foreign english language teachers for schools in vietnam

Work 11 hours a day. X.B., 24, a Spanish national, has been working as a full-time English teacher for a large foreign language center in Ho Chi Minh City for one month. In an interview with Tuoi Tre (Youth) newspaper, X.B. said he felt overwhelmed by the long duration and workload in the past month. X.B. said that he and other colleagues have HCMC, the epicenter of Vietnam's fourth Covid wave, has reported more than 298,000 infections so far. Many foreign language teachers, who could earn up to $2,000 per month are now in a distressing situation in a country that was among the world's nine countries that pay the highest salaries to English as a Second Language teachers. Therefore, Vietnamese teachers are suitable to teach: English Grammar: Vietnamese teachers often study English grammar very carefully. Sometimes their grammar is even better than that of native speakers. Therefore, if students want to improve their grammar to use English correctly, learning English with Vietnamese teachers can be very effective. Check out our video on Sean's channel: how to start teaching English abroad:http://www.ninjateacher.comWatch Site De Rencontre Au Quebec Sans Inscription. 1. The Vietnamese educational contextStudents have to learn English as a foreign language EFL from primary schools to tertiary institutions in Vietnam. Many projects have been made to improve Vietnamese students’ English competencies, and the National Foreign Language Project 2020 is one of them. Nghia and Tran Citation2020 also detailed the reasons for implementing reforms, such as public educational mastication, diversity of students’ learning needs, market needs, technological changes, and students’ new ways of life. However, the results of the project, especially in students’ speaking and writing skills, were not satisfactory Le & Nguyen, Citation2017; Nguyen, Citation2013; Pham & Bui, Citation2019; Tran & Marginson, Citation2018. To better the understanding of the influential factors, many studies on educational change and pedagogical reforms PRs have been employed in countries around the world and particularly in Vietnam Harvey & Broyles, Citation2010; Ibrahim et al., Citation2013; Nguyen & Burns, Citation2017; Thao & Mai, Citation2020. Although Thao and Mai Citation2020 investigated several factors affecting EFL teachers’ willingness to apply pedagogical reforms to their classes, they did not profoundly explain how external factors had affected the teachers’ implementation of changes in light of the influence of teachers’ demographic information. Accordingly, the query how different groups of teachers in light of their backgrounds such as gender, age, qualifications, teaching experience, workplaces, and teaching areas affect the influence level of each external factor, especially in the Vietnamese context. Due to the abovementioned gaps, this study was Literature ELT pedagogical reformsKnapp Citation1997 indicated that every reforming process is a chance for teachers’ professional development to better their teaching. Eventually, the conceptualization of “ELT PRs” means a process in which teachers change the ways of English teaching to enhance the quality of EFL students’ learning and their teaching in practice Thao & Mai, Citation2020. However, this process was affected by external factors from educational policies, collegial interactions, institutional aspects, students, or other objective External factorsAccording to Thieman Citation2000 and Thao and Mai Citation2020, there are five chief external factors previous educational policies, professional communities and colleagues, institution managers’ leadership, students’ learning outcomes, and time for implementation. Figure 1 describes the overview of external factors. English language teaching pedagogical reforms in Vietnam External factors in light of teachers’ backgroundsPublished online09 June 2022Figure 1. The External Factors of EFL Teachers’ Responses to ELT PRsFigure 1. The External Factors of EFL Teachers’ Responses to ELT PRsPrevious educational policies this factor includes three main elements as required curriculum, mandated teaching strategies, and national testing Thao & Mai, Citation2020; Thieman, Citation2000. Even though the current educational policies are enforced, the previous ones still affect teachers’ teaching in everyday practice Darling-Hammond, Citation1990. Therefore, the change must hinder the effects of the previous educational policies from helping implement the new ones more effectively Thao & Mai, Citation2020. Professional community/colleaguesFlexer and Gestner Citation1993 stated that the collegial community sometimes conflicts among different teachers in a professional community. They may differ in terms of expectations of the reforms, agreement or disagreement with the school goals, or even their teaching beliefs. To maintain the social relationships, work norms, or arrangements in the workplace, teachers usually tend to agree with their colleagues without any considerations on their own Thao & Mai, Citation2020; Thieman, Citation2000. Institution managers’ leadershipThe administrators’ support plays a vital role in teachers’ responses to a change or a reform Thao & Mai, Citation2020. Teachers’ acceptance of change very much depends on their superiors’ encouragements Reitzug, Citation1994. Besides, the bond between teachers and their superiors sometimes plays a decisive role in whether teachers resist the change or not Smylie, Citation1992. Students’ learning outcomesThieman Citation2000 indicated that teachers evaluate the effectiveness of a particular change or reform based on their students’ learning outcomes. As a result, teachers tend to resist the change when they cannot see any development in their students’ learning Thao & Mai, Citation2020. TimeTo implement the change of PRs successfully, teachers need a sufficient amount of time to train, plan, practice, revise, collaborate with their colleagues Thieman, Citation2000; Ali; El Zaatar, Citation2011, learn new things, use new materials, apply new approaches Prestine & McGreal, Citation1997, analyze, and incorporate the reforms into teaching philosophy Flamholtz & Randle, Citation2008. Therefore, the implementation of change without considerations of the impact of time is challenging to be Relevant studiesMany studies have investigated the factors influencing EFL teachers’ responses to ELT PRs. Nisbet and Collins Citation1978 conducted a case study to examine some theoretical frameworks about teachers’ responses to change. Forty primary teachers in the Queensland educational system partook in the project. The survey findings showed that teachers recognized the change values that led to their acceptance of the change. However, the study also found some external negativities teachers’ lack of support and training, excessive workload given by institutions, and strong beliefs in previous educational the study by Huberman Citation1981, this author singled out two influential factors of educational change, named the quality and amount of technical assistance and sustained central office and building-level support. Moreover, the ongoing administrative support plays an essential role in encouraging teachers to implement the the book “The new meaning of educational change”, which was well-known as the state-of-the-art reading in the field of change, Fullan Citation2001 pointed out two levels of influential factors of educational change. The first one is the local level. It includes the teacher, the principal, the student, the parent, the community, and the district administrator. The regional and national level is the next one. It includes governments, the professional preparation of teachers, the professional learning of educators, and the future of educational Citation2010 contributed to the literature of educational change with his study. The participants were K-12 ages 5–18 and university teachers from eastern South Dakota, in the northern Great Plains, USA. The study was designed as a qualitative study. This study found that some external factors, including the administrator, colleague, personal support, and trust, play an essential role in encouraging the teachers to et al. Citation2013 conducted their study to investigate four factors affecting teachers’ resistance to educational change in the UAE. The participants were 255 male and female, foreign and national teachers teaching different grade levels. The study was designed as quantitative research, using a survey of 39 statements on the Likert scale. The study’s findings showed that teachers resist change because of external reasons, named their beliefs in change agents and their principals or was noting the fact that very few studies were conducted in the Vietnamese context. Furthermore, those previous studies did not explain how external factors