Giáo dục năng lực văn hóa ứng xử học đường cho sinh viên đại học sư phạm vùng đồng bằng sông cửu long trong bối cảnh hiện nay tt tiếng anh

INTRODUCTION
1. Reasons for choosing the research topic: In the context of
international integration and the development of science and
technology, the education of behavior culture for pre-service teachers is
an urgent and special task. Besides, with the characteristics of regional
culture, the impact of the integration trend and the development of
science and technology, the behavioral expression of pedagogical
university students in the Mekong Delta has revealed some
shortcomings. For the above reasons, the author has chosen the topic:
"Educating school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context" to
conduct research for the doctoral thesis.
2. Research purposes: Develop measures to educate school behavior
culture capacity for pedagogical university students in the Mekong
Delta in the current context in order to contribute to improving the
behavior culture capacity in universities and in future pedagogical
work.
3. Objects and subjects of research
3.1. Object of the research: The process of educating school behavior
culture capacity for pedagogical university students in the current
context.
3.2. Focus of the research: The relationship between school behavior
culture education and the development of school behavior culture
capacity for pedagogical university students in the Mekong Delta in the
current context.
4. Research questions and scientific hypotheses
4.1. Research questions: What measures should be taken to prevent
and limit the shortcomings in behavior culture of universities and high
schools in the Mekong River Delta in the current context?
4.2. Scientific hypothesis: School behavior culture capacity is a
necessary capacity for both teachers and students in the current context.

If measures to educate school behavior culture capacity are built in the
direction of both forming behavior culture capacity for students at
pedagogical training institutions and creating a foundation for the
formation of behavior culture capacity in future pedagogical work; at
the same time, are organized in accordance with the requirements and
time, in accordance with the characteristics of the pedagogical
university students in the Mekong Delta, then they will direct students
to express the school behavior culture in human relationships, which
will contribute to preventing and limiting shortcomings in school
behavior culture at pedagogical training institutions and at general
1


education institutions in future pedagogical work.
5. Research tasks
5.1. Study the theoretical basis of educating school behavior culture
capacity for pedagogical university students in the current context.
5.2. Investigate and assess the current situation of school behavior
culture capacity of pedagogical university students in the Mekong
Delta, and the reality of educating school behavior culture capacity for
pedagogical university students Mekong River Delta in the current
context.
5.3. Propose measures to educate school behavior culture capacity for
pedagogical university students in the Mekong Delta in the current
context.
5.4. Organize pedagogical experiment to verify the feasibility and
effectiveness of the proposed measures.
7. Methodology and research methods
7.1. Research methodology: System-structure approach, historicallogical approach, operational approach, value approach,
capacity-based approach.

7.2. Research Methods
7.2.1. Theoretical
research methods:
analysis,
synthesis,
systematization, and generalization ....
7.2.2. Practical research methods: Pedagogical observation,
educational surveys, using questionnaires (Anket), interviews,
pedagogical experiments, summarizing experiences, consulting experts
7.2.3. Statistical methods
8. Points to be defensed
- The education of school behavior culture capacity for
pedagogical university students in the Mekong River Delta has been
implemented, but has not yet focused on forming the capacity for
students. Therefore, some shortcomings in behavior culture capacity
still exist in pedagogical training institutions
- Educating school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context should
be carried out according to the stages of the educational process, with
an emphasis on encouraging students to experience in a variety of
activities and combine with assessing educational outcomes.
- Educating school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context will help
students develop school behavior culture capacities at pedagogical
training institutions and form school behavior culture capacity in
2


pedagogical works in accordance with the secondary school teacher
professional standards. They are the following competencies: the

capacity of pedagogical university students’ qualities, the capacity to
build an educational environment, the capacity to develop relationships
between schools, families and society.
- Educating school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context is only
effective with the assurance of the following conditions: the stages of
the educational process are designed with a scientific and specific
procedure, testing and assessment is done after each educational
process.
9. Contributions of the thesis
The thesis has:
9.1. Theoretically: supplemented fundamental theories of school
behavior culture capacity and educating school behavior culture
capacity for pedagogical university students in the current context;
defined the content of the structural elements in the process of
educating school behavior culture capacity for pedagogical university
students in the current context; developed a process of educating school
behavior culture capacity for pedagogical university students in the
current context.
9.2. Practically:
- Analyzed and assessed the situation of school behavior culture
capacity of pedagogical university students in the Mekong Delta and
the status of educating school behavior culture capacity for pedagogical
university students the Mekong Delta region in the current context.
- Identified factors affecting the education of school behavior
culture capacity for pedagogical university students in the Mekong
Delta in the current context.
- Proposed measures to educate school behavior culture capacity
for pedagogical university students in the Mekong Delta in the current
context with a specific and scientific implementation process. The

measures are valuable reference and suggestions for flexible use in
studying and organizing activities of educating school behavior culture
capacity for pedagogical university students in the current context in
the pedagogical training institutions in the Mekong Delta.
10. Structure of the thesis
Chapter 1. Theoretical basis for educating school behavior
culture capacity for pedagogical university students in the current
context.
Chapter 2. Current situation of educating school behavior culture
capacity for pedagogical university students in the Mekong Delta in the
3


