that teachers must follow the requirements of the academies, universities in the People’s Public Security. The action group to perform the tasks of teaching: Developing teaching plans, syllabus; lesson plans; classroom teaching institutions; organizing examination and evaluation of learning of students; doing scientific research; compiling teaching materials; guiding students to self study.
13 Action Group implementing the social relations: implementing relationships with colleagues; implementing relationship with the leadership; implementing relationship with students. Psychological structure to adapt to junior lecturers’ teaching is composed of three basic elements. Each element is different position, different roles but they have interaction and a close relationship with together. Among them, actions to implement teaching are the key element, mainly, the conditions and means of adaptation, which strongly dominates the other components. Awareness is elements supplying raw material of the adaptation to junior lecturers’ teaching. Emotion is a factor stimulating adaptation. Dialectical relationship between the elements serve as the foundation, the basis, and promoting, regulating adaptation to junior lecturer’s teaching. Therefore, academies, universities in the People’s Public Security should take measures impacted from the universities, faculties and departments in a coordinated and unified way to form adaptive psychological structure of junior lecturers, to improve quality of training of academies and schools. 1.3. Characteristics of junior lecturers and characteristics of teaching at the academies, universities in the People’s Public Security 1.3.1. Features of junior lecturers at the academies, universities in the People’s Public Security The psychophysiological indices achieved high growth rates Career Trends which have formed and they are slowly stabilizing The level of knowledge of politic and professional skills meets basic requirements of teaching. Diversity of culture and major trained 1.3.2. Features of teaching at the academies, universities in the People’s Public Security As organized, highly disciplined Requiring political knowledge and professional skills of police Following closely protection and security, social order and safety of the People’s Public Security sector 1.4. Basic factors affecting adaptation to junior lecturers’ teaching 1.4.1. Subjective factors
14 Interest in learning Skills performing teaching Will to overcome difficulties in performing junior lecturers’ teaching Ability to control emotions 1.4.2. Objective factors Interest and proper, timely guide of leaders of faculties and departments to junior lecturers’ adaptation Interest and support of senior lecturers Proper implementation of the responsibilities and duties of staff and leaders of educational administration Remuneration policy of the universities for lecturers 1.5. Basic criteria for assessing the adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security 1.5.1. Group of criteria reflecting adaption through perceptions of junior lecturer to teaching The extent of grasping objectives, requirements of education and training of academies, schools of junior lecturer in public; The awareness of the responsibilities and duties of junior lecturer; The level of mastering teaching of junior lecturers; Junior lecturers know well about teaching methods, learners Junior lecturers are aware of the requirements and command in the People’s Public Security; Junior lecturers learn about social relationships taking place at academies, universities in the People’s Public Security; selfawareness about one selves. 1.5.3. Group of criteria reflecting adaptation through the feelings expressed by the satisfaction of junior lecturers Satisfaction of junior lecturers for result of implementing teaching. Satisfaction of junior lecturers on the relationship of school: make relationships with colleagues, leaders and practitioners. Satisfaction of junior lecturers about the relationship of academies, the schools: remuneration for lecturers; management of academies,
15 universities, faculties/departments; the facilities of academies and universities. 1.5.4. Group of criteria reflecting adaption through result of implementing teaching junior lecturers Results of the implementing teaching the basic actions: Building teaching plans, syllabuses; lesson plans; classroom teaching; test and evaluation; scientific research; compiling teaching materials; selfstudy tutorials, selfstudy. Results of the implementing relations at academies, the schools. Chapter 1 concluding remark Adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security is a matter of high practical significance. Adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security is the process of junior lecturers’ positive change, psychological adjustment to meet the requirements of the academies/ universities, and ensure teaching effective. Adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security is influenced by subjective and objective factors. Among them, subjective factors play a decisive role to level of adaptation to junior lecturers’ teaching at the academies, universities in the People’s Public Security. Features of junior lecturers and teaching at the academies, universities in the People’s Public Security have special content, in accordance with professional activities in the People’s Public Security. Raising the level of adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security is to form, develop the components in psychological structure and factors affecting adaptation to junior lecturers’ teaching at the academies, universities in the People’s Public Security. Assessing the level of adaptation of junior lecturers should be based on groups of criteria: the group of criteria reflecting cognitive adaptation of junior lecturers to teaching; the group of criteria reflecting the adaptation of operational performance of junior lecturers’ teaching; the group of criteria reflecting the adaptation of satisfaction of junior lecturers.