affect teachers with different backgrounds, such as their genders, educational qualifications, workplaces, teaching experience, teaching areas, and ages. Therefore, this study addressed two main research questions as follows What are the most influential external factors hindering EFL teachers’ responses to ELT PRs?How are external factors of EFL teachers’ responses to ELT PRs affected by different variables in light of their backgrounds?3. MethodologyThis study was conducted as a mixed-method approach, using a questionnaire and semi-structured interviews to collect data to find the answers to the research questions. The two methods, when combined, allow the research to assess both outcomes and processes of the social questionnaire was adapted from the study by Thieman Citation2000 and then developed by the research team with five items representing five factors presented in the literature review on a 5-point Likert scale, strongly disagree, disagree, neutral, agree, and strongly agree. Before being employed in the official study, the questionnaire was piloted with the participation of 30 EFL teachers who would be excluded from the actual study. These teachers were kindly required to respond to the questionnaire as well as give comments on the items that they found the word choices or grammar uses inappropriate. The collected data from the pilot was objected to SPSS to check the reliability of the questionnaire. The Scale test results indicated the instrument’s reliability α = .84. Accordingly, it was then employed to collect the official data. It was sent via emails, provided by acquaintances of the research team, such as friends, colleagues, and lecturers, to 102 participants who were high school teachers working in the Southwest of Vietnam. below displays the information of the participants for the survey. English language teaching pedagogical reforms in Vietnam External factors in light of teachers’ backgroundsPublished online09 June 2022Table 1. The participants’ demographic informationIn terms of semi-structured interviews, all questions investigated EFL teachers’ perceptions of external factors affecting their responses to ELT software version was used to analyze the quantitative data from the questionnaire. First of all, a Scale test checked the reliability of the instrument. Then, the Descriptive Statistics test determined the average level of the external factors affecting the EFL teachers’ responses to ELT PRs. To answer research question 1, One-Sample T-Tests were administered to compare the mean scores with the test values following the critical understanding of the average recommended by Oxford Citation1990. Next, the researchers used one-way ANOVA tests and Independent Sample T-tests to answer research question 2. All data of the results were rounded to the 2nd digit. Then, when p-value was under it meant the differences were significant, and the effect size was then calculated. According to Cohen Citation2013, Eta-squared value η2 indicates the effect size, including small from .01 to .06, medium from .06 to .14, and large above .14.The semi-structured interviews were conducted after distributing the questionnaires. The interviews involved six participants who were recruited according to their mean score in the questionnaire. The six teachers included three from the “most affected” group named A, B, and C and the other three from the “least affected” group named D, C, and F. After that, the researchers contacted the interviewees via their emails and phones. The interviews were conducted on Zalo, Skype, and Zoom platforms for ensuring safety from the COVID-19 infection. Each interview lasted approximately thirty minutes. Vietnamese was used in the interviews to avoid misunderstanding and encourage the interviewees to express their ideas more rapidly, comprehensively, and accurately. Recording and note-taking were used to save the contents of the interviews under the permission of the participants. After that, the Vietnamese transcription versions were translated into English. To clarify misunderstandings, the research team contacted the interviewees via email or directed phone calls. Finally, the data were interpreted and analyzed according to themes in the study Results and findingsThis section consists of the results of quantitative data and qualitative data for the two research Research question 1What are the most influential external factors hindering EFL teachers’ responses to ELT PRs?First, Table shows the results of the Descriptive Statistics Test run on the whole questionnaire. English language teaching pedagogical reforms in Vietnam External factors in light of teachers’ backgroundsPublished online09 June 2022Table 2. External influential factors on ELT PRs by the participantsThen, a One-Sample T-test test value and the mean scores of each factor was run, and the results of the test showed that the factors on students’ learning outcomes, institution managers’ leadership, and time highly affected the participants’ responses to ELT PRs p 20To sum up, the quantitative data showed that the influence level of the factor on institution managers’ leadership was not affected by the teachers’ backgrounds; however, the experienced teachers, who built a strong bond as well as trust with their superiors during the working periods, might feel more empowered than the The factor on time for implementationHowever, in the interviews, three out of five teachers at the age of 30s or older mentioned time as a factor affecting their responses to ELT PRs. Teacher F shared, The activities introduced in the reforms are very good because they help students be more active. However, in a classroom with 40-45 students crammed into a small room and a lesson with 45 minutes, it is very difficult to apply these reforms to improve students’ communicative competence or their abilities to cooperate. As a result, I cannot adapt ELT PRs in my teaching.F; Female; Bachelor; Regular HS; Countryside; At 40s years old; Exp>20The youngest teacher and two others at the age of 30s did not mention this factor as an influential factor affecting their responses to ELT no significant difference was found in the results from quantitative data, according to the findings from the interviews, the factor on time for implementation might not significantly affect young teachers’ responses to ELT PRs as much as it seemed to influence the older and more experienced The factor on previous educational policiesIn the interviews, both master teachers mentioned that the factor on previous educational policies strongly hindered their responses to ELT PRs. Teacher D stated, Although ELT PRs aim to increase the time of teaching listening and speaking skills, the curriculum still mainly focuses on grammar, vocabulary, and reading comprehension. Besides that, because of the final goal, students’ good scores in the exams, I often avoid adapting these reforms to get the goal.D; Female; Master; Gifted HS; City; At 30s years old; 520To sum up, there was no difference from different groups of teachers in light of their The factor on school facilitiesBesides the five external factors proposed in this current study, the findings from the interviews also indicated that school facilities externally affected teachers’ responses to ELT teachers with master’s degrees found it challenging to implement the reforms when the quality of school facilities was insufficient. One of them said, The number of classes is too large, so it is difficult for teachers to successfully apply a type of ELT PRs for improving communicative competence. Typically, it is difficult to organize interesting activities in my class, with 50 students. Both teachers and students face difficulties that the teacher fails to manage the class and the students are difficult to absorb the lesson.B; Male; Master; Regular HS; Countryside; At 20s years old; Exp20In summary, the factor on school facilities was indicated as an external factor affecting EFL teachers’ responses to ELT PRs. Although the respondents mentioning school facilities as a hindering factor came from both groups in terms of teachers’ qualifications, the percentage of the teachers with master’s degrees affected by this factor was higher than that of their DiscussionsFirst, the current study found that the teachers were highly affected by external factors, including students’ learning outcomes, institution managers’ leadership, and time. At a lower level, previous educational policies and teachers’ professional community and colleagues also remarkably impacted the teachers’ responses to ELT PRs. Last but not least, the factor on school facilities was found as a remarkably influential factor affecting teachers’ responses to the the factor on students’ learning outcomes, the most influential external one in the current study, Thieman Citation2000, argued that when students show improvement