Exploring the cultural portrayal of Vietnamese teachers: an analytical study of professional identity in Vietnamese teaching-themed songs

Professional identity in teaching

The concept of professional identity in teaching has been a subject of extensive research. Beauchamp and Thomas (2009), 2010 defined professional identity as a sense of oneself that is influenced by characteristics, norms, and values of the teaching profession and is self-defined and redefined through experiences and interactions. Sachs (2001, 2016) highlighted the dynamic and continuously evolving nature of professional identity in response to changing educational landscapes. This body of literature establishes that professional identity is not static but is shaped by personal beliefs, societal norms, and professional experiences.

In the context of Vietnamese education, Hieu (2015) and Tho (2016) discussed how Confucian values have historically influenced the teaching profession, emphasizing respect for teachers and the value of education. Nguyen and Bui (2016) further explored how modern educational reforms in Vietnam have impacted teachers’ professional identities, marking a shift from traditional to more contemporary educational practices.

Cultural and artistic expressions in professional identity

The intersection of culture, art, and professional identity forms a crucial area of study. Cohen (2006, 2009) argued that cultural products like music, literature, and art are not just reflections of society but also shape societal norms and professional identities. In the context of teaching, songs and literature about teachers can play a significant role in shaping public perceptions and the self-perception of teachers. Wright et al. (2014) examined how popular culture influences perceptions of professional roles, including teaching, suggesting that these portrayals both reflect and inform societal attitudes towards various professions.

Vietnamese songs and teaching profession

The portrayal of teachers in popular Vietnamese songs often revolves around themes of respect, sacrifice, and dedication. Vietnamese music serves as a diasporic source for re-membering the disremembered and silenced (Nguyen, 2020). Vietnamese teachers are valued for humility and obedience, reflecting the themes of respect and dedication commonly found in the portrayal of teachers in Vietnamese songs (Pochtar & Vecchio, 2013). Additionally, the study by Tran et al. (2017) on leadership and teacher learning in Vietnamese schools provides insights into the cultural values and expectations placed on teachers in Vietnam, which are likely reflected in the themes present in Vietnamese songs (Tran et al., 2017). Furthermore, the study by Pochtar and Vecchio (2013) highlighted the importance of humility and obedience among Vietnamese teachers, which aligns with the themes of respect and dedication commonly associated with the portrayal of teachers in Vietnamese songs (Pochtar & Vecchio, 2013). The research by Canh (2018) emphasized the preoccupation with content and pedagogy in Vietnamese teacher education, shedding light on the cultural emphasis on dedication and sacrifice in the teaching profession, which is likely echoed in Vietnamese songs. Furthermore, the role of music in Vietnamese culture, particularly in terms of storytelling and moral education, is well-documented (Norton, 2010). This reinforces the idea that songs about teaching are not mere entertainment but are imbued with cultural significance and educational values.

While there is substantial literature on professional identity in teaching and the influence of culture on this identity, there is a noticeable gap in research specifically focusing on how Vietnamese songs about teaching contribute to shaping the professional identity of teachers. This study aims to fill this gap by providing a detailed analysis of the lyrical content of these songs and their impact on the professional identity of Vietnamese teachers.

Ethical statement

This study obtained ethical clearance from the pertinent ethics committee affiliated with a school of foreign languages situated in the Mekong Delta region of Vietnam, prior to commencing data collection. The approval was granted under the official reference number T2022-137 on May 17^th 2023.

Research design

The research design of this study is structured to explore the intersection between cultural artifacts—in this case, music—and professional identity within the Vietnamese teaching context. This exploration is grounded in several theoretical frameworks, which guide both the methodology and analysis.

Constructivist Grounded Theory

Central to our research design is the Constructivist Grounded Theory, as outlined by Charmaz (2006). Constructivist Grounded Theory is a variant of the classical Grounded Theory methodology which itself is a systematic methodology involving the construction of theories through the methodical gathering and analysis of data. The “constructivist” label emphasizes the understanding and interpretation of the research subjects’ experiences, as well as the interaction between the researcher and participants. In other words, this approach allows for the development of theories grounded in data collected, emphasizing the subjective experience and co-construction of knowledge between the researcher and the subjects. In the context of this study, the constructivist perspective enables an understanding of how the professional identity of teachers is constructed and negotiated within the cultural context of Vietnam. To ensure rigor, we adhered to specific protocols including prolonged engagement, peer debriefing, and member checking over a period of six months, utilizing digital recording and transcription equipment to capture and analyze qualitative interviews and focus group discussions. The constructivist approach to Grounded Theory not only informs the selection and interpretation of data but also acknowledges the influence of the researchers’ own background and biases as integral to the research process itself. These steps were taken to minimize bias and address potential sources of variability in our qualitative data.

