Dataset of Vietnamese teachers’ habits and motivation behind continuous professional development programs participation

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 48 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).


a b s t r a c t
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 48 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 Problembased Learning (PBL

Value of the Data
• This dataset would be useful for future reference in educational policymakers and practitioners to tackle the shortage of CPD provisions as well as launch fresh initiatives for these career development activities. • This dataset demonstrates the differences in the CPD habits of teachers from public schools and private schools. • This presented data provided an important aspect, though often ignored when launching a CPD program -teachers' motivation. • The dataset will help instructional coaches and consultants improve PBL units as it mentioned teachers' perceptions when they applied these student-centric types of teaching.

Data Description
Teacher, or broadly speaking, teaching, is always regarded as one of the most respected professions. However, a significant challenge adaptation requirement, especially the day-to-day education, is continuously changing and expected to perform sustainably [1] . That explains why the essential demand CPD requirements and these supporting CPD activities such as PBL Learning are so meaningful to today's worldwide educational landscape because teaching, CPD is getting all professionals acquaintance [ 2 , 3 ]. In the teaching profession, CPD acted in its capacity as an advisory competence-keeper for teachers throughout a flurry of learning-related activities [ 4 , 5 ]. These different activities are considered virtually indispensable for teachers due to the occupational characteristics itself, in which teachers stay abreast of any sweeping changes in learning approaches, teaching methods, or advanced technologies [ 6 , 7 , 8 ].
Furthermore, the COVID-19 pandemic duration showed the importance of teachers' continuous development when all students grew accustomed to online learning platforms, and their learning habits significantly changed. Moreover, this movement simultaneously proved the need for professional development continuity, which not only stood to benefit the ICT adoption in teaching and learning practices. Therefore, this dataset concentrates on Vietnamese teacher's habits and motivation among different demographic variables. The questionnaire includes three parts: (i) The demographic information of teacher (12 questions); (ii) Teacher's participation habits in CPD programs (5 questions); and (iii) Teacher's per-   ception related to Project-based Learning practices (16 questions). The full survey, code, and measurement parameters for all variables can be found on Mendeley Dataset [9] .

Experimental Design, Materials and Methods
Firstly, we did an outline survey from 24 Sep 2019 to 26 Mar 2020. Its questionnaire was a 5-point Likert scale (1: totally disagree; 2: somewhat disagree; 3: neither agree nor disagree; 4: somewhat agree; 5: totally agree) based on the Google Forms. After receiving all responses and clarifying the data with validated 464 observations, we exported them as Master Excels (CSV file) to import SPSS 20, particularly in the below tables.
In this dataset, we mainly clarified Vietnamese K-12 teacher's habits concerning taking part in CPD activities. Mainly, we present it by the following regression to illustrate the relationship between their perceptions toward CPD (PER) and four aspects: total participated hours (HOUR); total engaged activity they (ACT); the knowledge they gained and shared with their colleagues (KNOW); and their motivation towards CPD activities (MOTIV). The overall regression model can be formed as follow: In terms of teachers' perception of CPD provisions, we examined challenges for all teachers and students to form driving questions when teachers applied Project-based or Problem-based learning. The first aspect (HOUR) covered teachers' hours (offline or online) in CPD courses, seminars, and workshops. The second aspect (ACT) are activities (free or charged; school's support; government scholarship; business sponsor or teacher must pay your own money). The third aspect (KNOW) is the variables examining teachers' sharing with their fellows after accessing new information sources between a time frame of one or two weeks. The last aspect (MOTIV) concludes teachers' motivations toward CPD programs. For example, many teachers might want to develop their brands for more straightforward promotion, improve pedagogical or technical skills, adapt their leaders' requirements, or follow their colleagues' encouragement.

Declaration of Competing Interest
The authors declare that they have no known competing financial interests or personal relationships which have, or could be perceived to have, influenced the work reported in this article.