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VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

VU THI THANH HIEN

ATTITUDE TOWARDS CAREER OF KINDERGARTEN
TEACHERS IN THE CENTRAL HIGHLANDS PROVINCES

Major: Psychology
Code: 9.31.04.01

SUMMARY OF DOCTORAL THESIS ON PSYCHOLOGY

HANOI - 2019


The Thesis is completed in: Graduate Academy of Social Sciences,
under directly Vietnam Academy of Social Sciences.

Scientific Instructors:
1. Assoc. Prof. Ph.D. Phan Trong Ngo
2. Assoc. Prof. Ph.D. Le Minh Nguyet

Reviewer 1: Prof. Ph.D. Tran Quoc Thanh
Reviewer 2: Assoc. Prof. Ph.D. Truong Thi Khanh Ha
Reviewer 3: Assoc. Prof. Ph.D. Tran Thi Minh Hang

The Thesis is defended at Thesis Review Council at the level of:
Graduate Academy of Social Sciences
At:…. hour…. , day…. month …. 2019

Further information of the Thesis can be found in:
- National Library
- Library of Graduate Academy of Social Sciences, under directly
Vietnam Academy of Social Sciences.


INTRODUCTION
1. The urgency of the topic
Attitude towards career is one of the most important factors determining
quality of career and success in work. Many studies on attitudes have shown that
positive attitude towards career are proportional to success. Having a positive attitude
toward the career will be a motivation for every individual to work effectively.
Early childhood education is the first level of education in the national education
system. This educational level plays an important role in human development strategy.
The teacher, therefore, is the leading element that determines educational quality and
realizes educational goals. Improving teacher’s quality is considered as the breakthrough
and focus of the fundamental and comprehensive innovation of education, including the
contingent of kindergarten teachers.
Kindergarten teachers undertake the responsibly of taking care and educating
children from 0 to 6 years old. In addition to the general characteristics of pedagogical
workers shown in other educational levels, kindergarten pedagogical workers also have
certain characteristics. The subjects for kindergarten pedagogical activity are kids from 3
months to 6 years old who are in the age of fast and strong development both
physically and psychologically therefore kindergarten teaches not only takes the
responsibility of educating the children but also taking care of the, nurturing and
protecting them in all activities at the kindergarten schools.
In addition to these above characteristics and the requirements of professional
standards for kindergarten teachers in terms of quality and competence, the fact that
kindergarten teachers must have a positive attitude towards career plays an extremely
important role. However, the reality of attitude towards careers of kindergarten

teachers is alarming. Besides the beautiful examples of kindergarten teachers having
positive attitude toward career, there are many kindergarten teachers showing
negative expressions that contrary to professional ethnics, and involving in
kindergarten children violence causing anger in public. It can be said that one of the
causes of these heartbreaking incidents finding the root from a part of kindergarten
teachers who have not shown positive attitude towards career.
Together with the whole country, the Central Highlands is carrying out the task
of fundamental and comprehensive innovation in education and has shown
remarkable changes in all aspects. Nevertheless, compared to the whole country, the
Central Highlands has still faced lots of socio-economic difficulties, especially in
remote and ethnic minority communes, where infrastructure is limited raising worries
in kindergarten teachers and leading to negative attitude towards career which
resulted in ineffective professional activities.
In recent years, in the country as well as in the world, psychologists have paid
much attention to the research of the attitude and attitude toward career of the
workers. However, until now in Vietnam, there has been no research on attitude
towards career of kindergarten teachers.
For the above reasons, we realize that improving attitude towards career of
kindergarten teachers in the Central Highlands provinces, thereby improving the
quality of kindergarten teacher contingent, contributing to ensuring the educational
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development strategy of the Central Highlands is an urgent demand. That is the
reason why we choose the research topic: “Attitude towards career of kindergarten
teachers in the Central Highlands Provinces”
2. Research purposes and tasks
2.1. Research purposes
Building up a theoretical framework, evaluating the reality of expression of
attitude and factors affecting the reality; On that basis, proposing as well as

experimenting some psychological pedagogical measures aiming at building up
positive and proper attitude towards career of kindergarten teachers in the Central
Highlands provinces.
2.2. Research tasks
2.2.1. Overview of domestic and foreign research on the attitude towards
career and attitude towards career of kindergarten teachers.
2.2.2. Building up some basic theoretical issues on the attitude towards career
of kindergarten teachers
2.2.3. Surveying the reality of attitude towards career of kindergarten teachers
in the Central Highlands provinces, determining factors affecting that reality.
2.2.4. Experimenting some psychological and pedagogical measures to
enhance the attitude of attitude towards career of kindergarten teachers in the
Central Highlands provinces
3. Research subjects and scope
3.1. Research subject: The expressions of attitude towards career of kindergarten
teachers in the Central Highlands provinces.
3.2. Research scope
3.2.1. Scope of research content
The thesis only studies the expressions of attitude towards career of kindergarten
teachers in the Central Highlands provinces through the following aspects: Attitude
towards children; attitudes towards career value; attitude towards child caring and
educational activities and attitude towards learning and fostering activities to enhance
the professional qualifications and skills.
3.2.2. Scope of research area
- Researching the reality in 3 provinces of Dak Lak, Dak Nong and Gia Lai,
including; 6 schools in the region having favorable socio-economic conditions
(region 1), 6 schools in the region having socio-economic difficulties but have been
temporarily stabilized (region 2), 6 schools in the region having extremely socioeconomic difficulties (region 3)
- Carrying out pedagogical experiments at kindergarten schools in Dak Lak province.
3.2.3. Scope of research object

Total survey participants: 395. Among them, the exploratory survey
participants: 30 (28 kindergarten teachers; 2 managers); the official survey
participants: 347 kindergarten teachers, 18 managers.
Experimentally impacted participants: 36; Control participants: 34
In-depth interview participants: kindergarten teachers: 10, managers: 10,
Parents: 10
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4. Approaches, research methods and scientific hypotheses
4.1. Approaches
- Activity approach
- System approach
- Specific historical approach
4.2. Research methods (presented in chapter 3)
4.3. Scientific hypothesis
The majority of kindergarten teachers in the Central Highlands provinces have
average attitude towards career of kindergarten teachers expressed through their
cognition, emotion and action in 4 areas: children; career value; children care and
education activities and learning and fostering to improve professional qualifications.
There are many factors affecting attitude towards career of kindergarten
teachers in the Central Highlands provinces, including both subjective and objective
factors, in which objective factors have stronger influence than subjective factors.
It is possible to enhance attitude towards career of kindergarten teachers in the
Central Highlands provinces positively by impacting on the cognition of kindergarten
teachers with psychological pedagogical measures
5. New contributions of the thesis
5.1. Theoretical contribution
The research results of the thesis have contributed to clarifying the theoretical
issues about attitude towards career of kindergarten teachers. Specifically: The thesis has