current context.
Chapter 3. Measures to educate school behavior culture capacity
for pedagogical university students in the Mekong Delta in the current
context.
In addition, the thesis has the Introduction, Conclusion and
Recommendations, List of references and Appendixes.
Chapter 1
THEORETICAL BASIS FOR EDUCATING SCHOOL
BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL
UNIVERSITY STUDENTS IN THE CURRENT CONTEXT
1.1. Literature Review
1.1.1. Studies on school behavior culture for university students
1.1.1.1. Foreign studies on school behavior culture of
university students
Studies on behavior culture can be systematized in the following
directions: Research on the impact of the environment on the behavior
of students, research on the impact of the environment in general,

research on the impact of the physical environment, research on the
impact of the psychological and social environment, research on
measures to build behavior culture. Some authors approach school
behavior culture in the direction of addressing inadequacies in
behavior, or focus on the study of the impact of behavioral supporting
factors. School behavior culture is also seen as a measure for a nonviolent school.
1.1.1.2. Domestic studies on school behavior culture of university
students: approach school behavior culture as a content, an expression
of school culture, approach school behavior culture through studying
communication culture in schools, approach school behavior culture
through pedagogical behavior, study school behavior culture in a direct
approach.
1.1.2. Studies on educating school behavior culture for university
students
1.1.2.1. Foreign studies on educating school behavior culture for
university students: Studies focused on building a system to support
behavior in schools, providing students with counseling services,
meetings for group conflict resolution, support groups and problem
solving workshops, establishing safety measures such as devices,
surveillance cameras in schools and punishment. The proposed
4


educational methods are listening, conversation, discussion,
observation and compliment.
1.1.2.2. Domestic studies on educating school behavior culture for
university students: emphasize the importance and necessity of
education, propose many educational measures: educate awareness and
emotions; at the same time develop habits, and train cultural behavior,
improve the quality of education of schools, create a communication

environment. The authors also propose some additional measures to
form the behavior culture in the school such as: activities of training
pedagogical skills, public opinion creation, political activities, thematic
talks or inspection, evaluation, self-check; reward and punishment.
Synchronous coordination between the educational forces inside and
outside the school is considered by the authors as a condition for the
education of school behavior culture to go smoothly.
1.2. Theoretical issues of school behavior culture capacity of
pedagogical university students in the current context
1.2.1. School behavior culture of pedagogical university students
Concept of school behavior culture of pedagogical students:
School behavior culture of pedagogical university students is the
ethical and aesthetic standards that govern the behavior of pedagogical
university students in pedagogical relationships which serve learning
and training activities of students in universities, high schools and
social agencies and organizations where students participate in
experiential activities. School behavior culture is formed through
attitudes, words, gestures, actions ... appropriate to the role and position
of students in specific situations and circumstances.
1.2.1.2. The role of school behavior culture in the formation of the
teacher's personality: School behavior culture is a core element in
forming school culture, building safe schools, preventing school
violence as well as in building cooperative relationships with
parents/guardians of students and stakeholders to carry out the
activities of teaching and educating morals and lifestyle for students.
1.2.1.3. Expression of school behavior culture of pedagogical
university students
a. Forms of school behavior culture: Words, gestures, attitudes,
behaviors, actions.
b. Contents of school behavior culture: Courtesy, dealing with

other people's problems, dealing with other people's properties,
behaving when being requested, behaving when handling problems,
behaving when disagreeing with others, behaving when participating in
common activities, behaving when providing and feedbacking
information about schools
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c. Space for the behaviors of pedagogical university students:
within and outside the university, cyberspace
d. Objects of the behavior: Teachers/lecturers, officials /
employees, students, parents, visitors to schools, acquaintances, and
unfamiliar people.
e. Context of the behavior: In activities of learning, training,
communicating with friends and officials/lecturers, in circumstances of
communicating with families about issues related to training programs
and teaching and education activities of the school.
1.2.2. School behavior culture capacity of pedagogical university
students in the current context
1.2.2.1. Concept of school behavior culture capacity of pedagogical
university students
School behavior culture capacity is the ability to express the
culture of the behaving subject (individual or collective) in the
behavioral situations of school relations; thereby bringing positive
emotions and satisfaction to the behaving objetcs. School behavior
culture capacity is the integration of three basic components:
Knowledge of school behavior culture, skills of school behavior culture
and psychological conditions such as: positive sentiment with school
behavior culture; the need and desire to express school behavior
culture; activeness and willpower to express school culture; inclination

and quality of behaving (flexibility, agility, timeliness ...). The
combination of these components is crystallized into the subject's
perception, regulated and expressed through cultural attitudes and
behaviors in school behavior situations.
1.2.2.2. The components that constitute school behavior culture
capacity of pedagogical university students in the current context
a. School behavior values/norms: Discipline, Compassion,
Respect, Responsibility, Cooperation, Honesty
b. School behavior skills: 1. Skill of conveying information; 2.
Skill of showing respect for others such as goodwill, sensitivity and
reasonable balance between principle and concession (concessions); 3.
Skill of selecting words and adjusting voice 4. Skill of coordinating in
activities 5. Negotiation skill; 6. Persuasive skill; 7. Skill of controlling
emotion; 8. Problem solving skill; 9. Non-verbal communication skill;
10. Listening skill.
c. Behavior attitude
1.2.2.3. Expressions of school behavior culture capacity of pedagogical
university students in the current context: the capacity of pedagogical
university students' qualifications; the capacity to build educational
environment; the capacity to develop relationships between schools,
families and society
1.2.2.4. The process of developing school behavior culture capacity for
pedagogical university students in the current context: Foster and raise
6


awareness of school behavior culture; foster the right and healthy
feelings for school behavior culture, train to form the habits of school
behavior culture.
1.2.2.5. Criteria for assessing school behavior culture capacity of

pedagogical university students in the current context:
Criteria for assessing school behavior culture capacity of pedagogical
university students in the current context
Capacity level