16 Chapter 2 ORGANIZATION AND METHODS OF RESEARCH 2.1. Theoretical studies (conducted from 07/2012 07/2013) 2.2. Practical studies (from 7/2013 8/2014) Observation Survey with questionnaires Interviewing Getting experts’ opinions Analyzing performance results Processing information Empirical impact Describing a typical portrait Chapter 2 concluding remark To ensure that the research project is scientific and reliable " Adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security", the thesis has used many basic methods of research in psychology such as text analysis; observation; investigation by questionnaire; interviews, expert; case studies; impact experiment. The methods of theoretical research focus on analysis, clarifying the rationale of theme: the concept of adaptation, psychological structure adapting to junior lecturers’ teaching at academies, universities in the People’s Public Security The methods of empirical research to analyze to junior lecturers’ level of adaptation to teaching at academies, universities in the People’s Public Security; evaluating situation and analyzing factors affecting junior lecturers’ adaptation to prove the hypothesis of the thesis. On the basis of theoretical and practical research on adaptation to junior lecturers’ teaching, thesis uses empirical methods to prove the correctness of the theory of the thesis. Experimental methods are deployed specifically, thoroughly, ensuring the reliability of research results. From the results obtained, the thesis builds measures of
17 pedagogical psychology to improve adaptation to junior lecturers’ teaching at academies, universities in the People’s Public Security. The research methods was developed specifically for the purposes, research tasks, consistent with the requirements, conditions, circumstances practices, ensuring scientific and reliability. Chapter 3 RESULTS 3.1. The adaptation to teaching of junior lecturers at academies and universities of the People’s Public Security 3.1.1. General result The mean on the scale of junior lecturers’ adaptation to teaching is 1.92 and the standard deviation is 0.56. It shows that majority of junior lecturers have relatively high and high adaptation to teaching at academies and universities of the People’s Public Security (appendix 5). General adaptation The adaptation is classified into 5 levels: very high adaptation, high adaptation, moderate adaptation, low adaptation, very low adaptation. The research revealed that very high adaptation presents 19.9%, high adaptation is 67.8% and low adaptation is 12.3%. It can be concluded that most of junior lecturers adapted to teaching at academies and universities of the People’s Public Security. The adaptation in terms of cognition, emotion and action The mean of cognition is 1.8, action is 2.01 and satisfaction is 2.00. The statistics affirm that cognition adaptation of junior lecturers is better than action and attitude one. The adaptation in terms of gender As far as the adaptation is considered, there is no clearcut difference in gender since male lecturers’ very high and high adaptation are 87.5% and females’ are 88.7%. The adaptation in terms of teaching experience The adaptation of junior lecturers tends to increase in accordance with longer teaching experience. Lecturers with 1 year,2 years, 3 years, 4 years, 5 years of experience have 70%, 89%, 86%, 93% and 93% of
18 adaptation respectively. The lecturers with 4 or 5 year of experience got accustomed with teaching environment at academies and universities of the People’s Public Security. It means that teaching experience is one of the factors affecting the junior lecturer’s adaptation to teaching. 3.1.2. The junior lecturer’s adaptation to teaching in terms of cognition The adaptation in terms of cognition The adaptation in terms of cognition is 36.8% very high, 46.2% high, 17.0% moderate, 0% low and very low. It can be concluded that most of junior lecturers are fully aware of requirements, duties and responsibilities to take as well as teaching features at academies and universities of the People’s Public Security. Forms of cognition Of 13 forms of cognition investigated, junior lecturers have deeper awareness in 3 ones, i.e. significance and role of the subjects they are in charge of (mean = 1.67), objective and requirement of teaching imposed by their institutions (mean = 1.70), responsibility and duty they have to take (mean = 1.73). The statistics indicate that a large number of lecturers are conscious of the important role of learners in teaching (mean = 1.81). 