built up the concept of attitude, especially the attitude towards career of kindergarten
teachers, along with transformed the concept of attitude towards career of kindergarten
teachers into measurable indicators; identified attitude toward career through 3 aspects:
cognition, emotion and behavior; developed criteria to evaluate attitude towards career
of kindergarten teachers including: the readiness and attitude tendency.
5.2. Practical contribution
The thesis has developed a set of survey tools on the attitude towards career of
kindergarten teachers; the research results of the thesis has brought into light the level
of expression of the attitude towards career of kindergarten teachers in the Central
Highlands provinces, together with pointing out the factors affecting that reality;
proposing measures as well as experimenting pedagogical measures aiming at
changing attitude towards career of kindergarten teachers in a positively. The thesis
can be used as a reference for early childhood education managers and kindergarten
teacher training institutions to determine criteria for evaluating and fostering
kindergarten teachers.
6. The theoretical and practical significance of the thesis
6.1. Theoretical significance
The research results on theory contribute to clarifying and enriching the theory
of attitude in psychology, attitude towards career, attitude towards career of
kindergarten teachers in Pedagogical Psychology, Social Psychology and Pedagogics.
The research results can also be used as the theoretical materials in teacher training
and fostering activities, in psychological research and educational science.
6.2. Practical significance
Results of the reality of attitude towards career of kindergarten teachers in the
3


Central Highlands provinces and the factors affecting that reality will be a source of
practical materials to help pedagogical universities and educational managers develop
training strategies to develop the contingent of teachers, especially the contingent of

kindergarten teachers in regions with economic difficulties and ethnic minority as
well as to enable kindergarten teachers to self-recognize and self-evaluate the own
attitude towards career.
The proposed impact measures and empirical verification measures will be the
references in regular training activities to enhance the attitude towards career of
kindergarten teachers, as well as to help kindergarten teachers adjust their attitudes
towards careers positively.
7. Structure of the thesis
In addition to the introduction, conclusion, recommendations and lists of
references, the thesis structure includes 4 chapters:
Chapter 1: An overview of the attitude towards career of kindergarten teachers
Chapter 2: Theoretical basis for the attitude towards career of kindergarten teachers
Chapter 3: Research organization and methods
Chapter 4: Practical research results of the attitude towards career of
kindergarten teachers in the Central Highlands provinces.

CHAPTER 1
AN OVERVIEW OF THE ATTITUDE TOWARDS CAREER OF
KINDERGARTEN TEACHERS
1.1. Studies on attitude
Attitude has been studied by many schools in the field of psychology with
many different approaches
1.1.1. Study on attitude as a personal psychological function
1.1.1.1. Study on attitude as a personal subjective category in the interaction
between society and individuals like the following authors:
Gordon Allport Stephen Worchel - Wayne Shebillsue, R.S. Feldman; Richard J.
Gerrig and Philip G. Zimbardo; Nicky Hayes; A.Ph. Lazuxki; V.A.Iadov; D.N.Uznatze.
Pham Minh Hac; Tran Trong Thuy, Nguyen Quang; Vo Thi Minh Chi
1.1.1.2. Study on the function of attitude
This is one of the approaches in attitude studies that are common in the US and

some Western countries. The authors having research in this direction are
W.I.Thomas and F.Znaninecki, R.A.Likert, R.T.La Piere, G.P.Allport, M. Sherif
(1960,1961), M.L. DeFleur and F.R. Westie (1963), M. Rokeach (1968), McGuire
(1969), T.M. Ostrom (1969), M. Fishbein and I. Ajzen (1972,1975), ...
In Vietnam, psychologists who study the achievements of world psychology and
home psychology reality have given some basic views on the position, the role of attitude
in practical activities. Typical psychologists can be named as Pham Minh Hac, Nguyen
Quang Uan, Tran Hiep, Le Duc Phuc, Vu Dung, Le Van Hao and many others, etc.
1.1.2. Studies on the structure and expression of individual attitude
The popular views on attitude consists of three components: cognition, emotion4


and behavior given by M. Smith in 1942 and later Krech, Crutchfield & Ballachey have
been recognized by many psychologists such as Breckler, McGuire, Rosselli, Skelly &
Mackie; Tesser & Martin, Petty, Wegener & Fabrigar, etc. and generally referred to as
the CEB framework (Cognitive, Emotional, and Behavioral Framework).
1.1.3. Study on the formation and change of personal attitude
Typical authors are: Tesser; Hovland, Janis and Kelley; Bandura of Larsen;
Coleman; Forbes and Johnson, Abramson, Baker and Caspi
1.1.4. Study on the attitude measuring methods
Typical authors are: Bogardus; Thurstone and Chave; Likert
Edward Jones and Harold Sigall; Petty and Fabrigar; Larsen and Minton; group
of authors Larsen, Cary, Chaplin, Deane, Green, Hyde and Zuleger; A.W. Wichker;
group of authors Larsen and Le Van Hao
1.2. Studies on the attitude towards career of kindergarten teachers
1.2.1. Studies on attitude towards career
Attitude towards career is one of the issues that have attracted the attention and
research in the Western in the very early day. Since the first half of the twentieth
century, some Western researchers have begun to focus on this issue, typical authors
can be named as follows:

Chester Barnard (1938) and Simson (1974); R. Turner Lawrence and BloodHulin; Allport GW, Vernon PE; Kluckhohn C (1983), Mortimer JT, Finch M.
Shanahan M, Ryu S (1992)
In Vietnam, there are authors doing the same research such as Pham Minh Hac,
Nguyen Khac Vien, Tran Hiep, Do Long, Nguyen Quang Uan and Le Ngoc Lan.
There are a number of studies on attitude towards career based on attitude theory,
these studies mainly focus on the reality of attitude towards specific issues, from
which proposing measures and how to form positive attitudes of the objects towards
the research issues, these names can be list as Phan Ngoc Anh and partners, Bui Thi
Thanh, Phi Thi Nguyet Thanh, Pham Manh Ha, Le Thi Thanh Huong, Tran Thi
Thanh Huong, Doan Van Dieu, Nguyen Thi Hoa, Nguyen Thi Thuy Huong, etc.
1.2.2. Studies on the attitude towards career of the teachers
The attitude towards career of teachers have not attracted the research attention of
scientists. The research on the teaching attitude of university lecturers by author Nguyen
Thi Tinh posted in the Journal of Psychology No. 8/2009 can considered as a rare study.
CONCLUSION OF CHAPTER 1
Through the research overview, it can be seen that psychologists have studied
attitudes, the attitudes, attitude towards career and attitude forming and developing
factors under many angles, some authors have relied on many premise theories to
consider attitudes with different purposes.
There is a variety of research works on attitude and attitude towards career.
However, the studies have just described in-depth the structure and function of
attitude; analyzed the attitude reality through public questionnaires, but not deeply
studied the level and expression of attitude towards its objects in specific situations
and conditions. This is an open tendency for us to study this issue.
Particularly, the studies on attitude in Vietnam focus only on studying the
5


attitude towards career of pupils, students, young employees, civil servants and
lecturers; there have not still found any sufficient, systematic and in-depth studies on

the attitude towards career of kindergarten teachers. Therefore, the study of “Attitude
towards career of kindergarten teachers in the Central Highlands provinces” will
contribute to clarifying the above issue.

