Teachers’ feelings of safeness in school-family-community partnerships: Motivations for sustainable development in moral education

Abstract

This study aims to get insights into teachers' safety feelings in families, schools, and communities’ partnerships to facilitate the Vietnam context’s moral education process. We used a survey method with the instrument having 19 Likert-scale items, namely teachers' feelings of safeness in SFC partnerships (SSFC). The data from 371 Vietnamese teachers followed a simple random sampling strategy. We conduct multiple regression analyses to get insight into the relationship between four groups of variables and teachers' feelings of safeness, namely teachers’ background, collaborated actions between teachers and families, families’ mental encouragement for teachers, and collaborated actions between families and communities. These results find that the school level, collaborated actions between teachers and families, and families’ mental encouragement for teachers are statistically significant to teachers’ feelings of safety. Moreover, the variable group of collaborated actions between teachers and families records the highest positive beta value in multiple regression analyses. In other words, the improvement of collaborated actions between teachers and families is a critical motivation to leverage teachers’ feelings of safeness in SFC partnerships. These results provide valuable information for sustainable development in moral education.

Critical thinking skills: Error identifications on students’ with APOS theory

“…Previous studies affirmed that the conceptual (structural) errors show the failure to understand a concept within a problem [23], which also means a failure to value the relationships within a situation [23], [24]. The procedural (arbitrary) errors occurred when a student failed in manipulation or an algorithm, even if the student has understood the concept [23], [25]. The errors are related to incorrect choices of extrapolation [26], [27].…”