Factors affecting primary school teacher’s intention to implement human rights education in Vietnam

Abstract

This study identifies factors influencing primary school teachers’ intention to implement human rights education (HRE) in Vietnam using the Theory of Planned Behavior (TPB). Data were collected from 235 teachers across six provinces and analyzed using partial least squares structural equation modeling (PLS-SEM). Findings show that teachers’ attitudes, self-efficacy, school support, and implementation conditions significantly affect their intention to implement HRE. Positive attitudes and strong self-efficacy enhance confidence and motivation, while supportive school policies and incentive mechanisms encourage greater engagement in HRE practices. Implementation conditions, including teaching materials, training quality, facilities, and the educational environment, also have a direct impact on teachers’ perceived ability to apply HRE. Intention strongly predicts willingness to implement HRE, confirming its mediating role in transforming psychological readiness into behavioral commitment. This study contributes unique empirical evidence from Vietnam by extending the TPB model to include institutional support and implementation conditions. It offers practical implications for improving HRE implementation through enhanced training, improved teaching resources, and strengthened school-level support systems. Limitations include the restricted geographic scope and the cross-sectional nature of the survey, suggesting the need for broader and mixed-method future research.