in learning, teachers continue implementing new teaching techniques and changing their beliefs in teaching. Besides, Paine and Fang Citation2006 stated that this factor serves as a standardized measurement for teachers’ development shift accountability for being a good teacher in the Chinese educational context. Consequently, it was understandable to observe the star mean score on students’ learning outcomes in the current study M = Sharing countless similarities in terms of cultures, traditions, and even educational philosophies, Chinese and Vietnamese teachers are under much pressure from their students’ achievements Lan, Citation2017. In a worse case, the pressure may also lead to some negativities in English teaching and learning that educators tend to find ways as applying grading leniency to comfort the students’ grading expectations Stroebe, Citation2016 or even have got the achievement obsession. Inferred from the study by Romanowski Citation2004, which investigated the students’ obsession with grades, teachers may also have got equivalent consequences of the obsession, namely anxiety, cheating, unhealthy competition, worry, fear, and so on. Further than the abovementioned teacher-related consequences, easy grading also deteriorates students’ learning outcomes as well as their learning efforts Bonesrønning, Citation2004.In terms of the factor on institutional managers’ leadership, the teachers indicated that they were strongly affected by their superiors’ commands. This finding was similar to the experience of China’s reforms in professional development Paine & Fang, Citation2006, which stated that the reforms were over-controlled by the government as a top-down orientation. In the same vein, Fullan Citation2006 accentuated that educational reforms usually land on teachers without their engagement in the decision-making process. In other words, the government frequently evaluates teachers’ quality based on licenses and setting standards. While teachers’ voices should be heard to anchor to the strengths of particular groups of local practitioners in the classrooms Fullan, Citation2001; Rubdy, Citation2008, throughout the participants’ narrations, the planning stage of the reforming processes seemed to lack teachers’ engagement. For this issue, Reitzug Citation1994 and Ibrahim et al. Citation2013 informed that the managers should support, facilitate, encourage, and even involve their workers in the change planning stage to promote the implementation process. Without these institution-related factors, the reform processes and similar innovations may still be overambitious and unachievable in English teaching and learning in Vietnam Hoang, Citation2010; H. T. M. Nguyen et al., Citation2018; Van Huy & Hamid, Citation2015.The time limit for implementation was also a remarkable external factor affecting teachers’ willingness to accompany ELT PRs in the current study. Many previous studies indicated the critical role of time for implementation in the reform process Prestine & McGreal, Citation1997; Thieman, Citation2000; Flamholtz & Randle, Citation2008; Ali; El Zaatar, Citation2011. The teachers were under high pressure with time for learning, being trained, planning, practicing, revising, collaborating with colleagues, learning new teaching techniques, using new materials effectively, applying new teaching approaches, deeply analyzing, and incorporating the reforms into teaching in practice. Backtracking to the literature review, this excessive workload intentionally decreases teachers’ motivation to accept changes Nisbet & Collins, Citation1978.Besides the factor on teachers’ professional community and colleagues, previous educational policies were informed as an external factor that moderately affected the teachers’ responses to ELT PRs. The mismatch between the reforming policies and the students’ learning assessment was why the teachers refused to change their teaching methods in the current study. Related to the impact of previous educational policies on the ways teachers accept changes, Thieman Citation2000 and Darling-Hammond Citation1990 highlighted that educational changes must be highly correlational; besides, the alignment of the required curriculum, mandated teaching strategies, and national testing must be vigorous. However, in Vietnam, while the MOET has been making considerable efforts with EFL teachers by encouraging them to apply communicative teaching techniques in order to help improve students’ oral communication H. T. M. Nguyen et al., Citation2018, in-class testing and even the National examination have still been concentrating on the grammar, vocabulary, reading, and writing evaluation Le Ha, Citation2009; Phuong & Nhu, Citation2015. Consequently, teaching approaches have been more test-oriented to meet the expected grading outcomes rather than develop students’ oral communication skills that are obligatory to fulfill the social requirements in Vietnam Pham & Bui, Citation2019. Located far from Vietnam, this teaching profession de-professionalization also occurred in the Anglosphere countries such as the UK and Wales. One of the significant problems of standards-based education there was about the assessment which had driven teachers in those two countries to improve the students’ test scores, not to meet their sustainable needs, including life-long learning, global competitions, and so on Donert, Citation2010; Kohn, Citation1999. Backtracking on the importance of oral communication skills, Kassim and Ali Citation2010, who conducted a study to investigate the role of English communicative skills needed at the workplace, stated that not only do they provide more chances in job promotions, but sufficient English competencies also advance workers to become global human to Leithwood et al. Citation1998, teachers are inspired and encouraged by the mutual support among the professional community. Emo Citation2010 confirmed the importance of a collegial community in the professional development reforms. Nevertheless, the current study found that the factor on professional community and colleagues did not significantly affect the teachers’ responses to ELT PRs. In another culture with several similarities like China, Paine and Fang Citation2006 remarked on the importance of collegial interactions and collaborations in the educational context. Besides the curriculum materials used to instruct teachers how to run their classes in practice, the public, conversational aspect of teaching is both contexts have been affected by the Confucianist/ collectivist culture Jones et al., Citation2021. However, the current study results showed some mismatches in collegial interactions that their colleagues did not much influence the participants. It is worth raising some queries as to why the teachers did not have strong interactions among the professional community or what caused the insufficient influence level of the factor on professional community/ colleagues. Keashly and Neuman Citation2010 partly explained these issues by mentioning the necessities of conflict management in creating a collaborative and collective working environment. Therefore, initial training in academic settings about dealing with conflictual or hostile cases should be obligatory for pre-service teachers in Vietnam and other educational this current study found that the factor on school facilities significantly affected the teachers’ responses to ELT PRs. This finding was in line with the study by Huberman Citation1981, which found that the quantity and quality of technical facilities and school building-level support strongly affect educational changes. According to L. Nguyen et al. Citation2020, school-related factors significantly impact students’ learning outcomes, the most influential external factor in this current study. That is why the teachers complained about how the unqualified teaching facilities had lowered their teaching and their adoptions of ELT PRs. To be especially worrisome for the dissatisfaction with environmental conditions, such as unqualified facilities and infrastructures, can negatively affect people’s productivity Leaman, Citation1995. Eventually, developing countries whose economic potential is not strong enough to maximize educational support may find it challenging to meet the expectations and objectives of ELT several aspects of teachers’ backgrounds, their educational qualifications, ages, and teaching experiences differed the influence level of the external factors, consisting of students’ learning outcomes, previous educational policies, and the potential factor on school facilities. The most prominent was that the more qualified teachers paid more attention to the influence level of external factors than the teachers with lower degrees did in the current study. The findings were in line with the study by Waters and Vilches Citation2008, which affirmed