Viet Nam
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Viet Nam
Teachers and teaching conditions (TALIS 2024)
* Estimates for Alberta (Canada), the Netherlands, New Zealand and Norway should be interpreted with caution due to higher risk of non-response bias.
| Country Note | TALIS 2024 : The State of Teaching | TALIS 2024 Conceptual Framework | TALIS 2024 Conceptual and Assessment Framework | Viet Nam in TALIS | Education policies: Teachers |
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Who the teachers are
In Viet Nam, less teachers are aged 50 and above relative to other TALIS countries. (13.2 %, rank 53/55 , 2024) Download Indicator
The share of lower secondary teachers with non-teaching work experience in Viet Nam was among the smallest across countries with available data. (14.3 %, rank 54/55 , 2024) Download Indicator
Initial and induction training of teachers
The proportion of recent lower secondary teacher graduates in Viet Nam who “agree” or “strongly agree” that the quality of their initial education was high overall was among the highest across countries with available data. (96.5 %, rank 3/55 , 2024) Download Indicator
In Viet Nam, the percentage of recent lower secondary teacher graduates who felt well prepared by their initial education to use digital resources and tools for teaching was among the highest across countries with available data. (86.2 %, rank 3/55 , 2024) Download Indicator
The share of recent lower secondary teacher graduates in Viet Nam reporting that their initial education prepared them well to support students’ social and emotional development was among the largest across countries with available data. (85 %, rank 4/55 , 2024) Download Indicator
Professional development of teachers
A large percentage of teachers feel professional development activities in the 12 months prior to the survey had a positive impact on their teaching practices. (94.8 %, rank 2/55 , 2024) Download Indicator
Among novice lower secondary teachers in Viet Nam, the percentage reporting that professional learning activities during the 12 months preceding the survey had a positive impact on their teaching was among the highest across countries with available data. (96.8 %, rank 1/55 , 2024) Download Indicator
Teacher appraisal and feedback
Compared to other countries participating in TALIS, in Viet Nam, there is a high proportion of eachers who report receiving feedback from external individuals or bodies. (91 %, rank 1/55 , 2024) Download Indicator
In Viet Nam, a high proportion of teachers report receiving feedback from school principals. (100 %, rank 1/55 , 2024) Download Indicator
Teachers' practices
Teachers report spending more individual time planning and preparing lessons. (11.2 Hours/week, rank 1/55 , 2024) Download Indicator
The proportion of lower secondary teachers in Viet Nam who indicated a high level of need for approaches to individualised learning was among the highest across participating countries. (40.6 %, rank 3/55 , 2024) Download Indicator
In Viet Nam, the share of novice lower secondary teachers indicating a high level of need for approaches to individualised learning was among the largest across participating countries. (43.1 %, rank 3/55 , 2024) Download Indicator
ICT for teaching
In Viet Nam, the share of lower secondary teachers reporting that they have used artificial intelligence (AI) in their work was among the largest across countries with available data. (64.5 %, rank 5/55 , 2024) Download Indicator
In Viet Nam, the share of lower secondary teachers reporting a high level of need for skills in using artificial intelligence for teaching and learning was among the largest compared to other countries. (43.9 %, rank 5/55 , 2024) Download Indicator
The percentage of novice lower secondary teachers in Viet Nam reporting a high level of need for skills in using artificial intelligence for teaching and learning was among the highest across countries with available data. (44.8 %, rank 3/55 , 2024) Download Indicator
Teacher leadership and autonomy
The percentage of lower secondary teachers in Viet Nam who “agree” or “strongly agree” that their school encourages staff to lead new initiatives was among the highest across countries with available data. (99.4 %, rank 1/55 , 2024) Download Indicator
Teachers' autonomy, collegiality and collaboration
Compared to most other TALIS countries, Viet Nam has a higher proportion of teachers who participate in collaborative professional learning in their school at least once a month. (63.3 %, rank 2/55 , 2024) Download Indicator
In Viet Nam, a relative large proportion of teachers agree that their school provides staff with opportunities to actively participate in school decisions. (96.5 %, rank 2/55 , 2024) Download Indicator
A high share of teachers report engaging in team-teaching at least once a month. (68.9 %, rank 1/55 , 2024) Download Indicator
The percentage of lower secondary teachers in Viet Nam who reported observing other teachers’ classes and providing feedback at least once a month was among the highest across countries with available data. (66.2 %, rank 2/55 , 2024) Download Indicator
In Viet Nam, the share of lower secondary teachers engaging in joint activities across different classes and age groups at least once a month was among the largest across participating countries. (30.2 %, rank 3/55 , 2024) Download Indicator
The proportion of lower secondary teachers in Viet Nam who reported exchanging teaching materials with colleagues at least once a month was among the highest compared to other countries. (78.3 %, rank 2/55 , 2024) Download Indicator
The percentage of lower secondary teachers in Viet Nam who reported working with colleagues to ensure common standards in evaluations for assessing student progress at least once a month was among the highest across countries with available data. (64.6 %, rank 3/55 , 2024) Download Indicator
In Viet Nam, the share of lower secondary teachers who “agree” or “strongly agree” that their principal has good professional relationships with staff was among the largest compared to other countries. (97.1 %, rank 2/55 , 2024) Download Indicator
In Viet Nam, the proportion of lower secondary teachers collaborating with parents and guardians at least once a month to enrich students’ learning activities was among the largest across countries with available data. (67 %, rank 1/55 , 2024) Download Indicator