Poor capacity

Weak capacity

Average
capacity

Fair capacity

Good capacity

Components of school behavior culture capacity
Knowledge
Skill
Attitude / Feelings
students do not know;
do not understand, do
students are not
not apply, do not
Fail to fulfill the
interested in school
analyze and assess the
required skills
behavior standards
standards of behaviors

in practical situations
Perform skills with
students express
many mistakes,
Students can state
standards when
incomplete operations
behavior standards
is required with
as required, lack of
reluctance
confidence
Students can state
Perform relatively
behavioral norms and
complete operations and
explain some of the
requirements of skills
Students perform
causes of success or
but there are still a few standards when required
failure of some
mistakes and lack of
situations / stories /
confidence
behavior practices
Students can apply their Appropriately perform
students actively
knowledge of behavior
complete skill

implement standards in
in proposing solutions
requirements but
particular circumstances
to practical behavior
independence and
situations
initiative are limited.
students take the
Students can apply
initiative to implement
knowledge of behavior
Perform appropriately
standards and
culture, analyse and
demonstrate
fully, proficiently the
evaluate situations and
skill requirements
uncompromising
objects of behavior to
independently and
attitudes, do not
provide solutions to
proactively
cooperate with nonpropose creative
standard expressions in
behavior situations
specific circumstances

1.3.2. Educating school behavior culture capacity for pedagogical
university students in the current context
1.3.2.1. The concept of educating school behavior culture capacity for
pedagogical university students in the current context: Educating
school behavior culture capacity for pedagogical university students in
the current context is the process in which educators take the standard
of lecturers’ competencies as a basis for building the output standards
of behavior capacity for pedagogical university students. Based on the
output standards of behavior, educators build the contents, methods,
and forms of educating as well as criteria for evaluating the results of
7


educational activities to achieve the educational goal of building school
behavior culture capacity.
1.3.2.2. Objectives and principles of educating school behavior culture
capacity for pedagogical university students in the current context: 1.
the capacity to express the qualifications of pedagogical university
students (student morality, student style); 2. the capacity to build an
educational environment (fully implement the regulations and behavior
culture norms, implement and build a safe school, prevent school
violence); 3. the capacity to develop relationships between schools,
families and society.
1.3.2.3. The contents of educating school behavior culture capacity for
pedagogical university students in the current context: 1. Educate
students about the standards of school behavior culture and the
meanings of behavior culture in schools; 2. Educate school culture
behavior skills; 3. Educate positive attitude toward school culture
behavior and critical fighting attitude towards standard deviation.
1.3.2.4. Methods of educating school behavior culture capacity for

pedagogical university students in the current context: 1. Group of
methods to educate students about standards of school behavior culture
and the meanings of school behavior culture: presentation, advice,
discourse, conversation, explanation ; 2. Group of methods to educate
school culture behavior skills: practice, training, experience, case study,
project; 3. Group of methods to positive attitude towards school
behavior culture: Setting examples, Rewarding, Positive discipline.
1.3.2.5. Forms of educating school behavior culture capacity for
pedagogical university students in the current context: 1. Teaching; 2.
Organizing activities: propagating and implementing norms of
behaving in schools; 3. Integrating into activities: practice, practicum,
volunteer for the community; labor, cultural, music and sports
activities; 4. Other forms: Singing national anthem, Saluting the
national flag; Emulating in the construction of behavior culture; clubs,
competitions, forums, talks, dialogues ...; senior students, class leaders
and youth unions instruct about behavior culture for junior students;
participate in monitoring the implementation of behavior culture;
prevent violations of the norms of behavior culture in schools; counseling.
1.3.2.6. The forces involved in educating school behavior culture
capacity for pedagogical university students in the current context: 1.
The team in direct charge: Advisory lecturers, lecturers, university
staff; 2. Supporting team: All faculty members of the university,
university staff.
8


1.3.2.7. Evaluate the results of educating school behavior culture
capacity for pedagogical university students in the current context:
Observing, interviewing, investigating by questionnaires, researching
products, training records; Evaluation forms include: Formative