the role of educational levels of professional support in implementing a reforming ConclusionsThis study was conducted to explain how external factors affected EFL teachers’ responses to ELT PRs in the Mekong Delta Southwest of Vietnam. Also, the study aimed to investigate the impact of the teachers’ demographic information on their perceptions of how they responded to those external factors. According to the study results, the factor on students’ learning outcomes was the most significant external factor affecting the teachers’ responses to ELT PRs. Besides, teachers’ qualification strongly affected their perceptions of the influence of external factors on their responses to ELT PRs in general. Also, the ways teachers perceived the influence of their students’ learning outcomes and previous education policies were significantly affected by their Implications and recommendationsThe study contributed to a better understanding of how external factors affected EFL teachers’ responses to ELT PRs. It may help many educational stakeholders, such as EFL teachers and their students, educational administrators, and researchers interested in this this is a good chance for the EFL teachers to reflect on their teaching and the external factors affecting their beliefs in implementing ELT PRs in their practices. Thanks to that, they can adjust their beliefs in teaching and find ways to increase their students’ achievements. Also, EFL students passively get the benefits from their teachers’ educational administrators may better understand the inferiors and what could have hindered their adoption of ELT PRs externally. Consequently, they can organize sufficient professional development plans, strategies, programs and activities, and increase the quality of their suggested reforms and their scientific researchers interested in the topic will gain a foundation of external factors’ theoretical knowledge. Also, this foundation has drawn an in-depth view on what affect Vietnamese teachers’ responses to ELT PRs, so they can discuss this particular educational context with others that share different or similar backgrounds to generalize their Limitations and suggestionsThe current study cannot avoid a few limitations that need fulfillment in further research. First, the sampling was small to generalize the findings, especially the number of participants for interviews. Therefore, further research can involve more teachers at different teaching levels, including primary, secondary, and higher education, in all provinces in the Mekong Delta of Vietnam. Besides, other stakeholders, such as academic leaders or headteachers, trainers, students, policymakers, and even students’ parents, should have a chance to raise their voices. In so far as PRs can be linked to national interests, it does not mean that PRs also meet the public needs Hawkins & Furuto, Citation2008.Additionally, the results of the study were analyzed with the self-reported information from the teachers. No observation was made to testify to the data obtained from the questionnaires and the online interviews. Therefore, employing some observations using the proposed framework with reliable checklists can help further studies become more significant and valuable. Deciding to teach English abroad is a big decision. Even if you’re ready to commit to a year or more away from home, you still have to figure out what country to go to, what visa you’ll need for teaching, how much you’ll make, challenges you may face, and more. If you’re thinking of teaching English in Vietnam, you’re not alone! Vietnam is one of the most popular countries for teaching English. This stems from its combination of low cost of living and relatively high wage for teachers, friendly locals, delicious foods, and plethora of things to do across the country. In this guide, we’ll cover everything you need to know for entering Vietnam as an English teacher, in including job availability, requirements, visas, salaries, potential challenges, and more. Demand for English Teachers in Vietnam Vietnam is one of the countries with the highest demand for English teachers. The demand had already been rising for years before COVID messed everything up. But now that Vietnam is totally open again, the demand has already rebounded to pre-pandemic levels. If you visit any expat Facebook group related to teaching jobs in Vietnam or simply Google “teaching jobs in Vietnam”, you will most likely be overwhelmed with unending posts about job offers. What you’ll probably have to do at this point is decide where in Vietnam you want to live in order to narrow your choices down. Job Requirements – Who Can Teach in Vietnam? Despite what you may have heard in the past, not just anybody can show up in Vietnam and become an English teacher – at least not anymore. The requirements have become stricter and the schools more professional as the years and decades have passed. At the bare minimum, you legally need a degree to teach English in Vietnam. On top of that, there is a strong preference for native English speakers and this can get a little messy – see the “ugly truths” section below. You’ll also need a clean background check. Last but not least, more and more schools are now requiring some kind of TEFL certification – which you can easily do online. You DON’T need to have any teaching experience. Also on the plus side, the general requirements for entering Vietnam have loosened significantly since COVID times. Here’s a summary of the base requirements/qualifications for teaching English in Vietnam Native English speaker – Usually this is determined based on what passport you have, with the main ones they usually recognize as “native” being USA, Canada, UK, Australia, New Zealand, and South Africa. More on this university degree – This is a legal requirement to get officially hired in Vietnam. It doesn’t necessarily have to be an education or English-related degree – any 4-year Bachelor’s degree will do. Some schools, however, prefer to hire teachers with a degree specifically related to education or English. They will want to see the original degree, not a – Most but not all schools in Vietnam also want teachers to have taken a TEFL course or something similar, like CELTA. This is not a legal requirement, but most schools nowadays require it. You can easily get your TEFL certificate online. You can enjoy 35% off if you use vietnam35 as a coupon code – You can also get certified once you are in valid passport and visa more on visas below. The passport should be valid for at least 6 months from your anticipated starting date, though more than a year would be ideal so you don’t have to apply for a new one while you are background check – from your home country or country of residence in the last 3 yearsCV and related documents – The school may want a formal resume/CV plus any other relevant documents demonstrating your work experience or courses you’ve taken. TIP If you want a more professional teaching position, look for schools that will check not only your English credentials and physical appearance, but also who will require you to have experience in teaching, a teaching certificate, and/or a master’s degree. These schools are more serious in the business, which is also an indication of the quality of teaching they provide to their students. Visa and Work Permit for Teaching A business visa for Vietnam You won’t believe how many English teachers come here and work on a tourist visa. This is, in fact, illegal – if you plan to work here, you legally have to secure a business visa and a work permit. Working on a tourist visa or on illegal documents can result in serious trouble such as deportation and being banned permanently from the country. If the school let you work on a tourist visa, this is a red flag and a sign of unprofessionalism. They are more likely to screw you over at some point, for example, by not giving you your last paycheck when you quit the job or simply firing you without any acceptable reason. They can also use this against you and you cannot ask for legal help regarding this matter. If you get hired before you come While landing a job before you arrive can have some downsides you can’t see the school/meet the boss first, you don’t really know what you are getting into, the plus is that the school with help you navigate the visa process. What’s more, with only shorter 30 day only visas now being given for travelers, it is now an even better option than before to get hired BEFORE coming to Vietnam. If you land your job before coming, the school will help you apply for a 3-month business visa before you arrive. This will give them the time they need to apply for your work permit after you arrive. You are allowed to work while you are on the business visa, but only under the condition that you work permit is being applied for. In other words, you can’t just get a