Thực trạng văn hóa học tập của giáo viên các trường tiểu học ngoài công lập Thành phố Thủ Đức, Thành phố Hồ Chí Minh (trước sáp nhập)

Tóm tắt

In the context of general education reform and digital transformation, building a learning culture among primary school teachers is an important requirement for teacher development and the improvement of school education quality. However, this issue has received relatively little research attention, particularly in non-public primary schools. This article analyzes the current situation of teachers’ learning culture at eight non-public primary schools in Thu Duc City, Ho Chi Minh City, prior to the administrative merger under Resolution No. 1685/NQ-UBTVQH15. The study focuses on the perceptions of school administrators and teachers, as well as manifestations of learning culture in professional practice. The findings indicate that both administrators and teachers are well aware of the role of learning culture; among its dimensions, self-directed learning culture, professional learning culture, and learning culture in digital environments were rated as particularly significant. Nevertheless, the development of learning culture in schools still faces several limitations, especially in long-term planning, the establishment of support mechanisms, and the creation of sustained learning motivation for teachers. These findings help clarify the characteristics of learning culture among teachers in non-public primary schools in the current context and provide further grounds for subsequent studies on teacher development and school culture in a transforming educational environment.