assessment, summative assessment.
1.4. Factors influencing the process of educating school behavior
culture capacity for pedagogical university students in the current
context: Subjective factors: Education and training programs;
awareness of the management staff and lecturers; capacity and
qualifications of staff/lecturers; learning motivation and attitude of
students. Objective factors: Socio-economic environment, family,
community culture.
CONCLUSION FOR CHAPTER 1
The education of school behavior culture capacity for pedagogical
university students in the current context brings many benefits. It
contributes to helping students meet the requirements of professional
standards of teachers and concretize plans to implement the project
"Building a behavior culture in schools in the period of 2018-2025",
helping pedagogical university students form school behavior culture
capacity in the process of participating in teaching practice, observation
practice and professional activities. Education of school behavior
culture capacity for pedagogical university students in the current
context is an active process involving the participation of many
elements: Purposes, contents, methods, means, forms of organization,
forms of testing and assessing educational results.
Chapter 2
CURRENT SITUATION OF EDUCATING SCHOOL BEHAVIOR
CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY
STUDENTS IN THE MEKONG DELTA IN THE CURRENT
CONTEXT
2.1. An overview of the survey
2.1.1. Purpose and scale of the survey: The survey aims to understand
the situation from students and lecturers on the issues of awareness,
attitude, behavior related to school behavior culture and to propose

measures to educate school behavior culture capacity for pedagogical
university students in the Mekong Delta in the current context.
The survey is conducted by investigation, interview and
9


observation methods. The survey was conducted on 200 lecturers and
700 students of 3 universities: Can Tho University, An Giang
University and Dong Thap University.
2.1.2. Subjects and participants of the survey
2.1.2.1. An overview of the system of training institutions for
university-level pedagogical students in the Mekong Delta region: An
Giang University, Can Tho University and Dong Thap University are 3
universities with a stable number of pedagogical training branches in
recent years (from 11 branches to 15 branches). These three universities
have contributed to facilitating students in accessing pedagogical
training programs for the locality and provinces in the Mekong Delta
region.
2.1.2.2. Participants of the survey: lecturers and students who are
teaching or studying at the three universities mentioned above
2.1.3. Survey contents: The reality of school behavior culture capacity
of pedagogical university students in the Mekong Delta, the reality of
educating school behavior culture capacity for pedagogical university
students in the Mekong Delta long, factors affecting the education of
school behavior culture capacity for pedagogical university students in
the Mekong Delta.
2.1.4. Methods and techniques of conducting the survey
- Survey questionnaires: For students, 684valid questionnaires.
For lecturers, 192 valid questionnaires.
- Interview: Direct interviews with students and lecturers on

issues that need to be clarified regarding school behavior culture
awareness and behaviors.
- Observation: Observe the behavioral expression of students in
the classroom and outside the classroom through class observation and
observation outside the class.
2.1.5. Scales and conventions for scales: Scale 1 represents the
viewpoint, Scale 2 - frequency of performance, Scale 3 - level of
achievement, Scale 4 - the degree of influence.
2.2. Survey results
2.2.1. Current situation of school behavior culture capacity of
pedagogical university students in the Mekong Delta
2.2.1.1. Current status of students' awareness of school
behavior culture
The survey results show that the majority of students regard
school behavior culture as the compliance to the norms of basic
courtesy. However, there are still some students who are still not fully
10


aware of the standards of school behavior. Therefore, it is necessary to
have appropriate educational solutions to help students have full
awareness, thereby orienting the right behavior to create school
behavior culture.

1. Between students, there is no need to
say thank you or apologize.
2. Between students, there is no need to
ask for permission to interrupt others or to
say something subtle.
3. When there is disagreement, listen and

seek solutions acceptable to both parties.
4. When there is dissatisfaction,
avoid showing anger or loud
voices.
5. It is possible to sympathize for
students fighting because they lack life
experience
6. It is possible to call friends
“thằng ấy”, “con ấy”
7. Sometimes it is possible to say
wrong thing about a friend you don't like,
8. It is unacceptable for students to talk
privately in class.

9. When you need support at work,
students will help.
10. For group tasks, students may be
late or not involved,
11. The envy between students is
acceptable,
12. It is necessary to respect your
friends' legitimate privacy (study, rest,
personal interests ...)
13. Stealing friends’ property is
shameful,
14. In difficult circumstances, it is not
necessary to return the assets borrowed
from friends.
15. It is possible to keep items that
your friends dropped or forgot to use

16. Meaningful sharing is material
sharing

2.2.1.2. The reality of students’ attitudes towards school behavior
culture and in school behavior.

11


Figure 2.4. Expression of student attitudes in school behavior
1. Well-behaved when giving/receiving
objects
2. Friendly, polite to say hello,
3. Voluntary, positive when performing
common tasks,
4. Self-disciplined when coming out of
the classroom, when coming to class
late, when having breaks,
5.
Considerate,
empathetic
when receiving information,

6. Timely, polite when receiving/sending
emails,
7. Sincere to say thank you or sorry,
8. Seriously study in class,
9. Honest when giving information about
incidents,
10. smart when disagreeing or arising

conflicts,
11. Demonstrating responsibility when
making mistakes,

Survey results show that students have not shown appropriate
attitude in email interaction. For behavior situations in communication
such as when disagreeing, when conflicts arise, when making errors ...,
most students have a lack of initiative in expressing appropriate
attitudes. Thus, in terms of attitude in the contexts of behavior, students
have many inappropriate expressions and changes in students’ attitude
can only be achieved through proper orientation and education at
schools.
2.2.1.3. Status of students’ behaviors in school behavior
Status of students’ behaviors in learning
Table 2.4. Behaviors of students in learning
No.

