A Survey on the Attitudes of Second-Year Student Teachers toward Self-Disciplined Behaviour and Learning Accountability in the Faculty of Education, National University of Laos

Abstract

The purpose of this study was to examine the level of attitudes towards self-discipline behaviour and learning accountability of second-year student teachers in the Faculty of Education at the National University of Laos academic year 2022-2023. The target group consisted of 209 second-year students from 12 different majors within the Faculty of Education. Data was collected using a 5-point Likert-scale questionnaire. A total of 173 complete responses were obtained, with the majority being female students (116 respondents, 67.05%). Research findings found that, overall, second-year students’ self-discipline behaviour and learning accountability were at high level. No significant difference was observed between male and female student teachers in these aspects. Similarly, student teachers across different academic majors showed comparable levels of self-discipline and learning accountability. When analyzed by individual aspects, it was found that the results (ranked from highest to lowest average scores) were as follows: compliance with rules, punctuality, achievement motivation, self-confidence and accountability, respectively. Self-confidence (µ= 3.48, σ= 0.99) and accountability (µ= 3.04, σ= 1.11) emerged as aspects requiring further development, with students demonstrating only moderate levels of these qualities. To further enhance these traits, the research team proposes the following recommendations: 1) Regarding Self-Confidence: teachers should organize diverse activities to encourage greater student participation, providing opportunities for students to develop their skills and build self-confidence; 2) Regarding Accountability: teachers should strictly enforce discipline at all times. Before submitting assignments, students’ work should be reviewed in detail and frequently to avoid mistakes. Also, teachers should continuously monitor students to observe changes in their learning accountability. Additionally, teachers should apply motivational techniques across various subjects to improve and promote students' sense of responsibility for their learning.