Sociocultural Theory

Vygotsky’s (1978) Sociocultural Theory also underpins this study, particularly its emphasis on the role of cultural tools in shaping human cognition and identity. This theory posits that learning occurs through social interactions involving speech and other cultural tools which mediate intellectual development. It further suggests that cognitive functions are a product of specific cultural, historical, and institutional contexts. Social interactions and cultural artifacts, such as music, play a crucial role in the development of an individual’s identity. This theoretical framework views the mind as situated and relational, and not as an entity separate from the sociocultural setting in which it operates. By analyzing the lyrics of Vietnamese songs about teaching, this study explores how these cultural products contribute to the formation and reinforcement of teachers’ professional identity. The use of such artifacts as data points allows for an examination of the socio-cultural mechanisms by which professional identities are endorsed and transmitted in the community. In analyzing these interactions, we engaged with educational theorists to frame our findings within broader sociocultural contexts, thus ensuring comprehensive coverage and reduction of interpretive bias.

Symbolic Interactionism

The framework of Symbolic Interactionism, as proposed by Blumer (1986), is also integral to our research design. This perspective emphasizes that human behavior is largely influenced by the meanings that objects or events have for individuals, which are derived from social interaction and modified through interpretation. It focuses on how people develop and communicate meanings through social interaction. In our study, this relates to how Vietnamese teachers and society at large interact with and interpret the songs about teaching, thus contributing to a shared understanding and construction of the professional identity of teachers. We explore how symbolic meanings attached to teaching are expressed and reshaped through these interactions, thereby influencing teachers’ self-conceptions and public perceptions. To control for variability and bias in our interpretations, multiple researchers independently coded the data, followed by a consensus meeting to discuss and finalize the themes, using a rigorous iterative process to refine and validate our findings. This approach ensures that our analysis remains grounded in the data collected and reflects the complex interplay of individual actions and societal expectations.

Hermeneutic Phenomenology

Lastly, the study employs Hermeneutic Phenomenology, as described by Van Manen (2023), to interpret and give meaning to the lived experiences of teachers as conveyed through song lyrics. This approach is grounded in the philosophical tradition that emphasizes understanding the phenomena through the interpretation of texts, focusing on the meaning that individuals’ experiences hold for them. It combines phenomenological methods to explore how individuals experience life with hermeneutic techniques that interpret the contextual meaning of these experiences. It allows for a deep exploration of how these songs reflect the subjective experiences and realities of Vietnamese teachers, providing insights into their professional identity. In practice, this method involves engaging with the text on a deep, interpretative level, seeking to uncover layers of meaning that reveal the essence of the experience being studied. Reflective journals and systematic text analysis procedures were used to enhance the reliability of our interpretations, employing iterative cycles of reading, reflecting, and writing to ensure a thorough engagement with the data. Carefully documenting the analytic process was essential to address potential biases and variability in data interpretation.

This multi-theoretical approach allows for a comprehensive analysis of the data, facilitating a deep understanding of the complex ways in which Vietnamese songs about teaching reflect and shape the professional identity of teachers in Vietnam. Additionally, the research design employs a qualitative methodology, consistent with the theoretical underpinnings. The primary data source is the lyrics of selected Vietnamese songs about the teaching profession. These songs are chosen based on their popularity, relevance, and the depth of content related to teaching. The analysis involves a thematic analysis, where lyrics are examined, coded, and thematically categorized to identify recurring themes and patterns. This approach provides a nuanced understanding of how the professional identity of Vietnamese teachers is portrayed and perceived in these cultural artifacts.

Materials

The materials for this study comprise a selection of 12 Vietnamese songs that center on the theme of teachers and the teaching profession. These songs have been carefully chosen for their relevance, popularity, and the depth with which they explore various aspects of teaching and the role of educators in Vietnamese society. Each song was analyzed using a detailed coding schema developed based on our theoretical frameworks, with frequent team discussions to ensure a consistent approach to theme identification and interpretation across different researchers.

These songs, encompassing a range of emotions and perspectives, provide a rich tapestry of insights into the professional identity of Vietnamese teachers as perceived and celebrated in Vietnamese culture. Each song has been selected for its lyrical depth, musicality, and cultural significance, making them ideal materials for this study’s aim to understand how the teaching profession is portrayed in Vietnamese music.