CHAPTER 2
THEORETICAL BASIS FOR THE ATTITUDE TOWARDS CAREER
OF KINDERGARTEN TEACHERS
2.1. Attitude towards career
2.1.1 Attitude
2.1.1.1. Concept of attitude
Attitude is the readiness of the subject towards the object in a certain direction
(positive or negative) expressed by the cognition, emotion and behavior of the subject.
2.1.1.2. Expression of attitude
Attitude is expressed in three components of cognition, emotion and behavior.
The unity of these three components constitutes a definite attitude of the subject. In
order to have an attitude towards a certain object, the subject must comply with the
rule: firstly, people must have the understanding(cognition) about the object; that
understanding will be the basis for orienting emotions - feelings for the object (lovehate, likes-dislike); after that, through the certain cognition and emotion towards the
subject, the subject will show specific behaviors with the object. Depending on each
situation, one of these three components will occupy a dominant position, ruling over
the attitude of each individual.
2.1.1.3. Criteria for evaluating attitude
In the framework of this thesis, to measure the attitude towards career of kindergarten
teachers, we focus mainly on two criteria: the readiness and attitude tendency.
- Readiness of attitude: It is necessary to define if personal expression target to
the object. The readiness is the basis of cognitive, emotional and behavioral
responses, helping individuals develop a positive attitude towards the object who has
found values and benefits that satisfy the personal needs or a negative attitude
towards the object that the individual found unrewarding”
- Attitude tendency: is the subject's reaction to the object in certain direction,

positively or negatively (is the cognition of phenomena by positive or negative point
of view) expressed in cognition emotion and behavior towards subjects in a positive
or positive way.
2.1.2. Attitude towards career
2.1.2.1. Concept of career
Career is a field of labor activity in which, thanks to the scientific training
according to the professional training process with certain standards, people have the
qualities, knowledge and skills to create the material or spiritual products that meet
the needs of society.
6


2.1.2.2. Concept of attitude towards career
Attitude towards career is the readiness of workers to career activities in a
certain direction (positive or negative), through cognition, emotion and behavior.
2.2. Attitude towards career of kindergarten teachers
2.2.1. Kindergarten teacher career:
2.2.1.1. Concept of kindergarten teacher career:
Kindergarten teacher career is a profession trained with professional knowledge
and skills on taking care and educating children from 3 months to 6 years old.
2.2.1.2. Concept of kindergarten teachers
Kindergarten teachers are persons working in early childhood; education
establishments, taking care of and educating children from 3 months to 6 years old.
The trainings have provided teachers with qualities and capabilities of early childhood
education, a system of knowledge about the development of psychophysiology of
children aged from 0 to 6 years; professional methods, care and education skills for
kindergarten children to meet social requirements.
2.2.2. Concept of attitude towards career of kindergarten teachers
The attitude towards career of kindergarten teachers is the readiness to head to
care and education skills for kindergarten children in a certain direction (positive or

negative) expressed through the career cognition, emotion and behavior of the teachers
2.2.3. Expression of attitude towards the career of kindergarten teachers
Attitude towards career of kindergarten teachers is expressed through three
aspects: career cognition, emotion and behavior of the kindergarten teachers
2.2.4. Criteria for evaluating attitude towards career of kindergarten teachers
2.2.4.1. The readiness in the attitude towards the career of kindergarten teachers
The readiness in the attitude towards the career of kindergarten teachers
expressed in the orientation to career of the kindergarten teachers which is
concretized by levels of readiness, from low to high. The expressions are found in
being ready for career cognition, emotion and behavior.
2.2.4.2. Attitude tendency towards the career of kindergarten teachers
The attitude tendency towards career of kindergarten teachers is reflected
positively or negatively through the career cognitive tendency, emotional tendency
and behavioral tendency of the kindergarten teachers.
2.3. Factors affecting the attitude towards career of kindergarten teachers
- Subjective factors: Career responsibilities, career qualifications, career age
and experience, emulation achievements.
- Objective factors: Working locations, local culture, salary and remuneration
regime of the State for teachers and pedagogical contingent; the evaluation,
recognition and honor of schools, parents, and society
CONCLUSION OF CHAPTER 2
Through reviewing and analyzing the concepts of attitude of domestic and foreign
authors, we build up, in this thesis, the concepts of attitude and attitudes towards career
of kindergarten teachers; identifies the expressions, criteria for evaluating attitudes and
factors affecting attitude towards career of kindergarten teachers.
Attitude is the readiness of the subject towards the object in a certain direction
(positive or negative) expressed by the cognition, emotion and behavior of the subject.
7

Attitude towards career is the readiness of workers to career activities in a
certain direction (positive or negative), through cognition, emotion and behavior.
The attitude towards career of kindergarten teachers is the readiness to head to
care and education skills for kindergarten children in a certain direction (positive or
negative) expressed through the career cognition, emotion and behavior of the teachers
Attitude towards career of kindergarten teachers is expressed through three
aspects of cognition, emotion and behavior and is evaluated by two criteria: the
readiness and attitude tendency.
The attitude towards career of kindergarten teachers in the Central Highlands
provinces has been influenced by many factors, including both subjective and
objective ones. Subjective factors can be listed as career responsibilities, career
qualifications, career age and experience and emulation achievements. Objective
factors can be listed as: working locations, and local culture; salary and remuneration
regime of the State for teachers and pedagogical contingent; the evaluation,
recognition and honor of schools, parents, and society.

CHAPTER 3
RESEARCH ORGANIZATION AND METHODS
3.1. Research organization
3.1.1. Research content
3.1.1.1. Theoretical research
- Overview of research works on attitude towards career and attitude towards
career of kindergarten teachers.
- Analyzing, generalizing and systematizing basic concepts such as: attitude,
career, attitude towards career, attitude towards career of kindergarten teachers.
- Identifying factors affecting attitude towards career of kindergarten teachers.
3.1.1.2. Practical research
Researching the expression and identifying the factors affecting the attitude
towards career of kindergarten teachers in the Central Highlands provinces.
Experimenting psychological and pedagogical measures to enhance the attitude