business visa and then work indefinitely with that alone. If you want to arrive first then find a job If you prefer to show up in Vietnam first, this has the advantage that you can explore first, see the schools/meet the boss, and become more familiar with what’s what in Vietnam before signing a contract to teach. However, with only 30-day visas now available for tourists, this is not enough time to arrive, get settled, find a job, and have your school process your business visa. Therefore, you’ll have to either or leave the country and re-enter to get another 30 days. Unfortunately, these 30-day tourist visas can’t currently be extended like they used to. Another thing to know about this route is that you’ll want to bring enough cash to set up your life there before you land your job and get your first paycheck. Find out how much you’ll need in our budget for moving to Vietnam. You can find more detailed information about all this in our guide to the different Vietnam visa types, how to apply for a Vietnam visa, how to apply for a Vietnam business visa, and applying for Vietnam visa as a US citizen. GET YOUR TOURIST VISA NOW – IT TAKES ONLY A FEW HOURS Click this photo to access the deal! Ugly Truths or Potential Challenges There are loads of private English centres and public schools that are desperate to get their hands on a foreign teacher. However, there are a few ugly truths about teaching in Vietnam that you need to know about Native English speakers are strongly preferred. They generally determine whether you count as one according to your passport type US, Canada, UK, NZ, OZ, South African preferred. However, they don’t consider that many people from other countries such as Singapore, Philippines, Indian, and more also speak English from birth. Even if you are a native English speaker, your skin colour can affects your chances. Some schools and parents still hold the outdated idea that a “real” native English is White. Many expats and even locals have voiced their concern about how wrong this is. Sadly, changes regarding this discrimination still have a long way to it seems that some schools just want to hire White foreigners so they can have a White face to show to the parents and attract more English speakers and non-Whites may have more difficulty finding a teaching job in Vietnam. If you belong to either category but are qualified, you should look into bigger companies and international schools. These tend to be more professional and are more interested in your experiences and qualifications. Having said that, I also know for example, brown/black people from Western countries who still manage to get jobs in regular private schools. To say it more directly, racism in Vietnam in the field of ESL teaching is widespread. People of colour have a harder time getting an ESL job simply because of their skin colour or accent despite their years of experience in this same applies for Viet Kieu, or Vietnamese born overseas. Despite the fact that they may be native English speakers and possibly even speak Vietnamese too!, they will struggle to get hired and paid the same as White English may encounter a slight preference among schools for female teachers, especially for younger aged students, because of the traditional belief that women are more nurturing, and because most local teachers or young children are women. Still, this won’t stop male teachers from finding a job. If you are offered a lower pay rate simply because you are not Caucasian but you know that you are a qualified one, don’t accept or sign the contract. There are jobs and students who are willing to pay you fairly, and know your value. If all aspiring ESL teachers coming to Vietnam will fight this massive race issue by rejecting low paid jobs, at some point, hopefully, Vietnam will see everyone’s value equally. What Is Teaching in Vietnam Like? When deciding whether you want to become an English teacher in a country like Vietnam, it’s important to ask yourself questions like “Will I actually enjoy teaching?” and “Will I be a good teacher?” If you aren’t good with kids, are super shy or awkward when speaking in public, don’t like being in the spotlight, aren’t good at following instructions, then this job may not be for you. Working with young kids and watching then grow can be super rewarding, but it can also be quite tiring. 20 teaching hours per week might not sound like a lot, but it really is, especially when you factor in the preparation time and commuting time. If you’re teaching in a private/cram school, the quality of the schools varies a lot. Some are quite professional, have strict guidelines, and provide training, outlines of what to teach, and lots of materials. Others are poorly run businesses with bosses just trying to cash on the fad. You may be given little guidance and just have to wing it on your own. It’s important to keep in mind that, as businesses, these kinds of schools tend to care about one thing the most keeping their customers. It might sometimes seem like maintaining a nice facade and appeasing the parents is more important than actually educating the kids. Although less common, some foreign teachers get hired by public schools. These jobs tend to be pretty lax, without much preparation time, but you may sometimes feel like you are more of a babysitter than a teacher. These schools often have very large class sizes, too, so that’s something else to be aware of. What is the Salary for Teachers? Cold, hard Vietnamese dong While you won’t get paid as much for teaching English in Vietnam as you would in, say, the Middle East or Northeast Asia, you probably WILL make more than you would in nearby Thailand. But more importantly, a typical teacher’s salary in Vietnam is quite attractive if you compare it to the super low cost of living. This section will give you a ballpark idea of what the salary of an English teacher in Vietnam is like. Depending on your lifestyle, you can definitely save some serious money while teaching in Vietnam. See here to learn how to send money out of Vietnam! Hourly Rate The hourly pay rate in Vietnam ranges from $15-$25 per hour. You will see higher rates in the big cities, like Ho Chi Minh Saigon and Hanoi, while you can expect less in smaller cities or rural areas. There are some schools that will hire you and start the pay at $18 with a chance of a raise depending on your performance. Always double check your contract before signing. With these rates in mind, if you work around 15-20 teaching hours per week, which is pretty normal, you can expect to make around $1000-1500 per month teaching English in Vietnam. Put in a few more hours per week, though, and you can push that figure to $2000 or more. Part-time vs Full-time Some schools may hire you as a full-time teacher, which means you will be guaranteed to get around 20-25 hours per week for a whole year. However, sometimes, as the “full-time” teacher, you may be expected to stick around more or do extra things, and you’re kind of locked in for the year. Schools tend to prefer giving full-time roles to teachers with some experience. As a part time teacher, you may get less hours, such as 12 or 15 per week. You may be happy with this, or you may want to find additional hours in other schools or tutoring to supplement your income. As a part-time teacher, you may even get full-time hours, but since you are not officially full-time, those hours are guaranteed to stay. In other words, being a part time teacher is more flexible. Salaries for Non-native English Speaker or Non-White Sadly, despite your experience, if you are a non-native English speaker, often you will be offered a lower salary $10-$15/hour. Another painful reality is even if you are a native English speaker, if you are not Caucasian, there is a chance they will try to pay you lower. In this situation, especially if you have the experience, you should work with well-known language centres or international schools that look past your physical appearance but rather value your skills and experience. How to Find an ESL Job in Vietnam A quick search on Facebook will yield various groups for finding jobs, such as the above. Now that we’ve covered most of the aspects of teaching, how do you actually find a teaching job in Vietnam? Facebook Groups One of the most common ways to find teaching work in Vietnam is to join Facebook groups aimed and teachers and teaching jobs, such as this one or this one. There are several of them, and a constant stream of new job openings are posted every day. It’s a good idea to browse for a while and do some research before opening dialogue with employers or committing to anything. You can also upload your job posting, CV, contact details, and what you are looking for in these groups and ESL schools and centres will reach out to you. If you receive an offer but are in doubt about if it is legitimate or not, you can