3.1 ClassRoom Quality in Vietnamese kindeRgaRtens
3.1.1 levels of classroom quality in Vietnamese kindergarten.
The results indicated that classroom quality in terms of teacher-child interaction qual-ity in Vietnamese kindergartens was at moderate level. The levels of classroom qualqual-ity domains were presented in Figure 5. In general, among the domains of classroom quality, classroom organization got the highest score (M= 5.91); instructional support got the lowest score (M= 3.02); and emotional support got a score of 4.67.
Figure 5. Levels of classroom quality domains in Vietnamese kindergartens.
Among the dimensions, productivity got the highest score (M=6.15), and negative climate got the lowest score (M=1.96).
All the dimensions correlated significantly with each other, of which the correla-tion between classroom organizacorrela-tion and emocorrela-tional support was the highest. The levels and correlation scores of the dimensions were reported in Tables 1 and 2 of Sub-study I.
0 1 2 3 4 5 6 7
Emotional support Classroom organization Instructional support
Levels of classroom quality
3.1.2 Latent profiles of classroom quality.
Three latent profiles were found in our Vietnamese sample data. The Figure 6 presents the classroom quality in each profile.
Figure 6. Classroom quality in each profile.
The high-quality profile had the largest proportion (75.4%), medium (12.3%), and low (12.3%) quality profiles were less prevalent. In the highest quality profile, classroom organization was scored the highest, other domains (instructional support and emo-tional support) were at moderate level. Notably, negative climate in a low-quality profile was higher than positive climate, while in other profiles, negative climate was lower than positive climate. Similar to highest quality profile, classroom organiza-tion of low-quality profile got the highest score among the domains, while the other domains were scored at low level.
In the medium quality profile, the emotional support domain got highest score, followed by the classroom organization domain. Instructional support got the lowest score among the domains.
The means and standard deviations of the dimensions of all the profiles are re-ported in Table 2 of Sub-study II.
0 1 2 3 4 5 6 7
Highest quality profile Medium Quality profile Lowest quality profile
Classroom quality in each profile
Emotional support Classroom organization Instruction support
3.2 Child ClassRoom engagement and disaffeCtion in Vietnamese kindeRgaRtens
The results of Sub-study III indicated that Vietnamese kindergarten children had higher classroom engagement than disaffection. Behavioral dimensions were higher than emotional dimensions. All the dimensions were at the moderate level and ranged from 2.05 for ED to 2.95 for BE (figure 7).
Figure 7. Child classroom engagement and disaffection in Vietnamese kindergarten classrooms Note: BD = Behavioral Disaffection; BE = Behavioral Engagement; ED = Emotional Disaffection; EE = Emo-tional Engagement.
Classroom engagement was correlated negatively with disaffection. Among the cor-relations between dimensions, the cor-relations between BE and ED were the lowest (r=
- .16), the highest correlation was between BD and ED (r = .58). The means, standard deviations and correlations between dimensions of child classroom engagement and disaffection are reported in Table 3 of Sub-study III.
,000 ,500 1,000 1,500 2,000 2,500 3,000 3,500
BE EE BD ED
Children's classroom engagement and disaffection
3.3 Relationships Between stRuCtuRal Quality, pRo-Cess Quality, and Child ClassRoom engagement and disaffeCtion
3.3.1 Relations between classroom quality (in terms of teacher-child interacti-on quality) and child classroom engagement and disaffectiinteracti-on.
The results of the fixed-effect and random-effect models showed that emotional sup-port was negatively related to child classroom engagement (both behavioral and emo-tional), while classroom organization was related to child classroom engagement (both emotional and behavioral) positively. Instructional support was significantly related to child behavioral engagement but not on emotional engagement. All domains of classroom quality had significant relations to behavioral engagement, whereas none domains of classroom quality had significant relations to emotional and behavioral disaffection. The findings suggested that the children were more engaged in better organized classrooms. However, children in classrooms with higher emotional sup-port showed less engagement. The coefficients of the fixed-effect and random-effect models are reported in Table 3 of Sub-study I.
3.3.2 Relations of teacher age and teaching experience to child classroom engagement and disaffection and classroom quality profiles.
Teacher teaching experience had a positive relation and teacher age had a negative relation to child classroom engagement. However, neither teacher age nor teaching ex-perience had significant relations to child classroom disaffection. The results showed that more experienced teachers were more likely to be in the high-quality profile than in the low-quality profile. Teacher age was not significantly related to classroom qual-ity profiles. The results of the fixed-effect and random-effect models and the multi-nomial logistic regression models are reported in the Tables 3 and 4 of Sub-study II.
3.3.3 Relations of child age, child gender, school type and class size to child classroom engagement and disaffection.
Child classroom engagement was related to child gender. Girls had lower emotional disaffection and higher classroom engagement than boys did. Child age was associ-ated with classroom emotional engagement and disaffection. Children in the younger group had higher emotional engagement and lower emotional disaffection than the children in the older group.
Class size was negatively related to child classroom disaffection. Children in larger classes had lower classroom disaffection than the children in smaller classes. School type was associated with child classroom disaffection. Children in public kinder-gartens had higher behavioral and emotional disaffections than children in private kindergartens. The results of the fixed-effect and random-effect models are reported in Table 4 of Sub-study III.