towards career of kindergarten teachers in the Central Highlands provinces positively.
3.1.2. Select research objects:
- Exploratory surveys: 30
- Mass surveys: 347
- Interview: 10 kindergarten teachers, 10 managers and 10 parents
- Observation: 4 kindergarten teachers (from the mass surveys)
- Impacted experimental sample: 36 experimental participants, 34 control
participants
3.1.3. Research area
3 provinces of Dak Lak, Dak Nong and Gia Lai. Dak Lak. Kindergarten teachers
participating in the research were chosen from different socio-economic regions.
3.1.4. Steps to conduct research
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Step 1: Develop a theoretical framework
Step 2: Develop a research tool set.
Step 3: Experiment and correct the research tool set
Step 4: Collect data
Step 5: Propose impact measures
Step 6: Conduct experiments
Step 7: Process the collected data and write the thesis
3.2. Research Methods
3.2.1. Methods of researching documents
Collecting and processing information to build theoretical and methodological
bases for research issues.
3.2.2. Expert method:
Using expert methods to enlist the contributed opinions of experts who have
much experience in the fields of psychology, pedagogics and educational reasoning
to build a theoretical framework, design research tools for processing and interpreting

data, etc.
3.2.3. Questionnaire method
This method is to collect the information needed to serve the research topic.
We have developed 2 sets of questionnaires on basic content related to research
issues for kindergarten teachers and managers.
The process of questionnaires building-up is conducted in two steps:
a. Prepare questionnaires and conduct surveys to complete the questionnaires
b. Quantify the information obtained from the questionnaires
In order to quantify the information obtained from the questionnaires, we
designed 5 answers for each question, corresponding to the low-to-high levels which
is calculated equivalently by points from 1 to 5.
The maximum GPA (Grade Point Average) is 5, the minimum is 1. The higher
the point the teacher achieved, the higher the expression of attitude is appreciated.
The quantitative point for each level is determined based on the normal distribution,
which means that GPA of the whole research sample and the Standard Deviation
(SD). Specifically, the basis for dividing point ranges is as follows:
Level 1 GPA - 2SD ≤ Level 2 < GPA - 1SD
GPA - 1SD ≤ Level 3 GPA + 1SD ≤ Level 4 Level 5 ≥ GPA + 2SD
3.2.4. In-depth interview method
After processing and preliminarily analyzing the results of practical surveys on
a large scale, the remaining problems shall be continued to explore through in-depth
interviews.
3.2.5. Experimental pedagogy method
Experimenting the psychological impact measures to the cognition of
kindergarten teachers to improve the attitude towards career of kindergarten teachers.
3.2.6. Methods of processing data by mathematical statistics
9

in order to process the data obtained by questionnaires.
- Descriptive statistical analysis using indicators: Grade point average, standard
deviation, frequency and percentage index of the answers
- The analysis of statistical reasoning using statistical methods: Comparative
analysis, binary correlation analysis.
3.3. The scale of evaluating the attitude towards career of kindergarten
teachers in the Central Highlands provinces
3.3.1. Overall evaluation of attitude towards career of kindergarten teachers
in the Central Highlands provinces
Based on the criteria for evaluating the attitude towards career of kindergarten
teachers presented in Chapter 2, we use a 5-level scale (5 levels) to determine the
level of expression of attitude towards career of kindergarten teachers in the Central
Highlands provinces.
Level 1. Very low and negative attitude of readiness
Level 2. Relatively low and negative attitude of readiness
Level 3. Average attitude of readiness
Level 4. Relatively high and positive attitude of readiness
Level 5. Greatly high and positive attitude of readiness
3.3.2. Evaluation of the expressions of the attitude towards career of the
kindergarten teachers through different aspects.
3.3.2.1. Expression of attitude towards career through cognition
- Level 1: Very low and negative level of cognitive readiness towards career
- Level 2: Relatively low and negative level of cognitive readiness towards career
- Level 3: Average level of cognitive readiness towards career
- Level 4: Relatively high and positive level of cognitive readiness towards career
- Level 5: Greatly high and positive level of cognitive readiness towards career
3.3.2.2. Expression of attitude towards career through emotion
- Level 1: Very low and negative level of emotional readiness towards career

- Level 2: Relatively low and negative level of emotional readiness towards career
- Level 3: Average level of emotional readiness towards career
- Level 4: Relatively high and positive level of emotional readiness towards career
- Level 5: Greatly high and positive level of emotional readiness towards career
3.3.2.3. Expression of attitude towards career through behavior
- - Level 1: Very low and negative level of behavioral readiness towards career
- Level 2: Relatively low and negative level of behavioral readiness towards career
- Level 3: Average level of behavioral readiness towards career
- Level 4: Relatively high and positive level of behavioral readiness towards career
- Level 5: Greatly high and positive level of behavioral readiness towards career
CONCLUSION OF CHAPTER 3
The thesis is studied according to a rigorous organizational cycle through each
step, each phrases and through combining many typical research methods
psychology. The thesis research process is carried out in three phases: theoretical
research, practical research and experimental research.
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Research methods include: Method of reasoning research, surveying methods,
observation methods, expert methods, in-depth interview methods, experimental
pedagogy method. The collected data are processed qualitatively and quantitatively at
the scientific and clarified level with the support of SPSS data processing software
version 20.0.
Using the 5-level scale to determine the levels of attitude towards career of
kindergarten teachers in the Central Highlands provinces by convention: Level 1. Very
low and negative attitude of readiness; Level 2. Relatively low and negative attitude of
readiness; Level 3. Average attitude of readiness; Level 4. Relatively high and positive
attitude of readiness; Level 5. Greatly high and positive attitude of readiness.

CHAPTER 4

PRACTICAL RESEARCH RESULTS ON ATTITUDE TOWARDS
CAREER OF KINDERGARTEN TEACHERS IN THE CENTRAL
HIGHLANDS PROVINCES
4.1. Reality of attitude towards career of kindergarten teachers in the
Central Highlands provinces
4.1.1. Overall evaluation of attitude towards career of kindergarten teachers
in the Central Highlands provinces
4.1.1.1. General consideration of attitude towards career of kindergarten
teachers in the Central Highlands provinces
a. Attitude towards career of kindergarten teachers in the Central Highlands
provinces expresses in three aspects of cognition, emotion and behavior
Table 4.1. The expressions of attitude towards career of kindergarten teachers in
the Central Highlands provinces
% rate of the levels
No.
Expressions
GPA
SD
1
2
3
4
5
1