1
2
3
4
5
6
7
8
9

Very
high
1,46

1,61
1,17
0,73
1,75
0,73
0,58
1,32
0,44

High

Medium

Low

Very low

50,88
46,93
36,55
34,36
41,08
51,17
52,34
60,23
52,05

23,25
26,02
16,81

36,70
37,43
15,35
17,98
21,05
17,98

23,68
23,39
42,54
27,92
19,74
31,87
28,51
17,40
28,51

0,73
2,05
2,92
0,29
0,00
0,88
0,58
0,00
1,02

12

ThB

3,29
3,23
2,90
3,07
3,25
3,19
3,24
3,45
3,22

4
7
11
10
5
9
6
1
8


10
11

0,88
1,17

40,94
51,02

51,46
32,02

1. Ask for permission from the lecturer
when coming out of class, when being
late or when having breaks
2. Come to class on time
3. Do not do private work during class
time (do not talk privately, do not use
the phone)
4. Cooperate with friends in
common tasks (arrive on time,
contribute ideas)
5. Cooperate with lecturers during class
time (listen to feedback, implement
requests)

6,73
15,79

0,00
0,00

3,36
3,38

3
2

6.

7.
8.
9.

Complete the exercises on time
Accomplish self-study tasks
Give ideas in class
Cooperate with friends in
common tasks.
10. Use pure words (no billiarsgate, no
slang) in communication with
lecturers and students
11. Use appropriate clothes (do not use
scanty, ridiculous clothes) in the
classroom

Survey results show that some students still have inadequacies in
behavior in learning, which are expressed in many different forms such
as doing personal work during class time like talking, using mobile
phones, not cooperating with friends in common tasks, not submitting
learning products on time. Therefore, unsuitable things need to be
adjusted so that the behavior culture is expressed in human
relationships.
2.2.2. Current situation of educating school behavior culture for
pedagogical university students in the Mekong Delta
2.2.2.1. The reality of the objectives of educating school behavior
culture
Table 2.9. Objectives of educating school behavior culture in
teachers' opinions
No.

1
2
3
4
5
6
7

Very
high
0,29
0,00
0,58
0,00
0,00
0,00
0,73

High
16,67
8,04
16,81
4,68
0,88
0,73
2,92

Mediu
m

9,36
14,47
8,48
22,81
9,94
8,92
22,51

Low

Very low

1,75
5,41
2,19
0,58
16,23
15,06
1,90

0,00
0,15
0,00
0,00
1,02
3,36
0,00

ThB
3,55

3,08
3,56
3,15
2,38
2,25
3,09

2
5
1
3
7
6
4

1. The moral capacity of pedagogical university students in the Mekong
Delta.
2. The capacity of style of pedagogical university students in the Mekong
Delta region.
3. The capacity to build school culture.
4. The capacity to implement and build safe schools, prevent school violence.

13


5. The capacity to create cooperative relationships between students’
parents/guardians with schools and social organizations.
6. The capacity to promote family’s active participation in the
implementation of the school's teaching and educational plans.
7. The capacity to promote active participation of families in teaching and

educational activities organized by the school.

Survey results show that universities in the Mekong Delta region
are interested in educating students to build school culture and foster
ethics for students. The capacity to promote family’s active
participation in the implementation of the school's teaching and
educational plans and the capacity to create collaborative relationships
between students’ parents/guardians with the school and social
organizations are two goals that are highly appreciated by lecturers and
students, ranked sixth and seventh.
2.2.2.2. The reality of the contents of educating school behavior culture
for pedagogical university students in the Mekong Delta
a. The reality of the contents of educating school
behavior culture in teachers' opinions
Table 2.11. The contents of educating school behavior culture in
teachers' opinions
No.

Very
high

High

Medium

Low

Very
low

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

2,60
1,04
0,52
4,69
3,65
0,00
0,00
2,60
1,04
0,00
0,00
0,00

0,00
0,00
1,04
0,00
0,00

58,33
15,63
15,10
82,81
86,98
18,23
13,54
6,25
13,54
8,85
24,48
16,15
11,98
6,25
28,65
16,15
9,38

37,50
81,25
78,13
11,46
9,38
81,25

82,29
59,90
56,77
32,81
47,92
60,94
52,60
51,56
64,06
53,13
44,27

1,56
2,08
6,25
1,04
0,00
0,52
4,17
31,25
28,65
53,13
17,19
22,92
35,42
42,19
6,25
30,73
46,35

0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00

14

ThB

3,62
3,16
3,10
3,91
3,94
3,18
3,09
2,80

2,87
2,40
2,76
2,93
2,77
2,64
3,24
2,85
2,63

3
5
6
2
1
4
2
5
4
9
7
3
6
8
1
1
2


1. Benefits of school behavior culture

2. Standards of behaving with teachers
3. Standard of behaving with you
4. Standards of behaving in learning
5. Standards of behaving in the activities
of class, department, and school
6. Standards of behaving in high school
activities, teaching practice activities.
7. Skills to show respect to others
8. Skills to select language and adjust
voice;

9. Skills to convey information
10. Negotiation skills
11. Persuading skills
12. Skills to control emotions
13. Problem-solving skills
14.
Non-verbal
communication skills
15. Listening Skills
16. Positive attitude towards school
behavior culture
17. Critical fighting attitude towards
standard deviation

Survey results show that students do not have much access to the
impacts that help them shape appropriate skills and attitudes in school
behavior.
2.2.2.3. The reality of the forms of educating school behavior culture
for pedagogical university students in the Mekong Delta

Table 2.13. Forms of educating school behavior culture in
lecturers’ opinions
No.

