Abstract

This study examines perceptions of competence in handling pedagogical situations among 592 preschool teachers in Vietnam’s Mekong Delta. Data were collected using a questionnaire comprising 10 items rated on a five-point Likert scale and analyzed using descriptive statistics. Overall, teachers reported high levels of agreement with statements concerning this competence, with mean item scores ranging from 3.86 to 3.99. Agreement was highest for statements emphasizing the need to identify the causes of a pedagogical situation accurately before choosing a response, evaluate one’s response and reflect on lessons learned, and develop this competence through practical experience, professional development, and self-directed learning. Agreement was comparatively lower for statements concerning regional characteristics of the Mekong Delta and the need to coordinate with parents, colleagues, and schools. These findings provide an empirical basis for designing training and professional development programs that strengthen preschool teachers’ competence in handling pedagogical situations while accounting for professional contexts and local characteristics.

Keywords: Competence in handling pedagogical situations, mekong Delta, perceptions, preschool teachers.