ask about it in the expat Facebook groups, of which there are also many. Websites & Agents You can also directly find reputable schools in Vietnam online and then apply directly to their sites, or use websites that list jobs for schools across the country. Examples are this one and this one. We recommend you to be cautious here, as some job listing sites can be dodgy. Remember to never pay anything to anyone who promises to get you a job – this scheme is often a scam. Teaching Online Another way to earn money being an ESL teacher is to teach online. There are great benefits in doing this. For example, you can teach while travelling, you don’t need to hustle through the traffic and spend money on transportation, and you can teach comfortably at home. You might even consider staying in Vietnam on a tourist visa, doing visa runs or extensions, and teaching kids online – the kids could be anywhere in the world. This is a huge business in China, and Vietnam is on the same time zone, so it would make sense time-wise. Some examples of this are EF China-focused and Preply international. Other Questions about Teaching in Vietnam Here are a few other questions you may have about coming to Vietnam to teach English. Will I have to Do a Teaching Demo? Some schools will ask you to do a demo lesson for around 30-minutes as a part of the onboarding process. Some demos are paid whilst others are not. Remember to ask about this before agreeing to perform one. Be aware that some schools invite a lot of aspiring English teachers and require them all to do demos for free. Essentially they are using this as an excuse to get free teachers. If you’re getting hired from abroad, there won’t be a demo requirement, but you may have to do an interview over the phone or video chat. Are there Additional Perks or benefits? Some schools in Vietnam offer additional perks like free accommodation or a transportation allowance, but this is not the norm. Similarly, it is very rare for them to pay for your flights, which you might see in some other countries. However, some schools in Vietnam do offer a year-end bonus, because they strongly prefer that teachers finish the school year for obvious reasons, including continuity for students, if not stay for several years. This bonus usually amounts to half or even a full month’s salary. Another perk to teaching in Vietnam is that you get to experience Vietnam! Whether this be taking a holiday in tropical Phu Quoc island, exploring the country’s huge caves, riding a motorcycle on these famous routes, temple-hopping, hiking, cruising on Halong Bay, and/or feasting on delicious Vietnamese street food, by working in Vietnam, you get to broaden your horizons and get to know one of the world’s most unique and fascinating cultures. What should I pack? Dress Code? Once you have found a teaching job and signed a contract, there are a lot of things that you still need to prepare. One of them is to pack the right work clothes. Fortunately, we’ve prepared this packing checklist for moving to Vietnam! The dress code for teaching in Vietnam is not a lot different than in other parts of the world. You are expected to dress at least semi-formal. Some more high-end schools may expect more formal attire, while some private schools may even be fine with shorts and more casual clothing. You can of course buy more clothes in Vietnam, but you may find it tougher to find clothes you like, or clothes that fit if you are very tall or plus-size. Depending on where you will be living and teaching, some schools have AC while others don’t. If you will be in the north, pack a good semi-formal jacket as it can be cold during winter, while in the south, make sure you pack light but comfortable clothes, as the south can be very hot and humid year-round Some schools even have a casual day once per week. It is best to ask about your school’s policy if they haven’t already informed you. Also see our more general guide to what to wear in Vietnam. Female teachers For women, here are some suggested outfits a dress that is knee-length or longer with a short or longer sleeve, but stick with a standard neckline – showing lots of cleavage isn’t appropriatedress pants and a button-up shirt with sleevesa knee-length skirt or longer and button-up shirt with sleevesyou can wear a sleeveless blouse but use a jacket cardiganblack shoes, high heel shoes or flat shoes are all acceptable as long as they are closed Male teachers Here are some ideas on the dress code for men dress pants and a button-up shirt with short or long sleevesdress pants and a polo shirtblack shoesit is not expected to wear a tie unless specified by your schoolsome schools may allow jeans and a T-shirt or possibly even shorts Well, we hope we’ve answered all the questions you have about how to teach English in Vietnam. Teaching in Vietnam is a true opportunity, but better you research and plan your move, the higher your success rate will be. Learn more in our guide to moving to Vietnam! English teaching in Vietnam Many foreign language teachers, who could earn up to $2,000 per month are now in a distressing situation in a country that was among the world’s nine countries that pay the highest salaries to English as a Second Language teachers. Many foreign teachers are running online classes at cheap rates to survive, while others have left Vietnam as their livelihoods snatched by the Covid-19 pandemic. When Daniel Payne left South Africa to take up a teaching job at a school in Ho Chi Minh City in 2019, he envisioned an exciting life with a lot of new friends, fun and adventure. Now the 31-year-old normally starts his day in the afternoon by looking for job on Facebook, teaching only two online classes a week. “I lost my job at the school due to the pandemic and now I need more classes to survive this outbreak,” Daniel says. He moved into a cheaper apartment in Tan Phu District earlier this year since he could no longer afford to live in the city center. “I did not expect this outbreak to be this severe; last year was much better.” he added. HCMC, the epicenter of Vietnam’s fourth Covid wave, has reported more than 298,000 infections so far. Many foreign language teachers, who could earn up to $2,000 per month are now in a distressing situation in a country that was among the world’s nine countries that pay the highest salaries to English as a Second Language teachers. Related The dark days of foreign teachers in Vietnam will be over? The ESL industry has thrived in Vietnam in recent years, with jobs offering high salaries available all year round as English is an obligatory subject from sixth grade across Vietnam and in large cities like Hanoi and HCMC, many primary schools opt for English programs for students and demand high proficiency. But the year-long pandemic and prolonged lockdown changed the table, forcing schools and language centers to shut down. Many foreign teachers have to teach online to survive while some have left for their home countries, or hunkered down waiting for the lockdown to cease. Payne offers “trial classes” at VND360,000 $ per hour for three groups of four, nearly half his former rate. “Now I teach three classes a week, earning around VND8 million a month…, I use the money to pay my monthly rent and food.” Payne told reporter. Several foreigners have sought online students with “promotions” for big groups and cheaper prices on Facebook communities for expats and English teachers in Vietnam. “Some of my friends have lowered the rate to VND300,000 per hour, but many other teachers opposed this because it would force them to lower their own rates,” Payne says, admitting not many of his students care about learning English at the moment because of the raging pandemic. Before the outbreaking starting in April, most foreign English teachers earned someVND500,000 per hour. “I have relied on online classes from a local English center, but the weekly teaching hours are not stable since no one wants to pay much for online lessons” Stewart Evans, a Briton living in Hanoi’s Tay Ho District said. “My employer cut my working hours to three per week, then to nothing.” “Financially I have been bled dry by Covid; I am massively behind on rent and my landlord increased my electricity price,” Evens says. In HCMC’s Tan Phu District , Thomas Walter, teacher at several English centers in town, quit teaching when the fourth Covid outbreak started in Vietnam in late April, forcing his centers to close. To make ends meet, he has helped local students and employees edit their English writing, earning around VND200,000 a piece. “This job helps me depend less on my savings account, I think the pandemic will be contained next year and children will go to school again, so I will wait for that.” Jahdid Bago, a Filipino working at a school in the northern Son La Province had his salary delayed for three months, and recently returned to