Very high

High

Medium

Low

Very low

1
2
3
4
5
6
7
8
9

0
0
0
0
0
0

0
0
0

41,15
11,46
0
5,2
0
0
0
0
0

58,9
78,6
87
78,1
82,8
42,2
13
65,1
49,48

9,89
13,02
16,67
17,19
57,81
15,06

34,9
50,52
9,89

0
0
0
0
0
0
0
0
0

1.Propaganda
2.Teaching
3. Soft skills training course
4. Counseling
5.Class observation practice and
teaching practice

ThB
3.41
3.02
2.87
2.89
2.83
2.42
2.46
2.65

2.49

1
2
4
3
5
9
8
6
7

6. Clubs
7. Youth Union and Association activities
8. Competitions on school behavior
culture
9. Thematic report on school behavior
culture

The survey results show that the education of school behavior
culture capacity has been implemented at schools through various
forms of organization. However, the education of this content has not
shown the systematic and sequential nature, and at the same time, it
does not help students form the necessary knowledge and skill
foundation.
15


2.2.2.4. Current status of testing and assessment in educating school
behavior culture for pedagogical university students in the

Mekong Delta
Table 2.19. Assessment in educating school behavior culture in
lecturers’ opinions
No.
1
2
3
4
5
6

Very
high
5,73
0,00
0,00
59,90
2,60
7,29

High

Medium

67,19
11,98
1,04
27,08
59,38
69,27

27,08
69,79
12,50
13,02
29,17
20,31

Low
0,00
18,23
86,46
0,00
8,85
3,13

Very low
0,00
0,00
0,00
0
0
0

ThB
3,79
2,94
2,15
4,47
3,56

3,81

1
2
3
1
3
2

The survey results show that the assessment does not meet the
practical requirements in terms of contents; the assessment results may
not fully reflect the school behavior culture capacity because of too
much focus on the observation method.
2.2.3. Current situation of factors affecting the process of educating
school behavior culture for pedagogical university students in the
Mekong Delta
Table 2.17. Teacher's assessment of the influencing factors
No.
1
2
3
4
5
6
7

4
61,46
65,10
74,48

66,15
44,79
41,15
69,27

3
38,54
34,90
25,52
33,85
55,21
58,85
30,73

2
0
0
0
0
0
0
0

1
0
0
0
0
0
0

0

Average
3,61
3,65
3,74
3,66
3,45
3,41
3,69

Level
5
4
1
3
6
7
2

The survey results show that there are many factors affecting the
process of educating school behavior culture capacity for students.
Thus, in order for the education process to be effective, it is necessary
to pay attention to these influencing factors to select the appropriate
impacts.
2.3. General assessment of the situation
2.3.1. Advantages: In terms of awareness, the majority of students have
a full understanding of the basic contents related to school behavior
culture. Students are able to identify the norms of school behavior
culture, identify the manifestations of school behavior culture in human

relationships and identify the factors needed to form culture school
behavior. In terms of attitudes and behaviors, most students show
cultural attitudes and behaviors when interacting with friends,
16


officials/lecturers.
For the education of school behavior culture, this work has been
implemented by teachers in a way appropriate to their educational
conditions and circumstances.
2.3.2. Limitations
Some students have not identified the path of conveying school
behavior culture and where school behavior culture is expressed. There
are a number of circumstances in which the ability to behave
appropriately is required but it is not noticed by students. In terms of
attitudes and behaviors, some non-cultural manifestations related to the
implementation of rules of courtesy, behaviors in learning, behaviors in
privacy issues, behaviors in common communication situations arising
in student-student relationships. Regarding the education of school
behavior culture capacity, the educational content has not yet shown a
balance between educating knowledge and educating skills and
attitudes. In addition, the assessment has not been fully implemented on
the necessary contents for school behavior; the assessment methods are
not able to assess the behavior culture capacity of students.
2.3.3. Causes: training programs; awareness of management staff and
teaching staff; capacity and qualifications of officials/lecturers; learning
motivation and attitude of students; socio-economic environment;
family; community culture.
Conclusion for chapter 2
The survey results show that the majority of students have the

awareness, attitude, behavior and education of school behavior culture
capacity has been conducted by schools with many different
ways/forms of organization. However, students' knowledge about
school behavior culture is unsystematic, disconnected, based on
experience and they lack necessary skills in behaving.
Chapter 3
MEASURES TO EDUCATE SCHOOL BEHAVIOR CULTURE
CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN
THE MEKONG DELTA IN THE CURRENT CONTEXT
3.1. Principles of proposing measures
3.1.1. Ensuring the purposes: The proposal of educational measures is
based on the Objectives of Vietnamese Education and Political Report
of the 10th Party Congress.
17


