Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. Keywords: education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school.

<p style="text-align: justify;">Student satisfaction with education service has been considered one of the most critical strategic factors to attract students of higher education institutions around the world. Various models of satisfaction with education service quality have been developed to motivate actions towards improving the education quality. This study aimed to confirm a Vietnamese theoretical five-dimension model of student satisfaction with higher education service and investigate the relationship between student satisfaction with education service quality and student satisfaction with educational outcomes in this model. A cross-sectional survey on 2933 students from four-member universities of Hue University in Central Vietnam was conducted. The research results showed that the model of student satisfaction with education service in Hue University was consistent with the proposed theoretical model, which comprises five dimensions including access to education service, facilities and teaching equipment, educational environment, educational activities, and educational outcomes. In addition, the satisfaction of all dimensions of education service quality from dimension 1 to 4 affects the satisfaction of educational outcomes, of which educational activities have the most significant impact. This research result can provide a number of implications and recommendations for Hue University to implement appropriate measures to improve student satisfaction with education services received, thereby enhancing educational outcomes, attracting and retaining students.</p>

The aim of this study was to explore the correlation between parental styles and mental problems among Vietnamese high school students. In total, 16.4 percent of 757 eligible participants reported mental difficulties. Findings showed that being female and in grade 12 were risk factors to mental problems while living in Hue city was likely as a protective factor. The father’s warmth reduced the risk of having mental problems among adolescents, while an overprotective mother increased the risk. There was no correlation between authoritarianism of both mother and father and mental difficulties. These results suggest that a parenting program for parents might reduce the risk of mental problems among Vietnamese youth.

Mindfulness structure and its relationship with emotions have been found in various studies, mostly in the non-Buddhist populations. This study aimed to explore those issues in the Buddhist sample. The research sample included 163 young monk and nun students. A questionnaire was used for measuring mindfulness and experiences of positive and negative emotions. The exploratory factor analysis identified three components of mindfulness, namely awareness, peace of mind, and non-distraction. Mindfulness and its components were found to enhance positive emotions while reduce negative ones in monk and nun students. The mediation analysis indicated that mindfulness has both direct and indirect positive effects on positive emotions through negative emotions, with the direct effect being stronger. The findings of this study contribute to a better understanding of the structure of mindfulness in Buddhists, and the mechanism by which it affects positive emotions.

No abstract