Data collection

The data collection for this study involved a comprehensive analysis of the lyrics of the 12 selected Vietnamese songs about teachers and the teaching profession. The process entailed acquiring the official lyrics for each song, ensuring accuracy and authenticity in the representation of the songs’ content. These lyrics serve as the primary data source for the study, providing a rich and nuanced understanding of the cultural and societal perceptions of teachers in Vietnam.

The lyrics were collected from various sources, including official music releases, authorized songbooks, and verified online music platforms. Special attention was given to ensure that the lyrics were in their original Vietnamese form to maintain the cultural and linguistic integrity of the songs. The process also involved translating the lyrics into English, where necessary, to facilitate a broader understanding and analysis. This translation was carried out with care to preserve the meaning, sentiment, and cultural nuances embedded in the original Vietnamese text.

To ensure a comprehensive understanding of the songs, the data collection also included gathering contextual information about each song, such as the year of release, the songwriter, and any relevant historical or cultural context. This background information provides a deeper insight into the circumstances and motivations behind the creation of each song, thereby enriching the analysis.

Once collected, the lyrics were meticulously reviewed and prepared for analysis. This preparation involved segmenting the lyrics into meaningful units, such as lines or verses, which were then annotated for further thematic analysis. The annotation process focused on identifying key themes, motifs, and messages related to the teaching profession and the professional identity of teachers as depicted in these songs.

Data analysis

The data analysis for this study involved a detailed examination of the lyrics of 12 Vietnamese songs that focus on the teaching profession. The lyrics of these songs, rich in cultural and emotional depth, were analyzed by the thematic analysis approach to understand how they reflect and shape the professional identity of Vietnamese teachers (Braun & Clarke, 2023). The analysis began with a close reading of the lyrics to grasp the overarching themes and sentiments. This initial reading highlighted recurring motifs such as respect for teachers, the sacrifices they make, and the lasting impact they have on their students’ lives. For instance, in “My Teacher”, there is a profound expression of gratitude and respect for teachers, depicted through the imagery of a teacher quietly persevering in their duty, regardless of the circumstances. Following the initial reading, the lyrics were dissected into smaller segments for a more granular analysis. This process involved identifying specific phrases and lines that vividly illustrate the themes identified earlier. For example, in “Chalk Dust”, the imagery of chalk dust represents the teacher’s dedication and the transience yet permanence of their influence.

The next step was coding these segments for thematic analysis. This involved categorizing the data into themes such as ‘sacrifice,’ ‘dedication,’ ‘influence,’ and ‘respect.’ Each theme was then further explored to understand its nuances. For example, the theme of ‘sacrifice’ was evident in multiple songs, including “My Teacher’s Untold Stories”, where the lyrics speak of the unseen hardships and dedication of teachers. The thematic analysis revealed the depth of cultural respect for teachers in Vietnam, as these songs frequently depict teachers as selfless, dedicated, and pivotal in shaping the future of their students. The analysis also highlighted how these cultural representations contribute to the societal perception and self-perception of teachers in Vietnam. For instance, the song “Thank You, Our Teacher” expresses a profound gratitude towards teachers, reflecting the high esteem in which they are held in Vietnamese society. Finally, the analysis involved synthesizing these themes to understand how they collectively contribute to the portrayal of teachers’ professional identity. This synthesis provided a comprehensive view of how Vietnamese songs about teaching construct a narrative around the teaching profession, emphasizing its nobility, challenges, and the deep-rooted respect for educators in Vietnamese culture.

In summary, the data analysis of the song lyrics was a multi-step process that involved close reading, segmenting, coding, thematic analysis, and synthesis. This methodical approach allowed for an in-depth exploration of the complex ways in which the professional identity of Vietnamese teachers is depicted in these culturally significant songs.

Sacrifice and dedication

The analysis of the lyrics from the selected Vietnamese songs about teachers and the teaching profession unveiled a profound theme of ‘Sacrifice and Dedication’, which is intricately interwoven with the professional identity of Vietnamese teachers. This theme is vividly depicted in the song “Chalk Dust,” where the lyrics poignantly symbolize the teacher’s ceaseless effort and the silent passage of time marked by their greying hair:

Similarly, in “My Teacher’s Untold Stories,” the lyrics speak to the unseen hardships and dedication of teachers:

From the perspective of Constructivist Grounded Theory, these lyrics construct an image of teachers as selfless individuals, a societal construction that emphasizes their revered status in Vietnamese culture. The Sociocultural Theory approach highlights these songs as cultural tools that shape societal perceptions of the teaching profession, describing the teacher’s quiet perseverance, reinforcing cultural values of respect and veneration for teachers. Symbolic Interactionism suggests that the respect and gratitude towards teachers are shaped through societal interactions and shared cultural understandings. Finally, from the perspective of Hermeneutic Phenomenology, the lyrics provide insight into the lived experiences of teachers, which not only tells a story but also delves into the phenomenological experience of being a teacher, marked by dedication and sacrifice.