3.1.2. Ensuring suitability: measures must be suitable for the ability of
both the collective and the individual.
3.1.3. Ensuring practicality: the components of the process of
educating school behavior culture must come from reality. Besides, it is
necessary to pay attention to the principle of "Learning goes together
with practice".
3.1.4. Ensuring feasibility: Measures must ensure that educators can
apply them, which means that they must be in accordance with the
lecturers' ability and performance conditions; at the same time, they
must be suitable for students' characteristics.
3.1.5. Ensuring the promotion of students’ activeness and
proactiveness: arouse students’ activeness and proactiveness through
the implementation of measures.
3.2. A number of measures to educate school behavior culture

capacity for pedagogical university students in the Mekong Delta:
1. Foster students' awareness of school behavior culture; 2. Train school
behavior skills for students; 3. Foster feelings and beliefs in school
behavior culture; 4. Guide students to participate in activities to train
behavior culture capacity; 5. Establish the habit of self-educating
school behavior culture capacity for students
3.3. Relationship between measures
The measure "Foster students' awareness of school behavior
culture" is a necessary condition; the measure "Train school behavior
skills for students" is a prerequisite; the measure "Foster feelings and
beliefs in school behavior culture" is a catalyst; the measure "Guide
students to participate in activities to train behavior culture capacity" is
a sufficient condition; the measure "Establish the habit of selfeducating school behavior culture for students" is a decisive measure.
3.4. Pedagogical Experiment
3.4.1. Overview of the experimental process
3.4.1.1. Experiment purpose: Affirm the theoretical and practical
significance of the measures to educate school behavior culture
capacity for pedagogical university students in the Mekong Delta in the
current context
3.4.1.2. Experiment population: 150 students in their 2nd and 3rd year
majored in Music Education, Maths Education, English Education,
Literature Education of Dong Thap University.
18


3.4.1.3. Experiment contents
- The measure "Foster students' awareness of school behavior
culture". For this measure, the author experimented with fostering and
raising students' awareness about the behavior standard “Create a
cooperative relationship between students’ parents and schools”.

- The measure "Train school behavior skills for students". For
this measure, the author experimented with training the skill of
conveying information, which belongs to the skill group “Create a
cooperative relationship between students’ parents and the school.
3.4.2. Experiment process
3.4.2.1. Experiment preparation: Select experiment samples, Develop
experiment plans; Survey inputs; 2 Conduct experiment round 1, 2 and
3. Process the experiment results
Identify measuring tools and measuring scales
- Scale of measuring results
+ We measured cognitive results with 3 levels: Know, understand
and apply.
+ To measure the results of skills, the author determined 5
specific levels as follows: Not shown, ineffective, not professional,
professional, proficient.
The author determined the evaluation scale as follows:
Levels of
capacity

Awareness

Point
scale

Skill

Students can not fulfill the
requirements of the study card
Students have stated incompletely
all 3 tasks as required, have

explained some tasks but their
Weak capacity
answers are not accurate and
incomplete, have not mentioned
solutions to handle situations
Students can state fully 3 tasks but
they are not accurate; they can
explain
for
3
tasks
but
Average
incompletely and wrongly; they
capacity
can propose solutions to handle
situations but their efficiency and
feasibility is low
Fair capacity Students can state exactly 3 tasks,
give full and accurate explanations
Poor capacity

19

Fail to fulfill the
required skills
Perform skills with
many
mistakes,
incompletely

as
required,
lack
confidence
Perform
relatively
fully operations and
requirements of the
skills but there are still
a few errors and a lack
of confidence
Perform

fully

requirements

of

the
the

1

2

3

4

for 3 tasks, propose solutions for skills,
but
the
situations
that
demonstrate
independence
and
effectiveness and feasibility.
initiative are still limited.
Students can state exactly 3 tasks, Properly, fully and
fully and accurately explain the 3 competently perform
tasks, state the behavioral solution the skill requirements
Good capacity
for the situation, which show their independently
and
effectiveness,
feasibility
and proactively.
uniqueness.

5

Capacity rating is based on the average scores with the following
convention:
Level of capacity
Poor capacity
Weak capacity
Average capacity

Fair capacity
Good capacity

Average scores
0 ≤ Average scores < 1,8
1,8 ≤ Average scores < 2,6
2,6 ≤ Average scores < 3,4
3,4 ≤ Average scores < 4,2
4,2 ≤ Average scores < 5

- Tools for measuring results
Using Independent Samples T-Test of SPSS 20.0 software to
process and evaluate data related to awareness and skills of school
behavior culture of students participating in experiment on the
following aspects: percentage, average score, standard deviation,
correlation coefficient r (t-test result).
- Processing and evaluating survey results
Table 3.1. Results of the survey of students' knowledge and skills
Capacity level
Good
Fair
Medium
Weak
Least
Average score
Standard deviation
Correlation
coefficient r

Awareness

Number
%
5
3,33
11
7,33
79
52,67
46
30,67
9
6
2,77
0,682

Skill
Number
%
0
0
5
10
16
32
22
44
7
14
2,39
0,7585

From Table 3.1 it can be seen that the rate of students achieving
Fair and Good scores is low (from 0 to 10%). The average score for the
20


awareness of the behavioral standard "Create the relationship between
the family and the school" and the average score for the skill
"conveying information" of the students is not high, only at the level of
Medium and Weak. Specifically,
+ Regarding students' perceptions of the behavior standard
"Create relationships between families and schools", most students
participating in experiments have a poor perception. They stated the
expressions, explained or applied to solve situations that arise in practice.
+ Regarding the information conveying skills of experimental
group students
There are only 5/50 student groups who achieve good level
scores for the information conveying capacity (10%). There are 29
groups of students - accounting for 58%, with skills of conveying
information at the poor and weak level; 16 groups of students with
skills of conveying information at an average level.

