Vietnamese High School Teachers' Occupational Happiness Dataset: Curriculum Reform 2018

Collected in 2025 via a cross-sectional survey, it captures teachers’ perceptions of job resources, demands, and psychological states, offering insights for studying teacher well-being and educational reform in Vietnam and globally. Dataset Content The dataset, derived from a survey of 2,195 teachers across Northern, Central, and Southern Vietnam, uses stratified sampling based on: • Geographical region: North, Central, South, reflecting socio-economic diversity. • School type: Public, non-public, specialized, and small/medium-sized high schools. • Professional tenure: <5 years, 5–15 years, >15 years of experience. • Subject area: Core (Mathematics, Literature, Foreign Languages) and specialized subjects (Natural/Social Sciences, Arts, Physical Education, Technology–Informatics).

It includes 101 variables across eight constructs, measured on a five-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree): 1. Independent Variables: o Organizational Support (14 items): Collegial support, managerial recognition. o Professional Autonomy (12 items): Flexibility in lesson design, assessments. o Workload and Work Pace (11 items): Task volume, curriculum change urgency. o Quality of Professional Training (13 items): Effectiveness of training programs. o Readiness for Curriculum Implementation (10 items): Preparedness for the 2018 curriculum. 2.