Respect and reverence

Another significant finding from the analysis of Vietnamese songs about teachers is the theme of ‘Respect and Reverence.’ This theme is highlighted in the lyrics, demonstrating the deep-rooted cultural respect for educators in Vietnamese society. For instance, in “My Teacher,” the lyrics “Người thầy, vẫn lặng lẽ đi về sớm trưa” (The teacher still quietly returns home every day) depict the teacher’s silent, steadfast presence, symbolizing their pivotal role in the community. Similarly, “Rose for My Beloved Teacher” uses the metaphor of a rose, a symbol of admiration and gratitude, to express the deep respect for teachers:

From the Constructivist Grounded Theory perspective, these lyrics reflect the societal construction of the teacher’s role, illustrating a collective belief in the nobility and importance of the teaching profession. Sociocultural Theory underscores how cultural expressions, like music, play a significant role in perpetuating and reinforcing societal values and norms. In this case, the songs function as cultural artifacts that transmit and reinforce the high esteem in which teachers are held in Vietnamese culture. Symbolic Interactionism suggests that the societal respect for teachers, as articulated in these songs, is not static but evolves through social interactions and shared experiences. The lyrics are a reflection of this dynamic process, where societal reverence for teachers is both a product and a contributor to the collective consciousness. Hermeneutic Phenomenology allows for a deeper interpretation of these lyrics, suggesting that they not only describe the societal respect for teachers but also resonate with the personal and emotional experiences of both teachers and students.

Nurturing and inspiration

A further key finding from the analysis of the Vietnamese songs about teachers is the theme of ‘Nurturing and Inspiration.’ This theme emerges from the lyrics as a portrayal of teachers not only as educators but also as nurturers of dreams and inspirations. For instance, the song “The First Lesson,” with its lyrics, encapsulates the concept of teachers instilling love and respect for one’s heritage and nature in their students:

Similarly, in “When My Teacher’s Hair Turns Gray,” the lyrics reflect on the journey of growth and learning facilitated by teachers: “Khi tóc thầy bạc trắng chúng em đã lớn khôn rồi.” (When his hair turns gray, we all have grown up.)

Through the lens of Constructivist Grounded Theory, these lyrics can be seen as a societal construction of the teacher’s role as an agent of inspiration and guidance. The songs create a narrative where teachers are central to nurturing the intellectual and emotional growth of their students. Sociocultural Theory further highlights how these songs serve as cultural mediums that encapsulate and transmit the values of nurturing and inspiration inherent in the Vietnamese education system. Symbolic Interactionism sheds light on how the interactions between teachers and students, as reflected in the lyrics, contribute to the construction of meanings around education and personal growth. The lyrics reflect the deep connections and transformative experiences fostered by teachers, resonating with the shared values and emotions of the community. Hermeneutic Phenomenology allows for an interpretation of these lyrics as more than just words; they are expressions of the lived experiences of nurturing and inspiration in the educational journey. They delve into the essence of what it means to be a teacher - an individual who not only imparts knowledge but also inspires and nurtures the potential within each student.

Enduring impact and memory

The analysis of the selected Vietnamese songs about teachers also revealed a poignant theme of ‘Enduring Impact and Memory.’ This theme is beautifully encapsulated in the lyrics, emphasizing the lasting influence teachers have on the lives of their students. For example, the song “Gratitude towards Our Teachers” vividly illustrates the enduring memories and gratitude students hold for their teachers:

Similarly, in “The Teacher Those Days,” the lyrics reminisce about the past and acknowledge the lasting impact of teachers with lines like:

From the perspective of Constructivist Grounded Theory, these lyrics can be seen as constructing a narrative that highlights the lasting impact of teachers on their students. The songs create a shared societal understanding of the teaching profession as one that leaves an indelible mark on the lives of individuals. Through Sociocultural Theory, these songs emerge as cultural artifacts that not only reflect but also shape societal values, perpetuating the idea of the teacher’s role as a lasting influence in the personal and intellectual development of students. Symbolic Interactionism provides a lens to understand how the respect and admiration for teachers, as expressed in these lyrics, are shaped through social interactions and shared cultural experiences. The enduring impact and memory of teachers, as portrayed in these songs, are a reflection of the societal values and the collective memory of the community. Hermeneutic Phenomenology allows for a deeper exploration of these lyrics, suggesting that they resonate with the personal and emotional experiences of teachers and students alike. They delve into the lived experience of the teaching and learning journey, emphasizing the profound and lasting impact teachers have on their students.