Figure 3.1. Students' awareness before the first experiment
and after the first experiment

Figure 3.2. Information conveying skills of students
before experiment and after the first experiment
21

Figure 3.3. Awareness of students
after the first experiment and after the second experiment
- Information conveying skills after the second experiment
After the experiment, there is a positive change in the output.
The correlation coefficient r = 0,003 indicates that the change in
student capacity is thanks to the impact of the experimental measures.

Figure 3.4. Information conveying skills
Conclusion for chapter 3
From the results of theoretical and practical research on school
behavior culture capacity and education of school behavior culture
capacity, the author has proposed 5 measures to educate the school
behavior culture capacity for pedagogical university students in the
Mekong Delta region based on the following principles: Ensuring
purposes, suitability, practicality, feasibility and promoting the
activeness and initiative of students. The proposed measures are
specifically specified on the objectives; contenst, implementing
22


methods and conditions to implement measures. Regarding the
methods of implementing the measure, the author has detailed the
implementation steps that serve as a basis for reference for the
organization of implementing activities of educating school behavior
culture capacity of educational institutions in the Mekong Delta region.
With the proposed measures, the author has experimented with a
number of measures within in the permissive conditions of time, space,
and experiment participants. The experiment results show that:
- There is a positive change in the expression of students'
cognitive ability and behavioral skills in the learning environment in

the university, thereby establishing a behavior foundation for their
teaching profession in the future. This change is reflected in the raising
awareness of the meaning and expression of the norms and the
improvement in the skills of performing standards; thereby forming an
important foundation for the education and implementation of school
behavior culture.
- The above positive change is the result of the impact of the
educational solutions proposed in the thesis.
Thus, the solutions proposed in the thesis are suitable in terms of
theory and practice of educating school behavior culture for students,
and in accordance with the scientific hypothesis of the thesis.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion:
School behavior culture capacity is a content that needs to be educated
for pedagogical university students to form a school behavior culture in
universities; thereby forming the appropriate behavior capacity and
habits in pedagogical relationships in future professional activities.
Educating school behavior culture capacity for students of pedagogical
college in the Mekong Delta is to form a capacity for students on the
standards of behavior based on high school teachers' professional
standards. The formation of the behavior capacity for students is the
result of the process of forming habits and changing inappropriate
habits to reach the standard.

23


The process of theoretical and practical research is the basis for
the author to propose 5 measures of educating school behavior culture
for students according to the capacity approach: 1. Foster students'

awareness of school behavior culture; 2. Train school behavior skills
for students; 3. Foster feelings and beliefs in school behavior culture; 4.
Guide students to participate in activities to train behavior culture
capacity; 5. Establish the habit of self-educating school behavior
culture capacity for students. The experiment results show that the
experimented measures have created a positive change in awareness
and skills of behaving of pedagogical students. Thus, students’ capacity
to behave in the school environment will be enhanced if the proposed
measures are appropriately applied in compliance with the stated
pedagogical requirements.
2. Recommendations
2.1. For the Ministry of Education and Training: Implement policies
to promote the proposal of effective and feasible measures to educate
school behavior culture capacity, which have been verified and
reflected in the practice of the educational institutions; create the
infomation channel (eg, forums, facebook accounts, emails ...) to
collect personal and collective information, criticisms, proposals and
constitutions about promoting school behavior culture capacity; issue
guidelines and policies to closely monitor the education of school
behavior culture capacity in educational institutions.
2.2. For training institutions for pedagogical university students in
the Mekong Delta: determine the education of school behavior culture
capacity for pedagogical university students in the Mekong Delta as a
requirement and mission of the institution; Inform all officials/lecturers
and students of the institution's behavior norms; organize assessments
of students’ school behavior culture capacity; establish advisory
offices/departments for staff/lecturers and students; promulgate rules of
reward/positive discipline for students who are active, proactive, selfaware, and regularly demonstrate their behavior culture.
2.3. For faculties
The departments/faculties raise students’ awareness of the

importance of school behavior culture capacity in learning and future
24


professional activities, and at the same time remind students to actively
participate in activities of educating school behavior culture capacity
organized by the university.
Lecnurers in charge of managing students of the faculty monitor
and adjust students’ behavior through direct observation and
information channels like the class leaders, the facebook, zalo and
email accounts of the faculty.
2.4. For teacher recruitment units
Innovate the method of recruitment in the competency-based
approach, in which school behavior culture capacity is an evaluation
content in the recruitment of lecturers. This view is well-informed on
the websites and recruitment channels of the local Departments of
Education and Training as an "order" for lecturer and teacher training
institutions.
2.5. For pedagogical university students in the
Mekong Delta region
Pedagogical university students need to be fully aware of the
importance of school behavior culture capacity and actively,
proactively participate in diverse activities to train and cultivate school
behavior culture capacity.
Form a habit of observing, assessing school behavior culture
capacity of others and their own to draw lessons learned in school
behavior.
Exchange and share experiences of school behavior culture
capacity with students of the same class or different classes.
Regularly learn and update information on school behavior

culture capacity in practice and via mass media to take appropriate
preparation measures; at the same time, accumulate experience for
appropriate application in specific circumstances of school behavior.

25