Teachers' satisfaction with their jobs
A larger proportion of teachers believe that the teaching profession is valued in society. (92.2 %, rank 1/55 , 2024) Download Indicator
A larger proportion of teachers are satisfied with their job relative to most other TALIS countries. (96.8 %, rank 3/55 , 2024) Download Indicator
Status of the teaching profession
The share of lower secondary teachers in Viet Nam who “agree” or “strongly agree” that teachers are valued by parents and guardians was among the largest across countries with available data. (95.6 %, rank 1/55 , 2024) Download Indicator
The percentage of lower secondary teachers in Viet Nam who 'agree' or 'strongly agree' that their views are valued by policymakers was among the highest across countries with available data. (87.1 %, rank 1/55 , 2024) Download Indicator
Teachers' engagement, motivation and drive
Among novice teachers in lower secondary, the share reporting that teaching was their first career choice in Viet Nam was among the largest across countries with available data. (91.1 %, rank 3/55 , 2024) Download Indicator
Teachers’ working conditions, mobility and risk of attrition
In Viet Nam, the percentage of teachers experiencing a lot of stress in their work is relatively low. (4.2 %, rank 53/55 , 2024) Download Indicator
The proportion of lower secondary teachers under age 30 in Viet Nam who intend to leave teaching within the next five years was among the lowest across countries with available data. (2.9 %, rank 55/55 , 2024) Download Indicator
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General findings
- Teachers are aging in many education systems. While the average age of teachers is around 45 years old, more than one out of two teachers are 50 or older.
- Prior non-teaching work experience is more and more common for teachers. In around half of the education systems, at least one out of two teachers have prior non-teaching work experience.
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- Around one in three teachers report having used artificial intelligence (AI) in their work, on average across OECD education systems.
- Many teachers – especially female and experienced teachers – report meeting key lesson aims, though supporting students' social and emotional learning remains challenging.
| Education policies: Teacher practices | Education policies: Learning time and Disciplinary climate | Education policies: Special needs | Education policies: Migrant background | Education policies: Digital divide |
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- The large majority of teachers are satisfied with their profession, which indicates that most teachers find meaning and personal fulfilment in their work. Almost nine in ten teachers report that they are satisfied with their jobs overall.
- Administrative workload remains a considerable demand for teachers. About half of teachers report excessive administrative work as a source of work-related stress, particularly those with more than ten years of experience.
- Discipline and behaviour issues as sources of stress are important predictors of teachers’ fulfilment of their lesson aims, their well-being, job satisfaction and their intention to leave teaching. About one in five teachers report experiencing significant disruptive noise and disorder in their classrooms, and the share of time spent on maintaining discipline has increased since 2018.
- Teachers are spending more time working together compared to 2018. Full-time teachers report spending around 3 hours per week participating in teamwork and dialogue with colleagues. Teachers who report good professional relationships with principals, other teachers, parents and guardians, and students tend to report higher well-being and job satisfaction.
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- Administrative workload remains a considerable demand for teachers. About half of teachers report excessive administrative work as a source of work-related stress, particularly those with more than ten years of experience.
- Discipline and behaviour issues as sources of stress are important predictors of teachers’ fulfilment of their lesson aims, their well-being, job satisfaction and their intention to leave teaching. About one in five teachers report experiencing significant disruptive noise and disorder in their classrooms, and the share of time spent on maintaining discipline has increased since 2018.
- Teachers’ satisfaction with their terms of employment (including salary) has increased in many education systems since 2018.
| Education policies: Teacher working conditions | Education policies: Class size & Student-teacher ratio |
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- Mentoring is gaining popularity. About one in four novice teachers (teachers with up to five years of teaching experience) has an assigned mentor.
- While nearly all teachers participate in continuous professional learning, not all of them find that doing so has a positive impact on their teaching. Just 55% of teachers report that the professional learning activities they participated in during the 12 months preceding the survey had a positive impact on their teaching.
| Education policies: Teacher initial education | Education policies: Teacher professional development |
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- Teachers are spending more time working together compared to 2018. Full-time teachers report spending around 3 hours per week participating in teamwork and dialogue with colleagues. Teachers who report good professional relationships with principals, other teachers, parents and guardians, and students tend to report higher well-being and job satisfaction.
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- Feedback and appraisal are common features of teachers’ professional lives. On average across OECD education systems, 88% of teachers report receiving feedback from their school principal, 61% from assigned mentors and 55% from external individuals or bodies. At the same time, principals report that only less than 6% of teachers are never formally appraised.
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Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.