Dataset on Gender Equality Paradox and Teacher Experience in Vietnam under Sustainable Development Goal 4.7
Description
This dataset was generated from a quantitative study examining the gender equality paradox within the Vietnamese teaching profession. Although women constitute the majority of the teaching workforce in Vietnam, they remain underrepresented in leadership, decision-making, and career advancement. The dataset was developed to investigate how gender influences teachers’ perceptions of gender inequality and to assess the mediating role of employee experience within an organizational and cultural context. The data were collected through an online survey administered to 283 in-service teachers across multiple educational levels in Vietnam between March and August 2025. The questionnaire measured two main constructs: perceived gender inequality and teacher employee experience. All items were assessed using a five-point Likert scale and were adapted from established theoretical and empirical studies, contextualized to the Vietnamese education system. The dataset was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Measurement reliability and validity were confirmed through outer loadings, Cronbach’s alpha, composite reliability, average variance extracted, and discriminant validity criteria. Structural model analysis examined direct and indirect relationships between gender, employee experience, and perceptions of gender inequality. The findings derived from this dataset provide empirical evidence that gender differences in perceived inequality are shaped primarily through organizational and professional experiences rather than individual prejudice alone. The dataset supports research on substantive equality and highlights the relevance of human rights education as an institutional mechanism for addressing structural gender inequality in education, contributing to policy discussions related to Sustainable Development Goal 4.7. Limitations of the dataset include its cross-sectional design and convenience sampling approach, which restrict causal inference. Nevertheless, the dataset offers valuable opportunities for secondary analysis, comparative studies, and longitudinal extensions focusing on gender, professional experience, and equity in education systems.