THE LEVEL OF DIFFICULTIES IN PROFESSIONAL ACTIVITIES OF NEW PRIMARY SCHOOL TEACHERS IN THE SOUTHEAST REGION

DOI: 10.18173/2354-1075.2025-0042

Abstract

This study aims to clarify the concept of difficulties of new teachers and identify the main groups of difficulties that new primary school teachers often encounter in their professional activities. Specifically, five groups of difficulties were identified: (1) Difficulties in learning about the profession, (2) Difficulties in performing teaching tasks, (3) Difficulties in performing student education tasks, (4) Difficulties in communicating with work relationships, and (5) Difficulties in self-improvement. The survey was conducted with 394 new primary school teachers in the Southeast region of Vietnam. Results indicated that the difficulty level in the five groups of difficulties was moderate and showed a decreasing trend with increased years of experience. Additionally, teachers working in cities and towns reported a higher level of difficulty compared to their counterparts in rural regions. No significant differences were found concerning gender or university ranking. The novelty of the study is to provide empirical data on the level of difficulty faced by new primary school teachers in the Southeast region and to propose recommendations to support them in their early career development.