Cognition

3,10

0,80

5,7

15,6

30,5

29,2

19,1

2

Emotion

3,02

0,79

1,8

10,7

38,7

26,9

21,9

3

Behavior

3,23

0,80

1,0

10,9

39,2

34,8

14,0

3,12

0,80

2,83 12,4

36,1

30,3

18,3

General result

Through the results obtained in Table 4.1, it is found that the attitude towards
career of kindergarten teachers in the Central Highlands provinces reaches level 3 the average level shown in GPA: 3.12, SD: 0.80. Teachers having a high attitude of
readiness towards career is neither high nor low; the attitude tendency is neither
positive nor negative. It means that the attitude towards career of kindergarten
teachers hasn’t reach full readiness leading to the fact that they have not been highly
11


active in the process of implementing the task, nevertheless, they have not been too
completely passive to make things automatically. This attitude shows that
kindergarten teachers have not truly devoted themselves in career. This has a great
impact on the quality and efficiency of child care and education.
The level of average attitudes expresses in three aspects: cognition, emotion
and behavior. The grade point average of cognition, emotion and behavior of
kindergarten teachers varies from 3.10 to 3.23 – averagely at the level 3, and there is
no significant standard deviation.
Furthermore, there is a small part of kindergarten teachers that has low and
negative attitude of readiness expressing in their cognition, emotion and behavior.
This reality is the reason for us to propose measures to improve the attitude towards
career of kindergarten teachers in the Central Highlands provinces.
b. Attitude towards career of kindergarten teachers in the Central Highlands
provinces expressing through four career fields
Table 4.2. Self-evaluation of attitude towards career of kindergarten teachers in the
Central Highlands provinces (general evaluation)
% rate of the levels
(n=347)
No.
Career fields
GPA SD

1

2

3

4

1

Attitude towards children

3,19

0,54

0,6

9,2

2

Attitude towards career values

2,60

0,54

4,9

25,3

3

Attitude towards children care
and education activities

3,02

0,57

2,6

8,1

4

Attitude towards the training
and fostering of professional
qualifications and skills.

3,65

0,58

0,6

19,6 24,2 30,5 25,1

3,12

0,56

2,18 15,6 33,4 30,7 18,2

General result

38,3 38,9

5

34

13

24,2 11,5

36,9 29,1 23,3

The results from Table 4.2 show that attitude towards career of kindergarten
teachers are different from each other, in which the attitude towards the training and
fostering of professional qualifications and skills is at level 4; the attitude towards
children care and education activities is at level 3; the attitude towards career values
is at the lowest rank, equivalent to level 2.
In order to check the objectivity in the self-evaluation of attitude towards
career of kindergarten teachers in the Central Highlands provinces, we surveyed the
evaluation opinions of the managers and compared with the results from teacher’s
self-evaluation, the specific results have shown in the table. 4.3

12

Table 4.3. Self-evaluation of teachers and evaluation of managers on attitude
towards career of kindergarten teachers in the High Lands provinces (general
evaluation)
Self-evaluation Evaluation of
of teachers
managers
No.
Career fields
GPA
SD
GPA
SD
1
Attitude towards children
3,19
0,54
3,15
0.52
2
Attitude towards career values
2,60
0,54
2,56
0.56
3
Attitude towards children care and education
3,02
0,57

2,86
0.57
activities
4
Attitude towards the training and fostering
3,65
0,58
3,45
0.57
of professional qualifications and skills.
General result
3,12
0,56
3,01
0,56
Comparing the statistical results in Table 4.3, it is found that in terms of points,
GPA from the evaluation of managers is generally lower than the self-evaluation of
teachers. The GPA from the evaluation of managers is 3,01- Standard deviation is
0,56. The GPA from the self-evaluation of teachers is 3,12 and- Standard deviation is
0,56. However, the GPA variation is not significant. GPA from the evaluation of
managers is generally lower than the self-evaluation of teachers, at 0.11 point and
there is no change in the attitude. Average level is the evaluation of managers on
attitude towards career of kindergarten teachers in the Central Highlands provinces.
Hence, the result is acceptable.
4.1.1.2. Attitude towards career of kindergarten teachers in the Central
Highlands provinces basing on parameters
a. Attitude towards career of kindergarten teachers basing on seniority
Table 4.4 Attitude towards career of kindergarten teachers basing on seniority
% rate of the levels
No.

Seniority
GPA
SD
1
2
3
4
5
1
1-5 years
2,95
0,67 4,3 12,9 41,9 20,4 20,4
2
6-15 years
3,75
0,58 5,9
0
17,6 35,3 41,2
3
16-25 years
3,15
0,62 4,9 4,9 34,1 34,1 22,0
4
Over 25 years
2,61
0,7
0,0 42,9 28,6 14,3 14,3
By looking at the results in Table 4.4, it can be found that attitude towards
career of kindergarten teachers in the Central Highlands provinces with different
seniorities shows different results. The kindergarten teachers who have seniority from

6 to 15 years are the ones to have the most active attitude (level 4); teachers with
seniority over 25 years have positive attitude at the lowest level (level 2); teachers
with seniority from 16 to 25 years and from 1 to 5 years have average attitudes
towards careers.
13


b. Attitude towards career of kindergarten teachers basing on qualification
Table 4.5. Attitude towards career of kindergarten teachers basing on qualification
% rate of the levels
No.
Qualification
GPA
SD
1
2
3
4
5
1
Intermediate
2,75
0,76
9,1
12,2
47,7 18,1 12,9
2
College
3,15
0,81

5,4
5,4
40,5 24,3 24,3
3
University
3,45
0,68
3,5
7,5
32,9 27,7 28,3
Through survey results in Table 4.5, it can be found the kindergarten teachers
in the Central Highlands provinces with different qualifications have different
attitude towards career, expressing in the grade point average and percentage rate of
the levels. The higher the qualification of the teachers is, the more positive attitude
towards career they have. Specifically, university-educated teachers have attitude
towards career at level 4, ones with college and intermediate degrees have attitude
towards career at level 3 (The grade point average of kindergarten teachers with
college qualification is higher than that of kindergarten teachers with intermediate
qualification)
However, the reality results also show that not all university-educated teachers
have positive attitudes towards career. A part of teachers with university degrees still
have negative attitudes towards career (11%). And the same is true for the group of
teachers with college and intermediate qualifications showing through the fact that
31% to 48.6% of them have positive attitude towards career.
c. Attitude towards career of kindergarten teachers basing on emulation
achievements
Table 4.6 Attitude towards career of kindergarten teachers basing on emulation
achievements
% rate of the levels
Excellent teachers at different

No.
GPA SD
levels
1
2
3
4
5
1 Excellent teachers at provincial level 4,15 0,52 4,3 3,5 29,8 31,2 31,2
2 Excellent teachers at district/city level 3,52 0,58 7,5 10,8 22,5 35,2 23,9
3 Excellent teachers at school level
2,80 0,56 11,5 3,8 26,9 30,8 26,9
4 Teachers without having excellent 2,00 0,55 14,3 18,2 36,4 26,0 5,2
performance
The results in Table 4.6 show that kindergarten teachers in the Central
Highlands provinces with different teaching achievements have different attitudes
towards career expressing in the grade point average which is proportional to the
emulation achievements. Excellent teachers have a more positive attitude towards
career than those do not have excellent performance. The more excellent the teacher
is, the more positive attitude towards the career is.
14


d. Attitude towards career of kindergarten teachers in the Central Highlands
provinces basing on ethnic group.
Table 4.7 Attitude towards career of kindergarten teachers basing on ethnicity
% rate of the levels
No.
Ethnic groups
GPA

