What does this research mean for the field?

Training and support, social influence, and self-efficacy are the strongest predictors of primary teachers' preparedness to implement competency-based curricula, whereas performance expectancy, effort expectancy, and facilitating conditions have non-significant effects. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how psychological, contextual, and institutional factors shape primary teachers' overall preparedness to implement a national competency-based curriculum reform.

September 5, 2026Asian Education and Development Studies

Modeling primary teachers' readiness to implement Vietnam's 2018 competency-based curriculum: an extended UTAUT2 and PLS-SEM approach in the Global South

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Authors

LDLam Thuy Duong PKPhi Dinh Khuong

Discussion

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Overview

Cross-sectional survey reveals that training, support, and social influence drive curriculum preparedness in primary teachers, highlighting the need for sustained professional development.

Key Points

To examine how psychological, contextual, and institutional factors shape primary teachers' overall preparedness to implement a national competency-based curriculum reform.
Administered a quantitative, cross-sectional survey to primary school teachers (N=1,899) implementing Vietnam's 2018 curriculum reform.
Tested structural relationships among UTAUT2 constructs, self-efficacy, training and support, and overall teacher preparedness using Partial Least Squares Structural Equation Modeling (PLS-SEM).
The extended model accounted for 85.0% of the total variance in overall teacher preparedness.
Training and support was the strongest predictor of preparedness, followed by social influence and self-efficacy.
Performance expectancy, effort expectancy, and facilitating conditions demonstrated positive but non-significant effects on teacher preparedness.

Cite This Study

Duong et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd4046b95aff0620eb45f https://doi.org/10.1108/aeds-11-2025-0626

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September 5, 2026Asian Education and Development Studies

Modeling primary teachers' readiness to implement Vietnam's 2018 competency-based curriculum: an extended UTAUT2 and PLS-SEM approach in the Global South

View Full Paper

Ask AI

Bookmark

Authors

LDLam Thuy Duong PKPhi Dinh Khuong

Discussion

Member takes

Overview

Cross-sectional survey reveals that training, support, and social influence drive curriculum preparedness in primary teachers, highlighting the need for sustained professional development.

Key Points

To examine how psychological, contextual, and institutional factors shape primary teachers' overall preparedness to implement a national competency-based curriculum reform.
Administered a quantitative, cross-sectional survey to primary school teachers (N=1,899) implementing Vietnam's 2018 curriculum reform.
Tested structural relationships among UTAUT2 constructs, self-efficacy, training and support, and overall teacher preparedness using Partial Least Squares Structural Equation Modeling (PLS-SEM).
The extended model accounted for 85.0% of the total variance in overall teacher preparedness.
Training and support was the strongest predictor of preparedness, followed by social influence and self-efficacy.
Performance expectancy, effort expectancy, and facilitating conditions demonstrated positive but non-significant effects on teacher preparedness.

Cite This Study

Duong et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd4046b95aff0620eb45f https://doi.org/10.1108/aeds-11-2025-0626

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