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This study presented the practices of pupil behaviour management of Vietnamese primary teachers with a focus on primary pupils' misbehaviours, and the activities the primary teachers implemented to manage this misbehaviour. 1,545 primary pupils' parents and teachers from all three main areas in Vietnam took part in the questionnaire surveys. Mathematical statistical methods were used to analyse data along with collating the perceptions between primary teachers and parents. The results showed that pupil behaviour management had been implemented to a positive extent by the primary teachers in classroom practices. The primary teachers frequently implemented the activities of pupil behaviour management to deal with pupils' misbehaviours, and this could help prevent misbehaviour in classroom practices. Nevertheless, the study also revealed that one of the emergent problems that needs to be solved in order to achieve better pupil behaviour management is pupils' inattentive attitudes in learning. A possible reason was attributed to the teachers' less cares and the lower frequency with which interactive instruction was implemented by the primary teachers in their teaching practices. The study suggested that an appropriate strategy of pupil behaviour management for Vietnamese primary teachers needed to be designed in order to help better engage pupils in learning and to meet the requirements of the ongoing implementation of competence-based curricula. A social constructivist approach with its interactive and meaningful features was recommended for further studies to work on designing an appropriate behaviour management strategy for pupils in a Confucian heritage culture such as Vietnam. [ABSTRACT FROM AUTHOR]

Although the social-emotional learning model (SEL) has been researched in Vietnam for many years, studies on teachers' SEL-based teaching competence have not been the focus. This study explored the possibility of applying the SEL model to the teaching of Vietnamese primary school teachers. Our case study of 50 teachers who participated in previous SEL projects highlights three factors that prevented successful SEL application in Vietnamese schools, including (a) confusion about the SEL-based teaching perspective, (b) traditional teaching methods, (c) limited training in social-emotional skills, and mental health policies for primary school teachers. The findings have broadened and deepened our understanding of the possibility of successful application of the SEL model in the classroom, which would depend on SEL-based professional supervision, consistency in SEL-based teaching methods and SEL practice guides/manuals, and promotion or adaptation of policies for SEL-based practice and application in schools. [ABSTRACT FROM AUTHOR]

Improving teachers' intercultural competence is one of the keys for successful implementation of intercultural education. This paper explores Vietnamese primary education teachers' level of intercultural competence as one of the first steps towards intercultural education in this country. The ISS-15 questionnaire was used to collect data from 70 teachers working in different schools and English centres in Hanoi City. Data were analysed through descriptive statistics: one-way ANOVA and Kruskal-Wallis test. Results show homogeneity although teachers' backgrounds and working contexts are varied. Teachers show high degrees of interaction engagement and enjoyment as well as respect for cultural differences. However, their levels of interaction confidence and attentiveness are moderate. Our conclusions suggest that teachers need to develop their intercultural competence (IC), especially in terms of practice skills. They demand to implement intercultural education (IE) in Vietnamese schools, as well as to help citizens realize its outstanding role for the necessary socioeconomic changes of the country nowadays. [ABSTRACT FROM AUTHOR]