SD
1
2
3
4
5
1
Kinh
3,35 0,83 5,0 10,7 24,0 38,0 22,3
2
Ethnic minorities
2,88 0,64 7,8 12,6 44,7 14,6 20,3
Through the survey results in Table 4.7, it can be seen that Kinh kindergarten
teachers and ethnic minority kindergarten teachers have expressed the average
attitude towards career at level 3 (GPA: 3.35 and 2.83). The expression of readiness
in attitude is neither high nor low; The attitude tendency is also neither positive nor
negative.
However, in comparison of the grade point average and percentage rate of the
levels, we find that Kinh kindergarten teachers have a more positive attitude towards
the career than the ethnic minority kindergarten teachers.
e. Attitude towards career of kindergarten teachers in the Central Highlands
provinces basing on working locations
Table 4.8 Attitude towards career of kindergarten teachers basing on
working locations
% rate of the levels
No.
Working locations
GPA
SD
1

2
3
4
5
1

Region 1

3,42

0,54

0,0

5,3

27,6 27,6 39,5

2

Region 2

3,24

0,66

5,3

1,3

36,0 26,0 30,3

3

Region 3

2,71

0,73

5,9

13,3 44,9 19,5 16,2

Through the results from self-evaluation of the teachers in table 4.8, we see the
kindergarten teachers working in different regions with different socio-economic
conditions have different attitudes towards career. The attitude towards career of
kindergarten teachers is proportional to the socio-economic development of where
they are working. The more developed socio-economic condition the region achieves,
the more positive attitude towards career of kindergarten teachers is. The more
difficult socio-economic condition the region suffers, the lower positive attitude
towards career of kindergarten teachers is.
4.1.2 Expression of attitude toward career fields of kindergarten teachers in
the Central Highlands provinces
4.1.2.1 Attitude towards career of kindergarten teachers in the Central
Highlands provinces through cognition

15

Table 4.9. Self-evaluation on cognitive attitude towards career of kindergarten
teachers in the Central Highlands provinces
General
Readiness
Tendency
evaluation
Career fields
GPA
SD
GPA
SD
GPA
SD
Cognition towards children
3,40
0,74
3,36
0,87
3,40
0,79
Cognition towards career values
2,92
0,78
2,32
0,72
2,62
0,75
Cognition towards children care
2,74
0,85

3,15
0,87
2,95
0,86
and education activities
Cognition towards the training and
fostering of professional
3,35
0,79
3,52
0,78
3,44
0,79
qualifications and skills.
The statistical results in Table 4.9 show that there are differences in the
expression of recognition in attitude towards career of kindergarten teachers in the
Central Highlands provinces, manifesting in the fact that GPA is ranging from level 2
to level 4 (2.62 - 3.44). In particular, cognition towards the training and fostering of
professional qualifications and skills reaches level 4; cognition towards career values
is at level 2; cognition towards children care and education activities is at level 3.
In order to check the objectivity in the results of self-evaluation in term of
cognition of the teachers, we surveyed the evaluation from the managers and make a
comparison on the self-evaluation results as follows:
Table 4.10. Self- evaluation of the teachers and evaluation of managers
on cognitive attitude towards career of kindergarten teachers in the
Central Highlands provinces
Self- evaluation Evaluation of
of teachers
managers
No.

Career fields
GPA
SD
GPA
SD
1
Cognition towards children
3,40
0,79
3,3
0,67
2
Cognition towards career values
2,62
0,75
2,62
0,70
3
Cognition towards children care and
2,95
0,86
2,75
0,73
education activities
4
Cognition towards the training and fostering
3,44
0,79
3,43
0,68

of professional qualifications and skills.
General result

3,10

0,80

3,01

0,70

Comparing the statistical results in Table 4.10, we see that the GPA from
evaluation of managers is generally lower than that of self-evaluation of teachers.
GPA from evaluation of managers is 3,01- SD: 0.70 while GPA from self-evaluation
of teachers is 3,10-SD: 0,80. However, the GPA variation is not significant. GPA
16


from the evaluation of managers is generally lower than the self-evaluation of
teachers, at 0,08 point and there is no change in the recognition. Both managers and
teachers evaluate the cognitive attitude towards career of kindergarten teachers in the
Central Highlands provinces is at average level.
4.1.2.2. Attitude towards career of kindergarten teachers in the Central Highlands
provinces through emotion
Table 4.11. Self-evaluation on emotional attitude towards career of kindergarten
teachers in the Central Highlands provinces
General
Readiness
Tendency
evaluation

Career fields
GPA
SD
GPA
SD
GPA
SD
Emotion towards children
3,28
0,74
3,47
0,85
3,38
0,80
Emotion towards career values
2,42
0,65
2,58
0,72
2,50
0,69
Emotion towards children care
2,70
0,84
2,65
0,75
2,68
0,80
and education activities
Emotion towards the training and

fostering of professional
3,55
0,85
3,47
0,86
3,51
0,86
qualifications and skills.
Through the research results in Table 4.11, it can be seen that emotion towards
career fields is different from each other, showing at level 4 or level 2, with GPA
ranging from 2,50 to 3.51, specifically: Emotion towards the training and fostering of
professional qualifications and skills is at level 4; emotion towards career values is at
level 2; Emotion towards children care and education activities is at a level 3. In
order to check the objectivity in self-evaluation on emotional attitude towards career
of kindergarten teachers in the Central Highlands provinces, we compare with results
from the evaluation of managers. Details are shown in Table 4.12.
Table 4.12. Self- evaluation of the teachers and evaluation of managers on
emotional attitude towards career of kindergarten teachers in the Central
Highlands provinces (general evaluation)
SelfEvaluation
evaluation of
of managers
No.
Career fields
teachers
GPA
SD GPA SD
1
Emotion towards children
3,35

0,82 3,22 0, 82
2
Emotion towards career values
2,50
0,69 2,38 0, 65
3
Emotion towards children care and education
2,68
0,81 2,54 0, 74
activities
4
Emotion towards the training and fostering of
3,51
0,85 3,42 0, 82
professional qualifications and skills.
General result
3,01
0,79 2,89 0,76
Similar to recognition, comparing the statistical results in Table 4.12, it can be
seen the level of emotional attitude towards career of kindergarten teachers evaluated
by managers is lower than that of the teachers. GPA from evaluation of managers is
17


2,89- SD: 0.70 while GPA from self-evaluation of teachers is 3,01-SD: 0,79.
However, the GPA variation is not significant (0,12). There is no change in the
emotion. Both managers and teachers evaluate the emotional attitude towards career
of kindergarten teachers in the Central Highlands provinces is at average level.
4.1.2.3 Attitude towards career of kindergarten teachers in the Central
Highlands provinces through behavior