Teacher as a guiding figure

The exploration of Vietnamese songs about teachers further reveals a significant theme of ‘Teacher as a Guiding Figure.’ This theme is manifested in the lyrics, portraying teachers as essential guides in the journey of life and learning. In “My Beloved School,” the lyrics illustrate this with lines like “Thầy dìu dắt chúng em với tấm lòng thiết tha,” (Our dear teacher guides us with a passionate heart), depicting teachers as caring guides who lead their students with affection and dedication. “When My Teacher’s Hair Turns Gray” also echoes this sentiment, describing teachers as guiding figures who have helped shape the path of their students’ lives, evident in the lines:

From the perspective of Constructivist Grounded Theory, these lyrics construct an image of teachers as pivotal guiding figures, shaping the societal perception of the role of educators. The portrayal of teachers in these songs reflects a collective understanding and appreciation of their guiding role in the holistic development of students. Sociocultural Theory highlights how these songs act as cultural tools, reinforcing the societal value placed on teachers as guides in the educational and personal growth of students. Through the lens of Symbolic Interactionism, the depiction of teachers in these lyrics is understood as a product of social interactions and cultural exchange. The respect and admiration for teachers as guiding figures are nurtured through the shared experiences and values of the Vietnamese community. Hermeneutic Phenomenology allows for interpreting these lyrics as more than just poetic expressions; they encapsulate the profound experiences and emotions associated with the teacher-student relationship. The lyrics delve into the essence of the teacher’s role as a mentor and guide, illuminating the profound impact teachers have on their students’ life journeys.

Emotional connection and affection

The final theme identified in the analysis of Vietnamese songs about teachers is ‘Emotional Connection and Affection.’ This theme is prominently reflected in the lyrics, illustrating the deep emotional bonds and affectionate relationships between teachers and students. For instance, in “Rose for My Beloved Teacher,” the gesture of offering a rose to the teacher symbolizes a deep sense of affection and gratitude:

Similarly, in “Thank You, Our Teacher,” the lyrics convey a deep emotional connection with the teacher:

Through Constructivist Grounded Theory, these lyrics can be interpreted as constructing a narrative that emphasizes the emotional and affectionate aspects of the teacher-student relationship. This portrayal contributes to a societal understanding of teaching not just as a profession, but as a relationship built on emotional bonds and mutual respect. Sociocultural Theory highlights how these songs, as cultural artifacts, reinforce the value of emotional connections in the Vietnamese educational context, depicting teachers not only as educators but also as caring figures deeply invested in their students’ well-being. Symbolic Interactionism offers insight into how these emotional connections are cultivated and symbolized through social interactions and cultural expressions. The lyrics reflect shared societal values of affection and respect towards teachers, shaped by collective experiences and cultural norms. Hermeneutic Phenomenology allows for a deeper exploration of these lyrics, suggesting that they resonate with the lived experiences of both teachers and students. The lyrics delve into the emotional layers of the teaching and learning experience, highlighting the affectionate bonds that develop in the educational journey.

Limitations and recommendations for further studies

The study, while providing valuable insights into the professional identity of Vietnamese teachers as depicted in song lyrics, has certain limitations that must be acknowledged. First, the focus on a specific cultural context – Vietnamese songs about teaching – while rich in cultural specificity, may limit the generalizability of the findings to other contexts or cultures. The interpretation of lyrics, inherently subjective, could vary, and the analysis might overlook certain cultural nuances unfamiliar to an international audience. Additionally, the study’s reliance on qualitative analysis of song lyrics means that the findings are interpretative and not empirically measurable, which could limit their applicability in more quantitative-oriented educational research frameworks. The choice of songs, despite being diverse, may not encompass the entire spectrum of views and experiences of teachers in Vietnam, potentially omitting less popular but equally significant perspectives.

Given these limitations, several recommendations for further studies are proposed. Future research could expand the scope to include a more diverse range of cultural artifacts, such as literature, films, and television programs, to provide a more comprehensive understanding of the professional identity of teachers in different cultural settings. Comparative studies could be conducted to explore how teachers’ professional identities are portrayed in different countries and cultures, offering a more global perspective. Additionally, incorporating quantitative methods, such as surveys or interviews with teachers and students, could complement the findings from the song lyrics and provide a more holistic understanding of the professional identity of teachers. Research could also delve deeper into how these cultural representations influence actual teaching practices and educational policies, providing a practical dimension to the findings. Finally, studies exploring the impact of these cultural artifacts on the perception of the teaching profession among the general public could offer valuable insights for educational policymakers and practitioners.