RESUMEN
Across the steadily superseding world, the younger generation is coming under pressure for an increase in the standard and a highly growing demand on their life themselves. This could lead to a variety of problems, including academic perfectionism and school alienation. To gain more insights into these phenomena, we conducted two research projects on students from eight upper secondary schools in Ho Chi Minh City, Vietnam using online surveys, and obtained two datasets. Dataset A covers (i) the level of students' perfectionism; (ii) belief in school meritocracy; (iii) The competitiveness among students; and (iv) the intrinsic motivation to achieve. Dataset B contains students' self-reports about (i) their perceptions of parents' and teachers' academic conditional regard; (ii) academic contingent self-worth; and (iii) school alienation. The numbers of respondents of dataset A and dataset B are 2942 and 2970, respectively.
RESUMEN
In every educational system, teacher development has a vital role in its sector and the health of the social, cultural, and economic sectors. For this redeeming feature, all stakeholders such as education policymakers, school superintendents, and school faculties make a big room for teachers' improvement throughout continuous professional development (CPD) provisions. However, to embark on a new educational adventure is a challenging target to meet, especially when the teacher frames their teaching and learning concept years after years. We decided to survey Vietnamese teachers' habits and motivation to trace their origin back to teachers' partaking reason in these programs. This dataset acquisition occurred from 24 Sep 2019 to 26 Mar 2020 and approached public and private schools (using traditional, bi-lingual, or international curriculum). Overall, the dataset includes 464 observations (263 Vietnamese teachers and 202 expatriate teachers) from 48â¯K-12 schools across Vietnam. The researchers divided this dataset into three main sections, including (i) The demographic information; (ii) Teacher's CPD habits; and (iii) Teacher's perceptions concerning Project-based and Problem-based Learning (PBL).