Table 4.13. Self-evaluation on behavioral attitude towards career of kindergarten
teachers in the Central Highlands provinces (general evaluation)
General
Readiness
Tendency
evaluation
Career fields
GPA SD GPA GPA SD GPA
Behavioral attitude towards children
2,68 0,81 2,95 0,83 2,82 0,82
Behavioral attitude towards career values 2,80 0,81 2,54 0,88 2,67 0,85
Behavioral attitude towards children
3,44 0,80 3,44 0,77 3,44 0,79
care and education activities
Behavioral attitude towards the training
and fostering of professional
3,80 0,80 4,20 0,83 4,00 0,82
qualifications and skills.
Through the survey results in Table 4.13, we find that the GPA of the behavioral
attitude towards career of kindergarten teachers in the Central Highlands provinces
with 4 career fields is ranging from level 3 to level 4 (2.67 - 4.00), specifically:
Behavioral attitude towards the training and fostering of professional qualifications
and skills is at level 4, the behavioral attitude towards children care and education
activities is at level 3.
In order to check the objectivity in self-evaluation of behavioral attitude
towards career of kindergarten teachers in the Central Highlands provinces, we
surveyed the evaluation of the managers make a comparison with the results from the
self-evaluation of the teachers which are shown in Table 4.14.
Table 4.14. Self- evaluation of the teachers and evaluation of managers on
behavioral attitude towards career of kindergarten teachers in the Central

Highlands provinces (general evaluation)
SelfEvaluation
evaluation of
of managers
No.
Career fields
teachers
GPA
SD GPA SD
1
Behavioral attitude towards children
2,82
0,8
2,67 0,79
2
Behavioral attitude towards career values
2,67
0,84 2,65
0,8
3
Behavioral attitude towards children care and
3,44
0,75 3,38 0,72
education activities
4
Behavioral attitude towards the training and
4,00
0,80
3,8
0,76

fostering of professional qualifications and skills.
General result
3,23
0,80 3,13 0,77
18


By comparing the statistical results in Table 4., similar to recognition and
emotion, it can be seen that the level of behavioral attitude towards career of
kindergarten teachers evaluated by managers is lower than that of the teachers. GPA
from evaluation of managers is 3,13- SD: 0,77 while GPA from self-evaluation of
teachers is 3,23-SD: 0,80. However, the general GPA variation is not significant
(0,10). There is no change in the behavior. Both managers and teachers evaluate the
behavioral attitude towards career of kindergarten teachers in the Central Highlands
provinces is at average level.
4.1.2.4. Correlation between the expressions of attitudes towards career of
kindergarten teachers in the Central Highlands provinces
4.1.2.5. Correlation between the manifestations of attitudes towards career of
preschool teachers in the Central Highlands provinces
Table 4.15. Correlation between cognition, emotion and behavior
Expression
Cognition
Emotion
Behavior
P
Cognition
1,000
,663
,753
,000

Emotion
,663
1,000
,676
,000
Behavior
,753
,676
1,000
,000
Through table 4.15, after the analysis, the correlation value shows p = 0.000,
proving that there is a correlation between cognition, emotion and behavior and the
correlation coefficients is specifically shown as follows: the correlation coefficient
between cognition and emotion reveals r = 0.663; between emotion and behavior
reveals r = 0.676; between cognition and behavior reveals r = 0.753. With this
correlation coefficient, we can conclude that the correlation between the expression
of cognition, emotion and behavior of attitude towards career of kindergarten
teachers in the Central Highlands provinces is relatively strong. This is the basis for
us to develop appropriate impact measures on all aspects of kindergarten teachers.
4.2. Evaluate the factors affecting the attitude towards career of kindergarten
teachers in the Central Highlands provinces
4.2.1. Subjective factors
Table 4.16. Impacts of subjective factors on the attitude towards career of
kindergarten teachers in the Central Highlands provinces
% rate of the levels
No.
Impact factors
GPA SD
1 2
3

4
5
1 Career responsibility of the teachers 4,50 0,70 0,0 0,0 18,1 48,7 33.1
2 Age and career experience (seniority)
4,00 0,73 0,0 3,2 38,9 44,6 13.2
of the teachers
3 Qualifications of teachers
3,20 0,75 0,0 0,9 42,6 38,9 17.6
4 Emulation achievements
3,35 0,69 0,0 1,7 49,8 38,3 10.1
For an overall look through the survey results in Table 4.16, it can be seen that
all subjective factors have different impacts on the attitude towards career of
19


kindergarten teachers, the GPA is ranging from 3.20 to 4.50. (level 3 to level 4). In
particular, the factors of evaluation, recognition and honor of the school, parents and
society and the salary and remuneration regime of the State for teachers have the
strongest impacts.
4.2.2. Objective factors
Table 4.17. Impacts of objective factors on the attitude towards career of
kindergarten teachers in the Central Highlands provinces
% rate of the levels
No.
Impact factors
GPA SD
1
2
3
4

5
1 Working locations
4,07 0,71 0,0 3,2 23,9 62,8 10.1
2 Local culture
3,49 0,72 0,0 4,6 36,3 50,1 8.9
3 Salary and remuneration regime of
4,34 0,97 0,0 9,5 28,2 34,6 27.6
the State for teachers
4 Evaluation, recognition and honor of
4,5 0,81 0,3 0,9 36,6 30,2 32.0
the school, parents and society
5 Pedagogical collective
3,70 0,62 0,0 0,9 36,3 44,6 18.1
By analyzing the survey results in Table 4.17, we find that objective factors
have from “strong” to “particularly strong” impact on attitude towards career of
kindergarten teachers in the Central Highlands provinces (GPA ranges from 3.49 to
4.34). In particular, the factors of evaluation, recognition and honor of the school,
parents and society and the salary and remuneration regime of the State for teachers
have the strongest impacts.
In order to have an overview of the impact of subjective and objective factors,
we summarize the data in below Table 4.18
Table 4.18. Impacts of objective and subjective factors
No.
1
2

Impact factors
Subjective factors
Objective factors

GPA

SD

3,76
4,07

0,72
0,77

Comparing the data in Table 4.17, we see objective factors have stronger
impacts on attitude towards career of kindergarten teachers in the Central Highlands
provinces than subjective factors. Subjective factors have a “medium” impact,
expressed in GPA: 3.94; SD: 0.72 while objective factors have a “strong” impact
expressed in GPA: 4.07, SD: 0.77.
4.3. Experimental results
4.3.1. Results of cognitive attitude towards career of kindergarten teachers
after the experiment

20


Table 4.19. Results of cognitive attitude towards career of kindergarten teachers
after the impacted experiment
Experimental group
Control group
Before
After
Earlier Later than
No.