3.1.3. The adaptation in terms of junior lecturer’s satisfaction with teaching Junior lecturer’s satisfaction with teaching Majority of lecturers are very satisfactory or satisfactory with teaching at their academies or universities (83.63%). Only 16.37% of them did not have their own answers. There are no junior lecturers who are unsatisfactory. Forms of satisfaction Of 13 forms of cognition investigated, junior lecturers have greater satisfaction in 3 ones, i.e. the rapport with colleagues (mean = 1.89), the rapport with leader (mean = 1.91), the rapport with students (mean = 1.94). The junior lecturers are the most unsatisfactory with 3 forms: the facility (mean = 2.58), policy on lecturers (mean = 2.53), the management of institutions, department (mean = 2.32). 3.1.4. The adaptation in terms of teaching achievements
19 Junior lecturer’s teaching achievements Regarding to 8 basic activities of junior lecturers, the mean is 2.01 and the standard derivation is 0.62. The statistics demonstrate that junior lecturer’s adaptation to teaching activities is rather high. However, it is lower in comparison with general adaptation (mean = 1.92). 17.5% junior lecturers undertook teaching activities with good quality, 64.9% with moderate quality, 16.4% with average quality, 1.2% with below average quality and 0% with weak quality. It can be seen that most of junior lecturers have done teaching activities quite well to meet the demands and objectives of their institutions. However, 30 in 171 research subjects (17.6%) have average and below average adaptation. Forms of teaching activities undertaken by junior lecturers. The best activity is “maintaining the rapport at academies/universities” (mean = 1.77) followed by “Lecturing” (mean = 2.201) and “designing lesson plan, lesson outline” (mean = 2.203). The worst activities are “compiling material” (mean 2.35) and “carrying research” (2.37). 3.2. The factors affecting the adaptation to teaching of junior lecturers at academies and universities of the People’s Public Security 3.2.1. Subjective factors The study reveals that the majority of lecturers have defined the factors affecting their adaptation to teaching including teaching motivation, difficulty overcoming spirit, and emotion control. These factors are considered strongly affected and moderately affected. However, 10% subjects were not sure about the factor “difficulty overcoming spirit” and 5% regarded it as a factor that least affecting their adaptation. Similarly, 11% were not sure about “emotion control” and 7% believed it was least affecting factor. “Teaching motivation” is the factor that is believed strongly affecting the adaptation to teaching. “Teaching techniques” is another factor that the heads of departments and junior lecturers thought to play an important role in affecting adaptation to teaching (mean = 2.01). “Difficulty overcoming spirit” and “emotion control” are essential factors affecting lecturers’ adaptation.
20 3.2.2. Objective factors There are 4 basic objective factors affecting junior lecturer’s adaptation: the care, encouragement, support from colleagues; the care and leadership from department leaders; the proper responsibility and duty of educational managers; the management of institutions towards junior lecturers. These 4 factors are supposed to strongly and very strongly affect from 79% to 97%. However, 21.2% lecturers were not sure about the factor “the management of institutions towards junior lecturers”. The factor “The care and leadership from department leaders” ranks first followed by “the proper responsibility and duty of educational managers”. “The care, encouragement, support from colleagues” play an important part to affect junior lecturer’s adaptation as well as their emotion. It ranks the third. 3.3. Measures of pedagogical Psychology to enhance junior lecturer’s adaptation at academies and universities of the People’s Public Security 3.3.1. Generate positive motivation and attitude of teaching job 3.3.1.1. Regarding academies and universities Improve junior lecturer’s awareness of their role, responsibility in education Generate and maintain teaching motivation of junior lecturers. 3.3.1.2. Regarding junior lecturers Selfimprove their personalities as teachers Selfimprove their personalities as public security officers 3.3.2. Reinforcing junior lecturer’s teaching competence Regarding Communist Party Board, Director Board Reinforcing teaching competence Reinforcing pedagogical competence Reinforcing public security – related competence Regarding department leaders Indicating the role, responsibility of junior lecturers and assigning them specific tasks Inspecting and evaluating junior lecturer’s progress in teaching every month, every term, every academic year.