his hometown in the Philippines to run online classes for Vietnamese and Chinese students. Brian Bokram, an English teacher in Hanoi, says, “There is a chance I will have to leave Vietnam if the situation does not get better soon.” CJ van Vuuren, an English teacher in HCMC, says while she has chosen to stay, most colleagues at her school have left the country. In HCMC expat community groups on Facebook, many foreigners, including English teachers, are selling off their furniture, cookware and other belongings in preparation for leaving the country. While Covid lockdowns have posed challenges for some, others found a silver lining. Alex Rieger, an American who teaches English to Can Tho University students, says “I have been in Vietnam for a while, so I can find students for online classes and now my income is almost the same as before the pandemic.” Besides, he feels safe at home with his wife and children amid the current outbreak in Can Tho. “I love this country and the people here and I think the stringent measures to contain the pandemic are due to the fact that the government really does care about the people’s well-being and health,” he said. Brightman, an American teacher in HCMC, says her rate for online classes “has of course gone down a little because it’s online.” “But overall I’m secure financially.” She wishes everything would return to normal soon so she and her Vietnamese husband could get their marriage documents formalized and she can reunite with her family in the after more than two years. By Dang Khoa VNExpress. Related The forum was successful with the participation of leadership representatives from the Ministry of Education and Training, Departments of Education and Training, universities, colleges, vocational schools, English Language faculties, English Language Teacher Education faculties, and principals of high schools, as well as managers of language centers nationwide. The forum also enjoyed the attendance of leading experts in English teaching, representatives of publishing houses, employers, managers of businesses from cities and provinces in forum aimed to gather teachers of English language in Vietnam; investigate the demand for teaching and leaning the English language in Vietnam; discuss challenges and opportunities in teaching and learning the English language in the country in order to constantly improve the quality of English teaching; share experience and success stories in teaching and learning the English language of educational facilities; identify the trends of teaching and learning the English language in the world, in the region and in Vietnam in the coming time as well as proposing policies, projects, and encouraging educational facilities, research institutes, businesses, publishing houses to provide support and training together with technology transfer in teaching the English language. The overall objective of the forum was to foster the quality of education and training for human resource with competitive English proficiency for the society and the labor the opening speech, Dr. Nguyen Huu Do - Deputy Minister of Education and Training reiterated that the forum is one of the first significant events on teaching and learning the English language in Vietnam. He added that the Covid-19 pandemic is a challenge, but also an opportunity to foster the teaching and learning of the English language in Vietnam. United States Ambassador to Vietnam Marc Knapper expressed his delight as he joined the forum. Witnessing strong economic, cultural and social growth in Vietnam, Ambassador Marc Knapper said the demand for teaching the English language should see comparable development. Dr Pham Lan Dung, DAV Acting President, shared that the academy is proud to be the host of this event. She wished that the event is held annually to give attention to the teaching and learning of the English language. She added that the most urgent need in the teaching and learning of the English language at the DAV in particular and Vietnam in general is to increase the value of each hour in which English is taught and learnt. Such value is given not only to teachers but also for learners and students. Dr. Dung reiterated that in order to bring the spirit of “teaching and learning of the English language in Vietnam” overseas, there needs to be wise leadership and direction of pioneers. Prof, Dr. Nguyen Hoa, President of VietTESOL, also affirmed that the forum did not take place at an earlier time, but was of great value, especially when online teaching and learning is no longer a situational resort, but has become an indispensable part of the teaching and learning of the English language in the forum, delegates pointed out a great number of noticeable issues in the teaching and learning of the English language in Vietnam. Dr. Nguyen Thi Mai Huu, Head of the NFLP delivered her remarks and stressed that the policies by the Party and the State regarding the teaching and learning of the English language in Vietnam has shown sufficient interest in an increasing demand in Vietnam; but challenges remain to accomplishing the targets set by the Party and the State. MA. Nguyen Nhat Quang, Director of HQT Education Co., Ltd., Deputy National Director at International Society of Teachers, Administrators and Researchers shared his observation, saying teachers are in dire need from the society in educating a student in the new era, as aside from teachers’ efforts, there must be also support in terms of facilities and technology, as well as directions, orientation policies, together with consent and support from parents. Assoc Prof, Dr. Lam Quang Dong, Vice President of the University of Languages and International Studies ULIS in Hanoi, also shared experience and success stories in the teaching and learning of the English language in educational facilities nationwide. Speaking about the improvement of quality of foreign language proficiency tests, he advised reducing the level of commercialization for these tests. Assoc Prof, Dr. Lam Quang Dong also added that educational facilities must be in alignment with the demand for the teaching and learning of the English language in the new era. A representative from Duc Hop high school in Hung Yen province, MA. Tran Thi Thuy also presented her paper on “Renovation in English Language Teaching at High Schools”. She believed the renovation process in the teaching and learning of the English language needs to be continuous, both before and after the Covid-19 pandemic. “Connection; Collaboration; Cultivation are three essential elements of that process”, she event also heard opinions about trends of the teaching and learning of the English language in the world and solutions for Vietnam, from which the role of teachers in the era is discussed. Delegates agreed that teachers’ role is not only to present knowledge, but also to ignite inspiration, create interesting and useful playgrounds for students. Participants of the forum shared the view that the current biggest challenge in the online teaching and learning of the English language is the financial gap among students, and the attitude of learners as they attend online classes. Delegates affirmed that changes need to be made for the adaptation to the new era, and to the post-pandemic situation so that each lesson achieves maximum efficiency. Seeking a suitable learning model after Covid-19, and creating favorable conditions for students to attend lessons more effectively, were the mutual goals of forum participants. Also at the event, Dr. Le Truong Tung, President of FPT University has his assessment of the quality of English language education in university perspective. Accordingly, not only FPT University but also other universities need to offer their students more opportunities for English language education and application. Dr. Tung believed that the most prioritized goal of the teaching and learning of the English language in Vietnam is to get Vietnam out of the “disparity in English competence” in the region, with the vision to establishing exclusive English speaking zones in destinations that attract a large number of tourists such as Sapa, Danang, Nha Trang, etc. These are preparations to make Vietnam one of the countries with English as the second language. MA. Le Duc Thien, Deputy Director of the Personnel and Organization Department - Ministry of Foreign Affairs also delivered a speech, sharing employers’ expectations on English language training. On behalf of employers, Mr. Thien shared that English is required not only for communication, but also to promote the knowledge of applicants. He wished that educational and training facilities continue to provide the Ministry of Foreign Affairs with high quality human the event, Dr. Pham Lan Dung, Acting President of the Diplomatic Academy of Vietnam expressed delight at the success of the forum. She added that the dedication and sharing of delegates throughout three main discussions and parallel sessions, as well as future policies and initiatives will steer the teaching and learning of the English language in Vietnam across challenges towards continuous development. Le Khanh - Quang Thanh AllHanoiHo Chi Minh CityDa NangVietnam GuideJob AlertsGet the latest teaching jobs sent right to your inbox. Unsubscribe anytime.