Fields
impact
impact
time
GPA SD GPA SD GPA SD GPA SD
1 Cognition towards children 2,41 0,72 3,48 0,67 2,21 0,64 2,28 0,69
2 Cognition towards career
2,25 0,68 3,85 0,71 1,98 0,66 1,95 0,68
values
3 Cognition towards children
2,53 0,72 3,57 0,72 2,13 0,71 2,35 0,70
care and education activities
4 Cognition towards the
training and fostering of
2,60 0,68 3,56 0,68 2,28 0,69 2,35 0,69
professional qualifications
and skills.
General results
2,45 0,68 3,60 0,70 2,15 0,68 2,23 0,69
From the statistics collected in table 4.19, we find that:
After the impact, the attitude towards career of kindergarten teachers in the
Central Highlands provinces has remarkably increased. This is reflected in the overall
GPA of the experimental group. Before the impact, the overall GPA was 2.45; after
the impact was: 3.62 (increase 1.15 points) from level 2 to level 4
While the attitude towards career of the control group was measured at the
earlier time and later time (after 1 year) showed no significant change. The level of
cognition of career remains the same in four fields, in some areas, the GPA in the
later time have increased but at insignificant level, ranging from 0.07 to 0.22, the
cognition towards career values has even decreased (down 0.03)
Thus, the above results reveal that there is a clear improvement in the level of

cognition of the attitude towards career of kindergarten teachers in the experimental
group after the impact. In particular, the cognition towards career values has made the
most obvious progress.
4.3.2. Results of cognitive attitude towards career of kindergarten teachers
after experiment
The progress in cognitive attitude towards career of kindergarten teachers after
experiment has been clearly demonstrated above. Considering the close relationship
between the three components of cognition, emotion and behavior in attitude, we
believe that the progress in attitude towards career of kindergarten teachers will
enhance their emotional and behavioral attitude towards career and as the result, their
attitude towards career will be more positive.
The survey results of attitude towards career of kindergarten teachers
expressed in three components of cognition, emotion and behavior after experiment
are as follows:
21


Table 4.20. Results of attitude towards career of kindergarten teachers after
impacted experiment
Experimental group
Control group
Before
After
Earlier
Later than
No.
Expression
impact
impact
time

GPA SD GPA SD GPA SD GPA SD
1 Cognition
2,45 0,68 3,60 0,70 2,15 0,69 2,23 0,69
2 Emotion
2,32 0,71 3,40 0,71 2,33 0,75
2,5
0,71
3 Behavior
2,50 0,73 3,57 0,72 2,42 0,72 2,59 0,68
General results
2,42 0,71 3,52 0,71 2,30 0,72 2,44 0,69
From the statistics in table 4.20, we find that after the impact, the attitude
towards career of kindergarten teachers in the Central Highlands provinces has
positively changed, the level of attitude moves from 2 to 4 (GPA increases from 2,42
to 3,52, up 1,10 points). The positive change shows clearly in career emotion and
behavior of the teachers.
While the attitude of the experimental group is significantly improved, clearly
expressing in 3 components of cognition, emotion and behavior, the attitude of the
control group (later time) has not significantly changed, the GPA increases slightly
from 0.08 to 0.17; the general GPA increases from 2.30 to 2.44 (0.14 points).
In summary, through the positive changes in the cognition and attitude of the
experimental group compared to before the experiment and with the control group,
we can confirm that: The measure affects the cognitive attitude towards career of
kindergarten teachers in the Central Highlands provinces is highly feasible. If we
apply synchronously for a long term with the impact on career emotion and behavior
of kindergarten teachers in the central Highlands provinces, we believe their attitude
towards careers will be enhanced.
CONCLUSION OF CHAPTER 4
The reality results of the research show that attitude towards career of
kindergarten teachers in the Central Highlands provinces is at level 3 - the average level.

The average level is expressed in 3 components of cognition, emotion and behavior.
There are significant differences in attitudes towards attitude towards career of
kindergarten teachers in the Central Highlands provinces. In particular, attitudes
towards the training and fostering of professional qualifications and skills is at level
4. Attitude towards career values is at level 2, attitude towards children care and
education activities is at level 3.
There is a difference in attitude towards career among groups of teachers in
terms of professional seniority, qualifications, emulation achievements, ethnic group
and different working locations. The kindergarten teachers who has a seniority of 615 years, 16-25 years; university degrees; excellent performance at provincial and
district / city levels; Kinh ethnic group and who work in Region 1 have a more
positive attitude towards career than other groups.
There are many factors affecting the attitude towards career of kindergarten teachers
in the Central Highlands provinces. The most influential factor is the evaluation, recognition
and honor of the school, parents and society; salary and remuneration and remuneration
regime of the State for teachers; professional responsibilities of the kindergarten teachers.
22


Experimental impact results show that the attitude towards career of kindergarten
teachers in the Central Highlands provinces is significantly improved compared to
before the impact, manifested in 3 components of cognition, emotion and behavior. It is
demonstrated that the measures that we have built aiming at impacting the cognition of
kindergarten teachers in the Central Highlands provinces are convincing.

CONCLUSION AND RECOMMENDATIONS
1. Conclusion
1.1. There is a variety of research works on attitude and attitude towards career.
However, the authors mainly analyze the attitude reality in the form of public
questionnaires, but have not deeply studied the levels and expressions of attitudes towards
its subjects in the specific context and conditions. In particular, there has not been any work

on the attitude towards career of kindergarten teachers in the Central Highlands provinces.
1.2. Attitude is the readiness of the subject towards the object in a certain direction
(positive or negative) expressed by the cognition, emotion and behavior of the subject.
The attitude towards career of kindergarten teachers is the readiness to head to
care and education skills for kindergarten children in a certain direction (positive or
negative) expressed through the career cognition, emotion and behavior of the teachers
1.3. The reality results of the research show that attitude towards career of
kindergarten teachers in the Central Highlands provinces is at level 3 - the average
level. The average level is expressed in 3 components of cognition, emotion and
behavior expressing through the fact that the readiness of the attitude is neither high
nor low; the attitude tendency is neither, nor negative. The average level of attitudes
towards the career of kindergarten teachers is expressed in three components of
cognition, emotion and behavior. In addition, a part of kindergarten teachers a low
and negative level of attitude towards career.
1.4 There are significant differences in attitudes towards attitude towards
career of kindergarten teachers in different career fields. In particular, attitudes
towards the training and fostering of professional qualifications and skills is more
active than other fields (level 4); the attitude towards children care and education
activities is at level 3, the attitude career values is at level 2.
There is a difference in attitude towards career among groups of teachers in
terms of professional seniority, qualifications, emulation achievements, ethnic group
and different working locations, in which, the kindergarten teachers who has a
seniority of 6-15 years, 16-25 years; university degrees; excellent performance at
provincial and district / city levels; Kinh ethnic group and who work in Region 1
have a more positive attitude towards career than other groups.
There is a close and consistent correlation between components of cognition,
emotion and behavior in attitude. In particular, cognitive change has an important
impact on the emotional and behavioral components of attitude as well as change in
attitude towards career of kindergarten teachers. Therefore, in order to improve the
attitude towards career of kindergarten teachers, it may be necessary to make impact

on the cognitive side or simultaneously all three aspects of the attitude, attention
should specially be paid to the cognitive attitude.
1.5. There are many factors affecting the attitude towards career of kindergarten
23