Dataset of Vietnamese teachers’ habits and motivation behind continuous professional development programs participation

• DOI: 10.1016/j.dib.2020.106525
• Publication Date: 2020-11-14T12:52:34Z
• Authors: Thanh-Thao Thi Phan; Ngoc-Thuy Ta; Viet-Anh Phu Duong; Anh-Duc Hoang
• Keywords: Expatriate; Vietnamese

In every educational system, teacher development has a vital role in its sector and the health of social, cultural, economic sectors. For this redeeming feature, all stakeholders such as education policymakers, school superintendents, faculties make big room for teachers' improvement throughout continuous professional (CPD) provisions. However, to embark on new adventure is challenging target meet, especially when frames their teaching learning concept years after years. We decided survey Vietnamese habits motivation trace origin back partaking reason these programs. This dataset acquisition occurred from 24 Sep 2019 26 Mar 2020 approached public private schools (using traditional, bi-lingual, or international curriculum). Overall, includes 464 observations (263 teachers 202 expatriate teachers) 48 K-12 across Vietnam. The researchers divided into three main sections, including (i) demographic information; (ii) Teacher's CPD habits; (iii) perceptions concerning Project-based Problem-based Learning (PBL).