⭐ Featured🔥 PopularForeign english teacher💼 THE ASIAN INTERNATIONAL SCHOOLPart-TimePrivate SchoolDear all qualified educators,The esteemed Asian International School is currently seeking exceptional native teachers from American or European backgrounds to join our team. We are looking for candidates who possess rele...📍 Ho Chi Minh City, Vietnam 💰 Up To VND per hour⭐ Featured🔥 PopularEnglish Teacher💼 FPT SchoolsFull-TimePrivate SchoolHousing AllowanceFlight ReimbursementMedical InsuranceJOB DESCRIPTION- Build professional teaching plan for a whole school year- Prepare and deliver lessons to students- Prepare teaching materials and periodic reports on students’ performance- Create tests for students, sup...📍 Bac Giang, Vietnam 💰 Competitive Salary⭐ Featured🔥 PopularAcademic math - science and english teachers💼 EMG EducationFull-TimeCompanyPaid HolidaysJob description● Teach English, Maths and Science for students from Primary to High school level;● Create engaging and effective lesson plans based on the curriculum plans provided.● Actively participate in the producti...📍 Ho Chi Minh City, Vietnam 💰 Competitive Salary⭐ Featured🔥 PopularVictoria Saigon South school is hiring foreign teachers💼 Victoria Saigon South School VSSSFull-TimeInternational SchoolHousing AllowanceMedical InsuranceVictoria Saigon South school is hiring foreign teachers for the school year 2023-2024 as follows 👉Location Nha be district, Ho Chi Minh city close to Phu My Hung residential area👉Job Title- Math teacher Secondary...📍 Ho Chi Minh City, Vietnam 💰 Competitive Salary⌚ 12 hours agoHiring Teachers For New Academic School Year💼 APU International SchoolFull-TimeInternational School2023-24 ACADEMIC SCHOOL YEAR TEACHING HIRESAPU International School in Danang City is currently recruiting the following positions for the 2023-24 school year start• Mathematics Teacher• ICT Teacher • Elementary Homeroo...📍 Da Nang, Vietnam 💰 Up To 70,000,000 VND per month⌚ 3 days agoAcademic Maths Science And English Teacher In Ho Chi Minh City Vietnam💼 EMG EducationTHS, SCIENCE, AND ENGLISH TEACHER IN HO CHI MINH CITY, VIETNAMHo Chi Minh City, VietnamPosted by EMG EducationContact bichngoc DESCRIPTION– Teach English, Maths, and Science for students from primary to high ...📍 Vietnam 💰 Competitive Salary⌚ 3 days agoFull-Time Native English Teacher💼 Sakura Montessori KindergartenFull-TimeInternational SchoolIf you're tired of running from class to class, school to school, don't even have time to remember the students' names...If you want to build the bonds with your students, stay with the same class, same students for the ...📍 Hanoi, Vietnam 💰 Up To 60,000,000 VND per month⌚ 4 days agoExperienced Teachers Needed💼 Winni - English For KidsFull-TimeLanguage SchoolEXPERIENCED TEACHERS NEEDEDWe're looking for an experienced & enthusiastic teachers for kids 3-10Working location Dong Anh, Ha NoiTime Evening from Mon-FriStart at 11/06 1 Sunday morning and from 19/06 Mon-FriCommi...📍 Hanoi, Vietnam 💰 Up To 500,000 VND per month⌚ 5 days agoPart-time English Teaching Position - I Can Read HCM💼 I Can Read VietnamPart-TimeLanguage SchoolABOUT US - I CAN READI Can Read is currently seeking qualified part-time teachers to work at one of our centrally located centres in Ho Chi Minh City. The contracts that we have available guaranteed teaching hours and op...📍 Ho Chi Minh City, Vietnam 💰 Up To 400,000 VND per hour⌚ 5 days agoDrama Teacher Needed💼 Summer CampFull-TimeCompany𝐃𝐑𝐀𝐌𝐀 𝐓𝐄𝐀𝐂𝐇𝐄𝐑 𝐍𝐄𝐄𝐃𝐄𝐃summer camp, 3 weeks only✅Rate 30 millions Accommodation and lunches provided ✅ Duration and Schedule - 3 weeks June 12th-30th - Schedule and from Mon-Friday...📍 Thai Nguyen, Vietnam 💰 Up To 10,000,000 VND per week⌚ 5 days agoFULL TIME - English or Math or Science Teacher💼 International SchoolFull-TimeInternational SchoolMedical InsurancePlease read carefully - Requirements+ Nationality Native or European or North Africa+ Bachelor/Master degree in Education/Pedagogy required+ Teaching certificate TESOL/TEFL/CELTA required.+ Age 18-30+ Teaching e...📍 Quang Ngai, Vietnam 💰 Up To 68,000,000 VND per month⌚ 6 days agoA preschool in District 2 Needs English Teachers💼 Saigon Sunflower PreschoolFull-TimeKindergartenA lovely preschool in District 2 HCM City is seeking a caring and enthusiastic English teacher. Having worked in a preschool is an Binh Trung Dong Ward, District 2, HCM CityTeaching work 1 hour in t...📍 Ho Chi Minh City, Vietnam 💰 Up To 450,000 VND per hour⌚ 6 days agoVietnam Preschool English Teachers Recruitment💼 New InsightWe are actively & regularly looking for Native/European English Teachers for Kindergarten schools and English Centers in Vietnam.*Job Description- For Kindergartens Teach English to children from 2 - 6 years old- For E...📍 Vietnam 💰 Competitive Salary⌚ 1 week agoNES Teachers at Public Schools💼 POWER ENGLISHPart-TimePublic SchoolHousing AllowancePower English is hiring NES TEACHERS🏫 Location D1, 3, 5, 6, 10, 11, Hóc Môn, Thủ Đức, Tân Phú, Phú Nhuận.📆 Starting Date August 2023In this position, you will be offered - Working Hours 15-22 hours/ week, daytime ...📍 Ho Chi Minh City, Vietnam 💰 Up To VND per hour⌚ 1 week agoIELTS Teachers For High School💼 IIG VietnamFull-TimeHigh School🔥🔥🔥[𝐇𝐚𝐧𝐨𝐢] 𝐈𝐄𝐋𝐓𝐒 𝐭𝐞𝐚𝐜𝐡𝐞𝐫𝐬 𝐟𝐨𝐫 𝐡𝐢𝐠𝐡 𝐬𝐜𝐡𝐨𝐨𝐥, 𝟐𝟎𝟐𝟑 – 𝟐𝟎𝟐𝟒 𝐬𝐜𝐡𝐨𝐨𝐥 𝐲𝐞𝐚𝐫️💰💰𝐂𝐨𝐦𝐩𝐞𝐭𝐢𝐭𝐢𝐯𝐞 𝐫𝐚𝐭𝐞𝐬 Up to 💲𝟑𝟐/ teaching hour🔜𝐒𝐭𝐚𝐫𝐭 𝐝𝐚𝐭𝐞 Mid of Augus...📍 Hanoi, Vietnam 💰 Up To 750,000 VND per hour⌚ 1 week agoRecruiting ESL Teacher💼 AMA Quảng NgãiFull-TimeLanguage School📢📢📢AMERCIAN ACADEMY - AMA QUANG NGAI NEED TO RECRUIT ESL TEACHER POSITION Native Eghlish Teacher☘️Location Quang Ngai city, Viet Nam☘️ Salary Negotiate1️⃣ Job descriptions- Teaching to Corporations- Teaching clas...📍 Quang Ngai, Vietnam 💰 Competitive Salary⌚ 1 week agoNative teachers for primary and secondary schools in Hanoi💼 SACE Education VietnamFull-TimePrivate School1. SALARY AND WORKING HOUR- Rate 530,000 VND/ hour - Total working hours 12-15h/ week2. BENEFITS- Lunch provided at school- National holidays Off- Yearly bonus included Renewal contract, Christmas, New Year, Lunar New...📍 Hanoi, Vietnam 💰 Up To VND per hour⌚ 1 week agoPart-time and Full-time ESL Teachers needed💼 I Can Read HanoiPart-TimeLanguage SchoolA teaching opportunity for teachers in Hanoi. Training & teaching resources per hour Depending on experience and qualifications class sizes approx. age range 4-12 ye...📍 Hanoi, Vietnam 💰 Up To 550,000 VND per hour⌚ 1 week agoPrimary School ESL Teachers Needed💼 Athena Vietnam EducationFull-TimePrimary SchoolPRIMARY SCHOOL ESL TEACHERS NEEDED IN HANOI [ATHENA Vietnam Education CO., Ltd.]Hello everybody, we are looking for experienced, enthusiastic, and passionate English teachers with a clear accent to teach in primary schoo...📍 Hanoi, Vietnam 💰 Up To 38,000,000 VND per month🔥 Popular⌚ 1 week agoHiring New English Teachers💼 E-ConnectFull-TimeCompany[𝐇𝐀𝐍𝐎𝐈, 𝐕𝐈𝐄𝐓𝐍𝐀𝐌] HIRING NEW ENGLISH TEACHERS ️Work location Thanh Xuan, Ha Dong, Dong Da and Cau Giay District𝐑𝐞𝐪𝐮𝐢𝐫𝐞𝐦𝐞𝐧𝐭𝐬+ Bachelor’s degree, ESL or TESOL certification+ Full-time position+ Min...📍 Hanoi, Vietnam 💰 Up To 47,000,000 VND per month⌚ 2 weeks agoNative English Teacher Recruitment💼 Inspire EnglishFull-TimeLanguage School️📌 𝗡𝗔𝗧𝗜𝗩𝗘 𝗘𝗡𝗚𝗟𝗜𝗦𝗛 𝗧𝗘𝗔𝗖𝗛𝗘𝗥𝗦 𝗥𝗘𝗖𝗥𝗨𝗜𝗧𝗠𝗘𝗡𝗧INSPIRE English is recruiting Native Teachers with details as below✔️ 𝐑𝐄𝐐𝐔𝐈𝐑𝐄𝐌𝐄𝐍𝐓𝐒+ Bachelor's Degree in terms of education field is p...📍 Da Nang, Vietnam 💰 Competitive Salary⌚ 2 weeks agoRecruiting Native English Teachers💼 WISE EnglishFull-TimePart-TimeLanguage SchoolWISE ENGLISH HO CHI MINH CITY is recruiting NATIVE ENGLISH TEACHERSPositions- Native Teacher full-time or part-time* BENEFITS- Salary range 15$ - 22$/h part-time- Get training for our distinctive teaching methods...📍 Ho Chi Minh City, Vietnam 💰 Up To 530,000 VND per hour⌚ 2 weeks agoRecruiting an ESL teacher for a public school💼 Vinalearn EnglishFull-TimePublic SchoolVinalearn English is recruiting an ESL teacher for a public school in Ho Chi Minh – Full-time 18 - 25 hrs per weekPay – 420-450k per hour NETDays – 5 - 6 per weekLocation – Ho Chi...📍 Ho Chi Minh City, Vietnam 💰 Up To 450,000 VND per hour⌚ 2 weeks agoHiring 01 Teaching And Learning Manager For New Ila Centres In Ho Chi Minh Vietnam💼 ILA VietnamILA Vietnam is seeking to hire 01 Teaching & Learning Manager for new ILA Centres in Ho Chi Minh, Vietnam!About VietnamVietnam has long been renowned for its exquisite cuisine, friendly people and scenic world heritage ...📍 Vietnam 💰 Competitive Salary

foreign english language teachers for schools in vietnam