MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF EDUCATION
VU THI THU HUYEN
A STUDY OF THE MANAGEMENT OF INSERVICE PRIMARY
TEACHER TRAINING PROGRAMMES BASED ON THE
PROFESSIONAL STANDARDS
Major: EDUCATION MANAGEMENT Code: 62 14 01 14
SUMMARY OF THE DISSERTATION
Ho Chi Minh City 2015
Research completed at: Ho Chi Minh City University of Education
Supervisor:
Dr. Vo Thi Bich Hanh
Assoc. Prof. Phan Minh Tien
1st counterargument by: Dr. Nguyen Đuc Danh
2nd counterargument by: Dr. Ho Van Lien
3th counterargument by: Prof. Dr. Vo Van Loc
The dissertation will be defended in the presence of the School’s Dissertation Assessing Board, meeting at Ho Chi Minh City University of Education on …………., …am/pm This dissertation can be found at: 1. The National Library of Vietnam 2.The Library of Ho Chi Minh City University of Education
3
1.
INTRODUCTION
Rationale of the study
Teachers are considered important resources of the institutions, the schools and society. Teaching staffs contribute actively to the development of education. Basic education and training renovation policies also create opportunities and challenges for primary teachers, require them to keep learning and personal developing to meet the increasing requirements of the professional standard. These changes require more focus on strengthening the role and responsibilities of the primary managers in the school management and management of training the primary teachers based on the professional standards.
Recently, the education reforms have focus on the goal of improving teaching staffs’ qualification. The policy, guidelines and policies of the Party, the States express an interest in training teachers and improving the quality of educational human resource. Directive 40CT/TW on constructing and improving quality of teachers and education managers stated: "The requirements of the development of new educational era of industrialization and modernization, education managers and teachers have limitations and shortcomings"; thus, we have: "To review and rearrange the contingent of teachers, education managers to enhance professional qualifications of teachers, and education managers".
In recent years, the size of school and the number of primary pupils have tended to rise rapidly, which leads to an increasing demand for primary teachers. The increasing of teaching staff resources leads to many consequences. School managers should prepare necessary resources to train the teachers to qualify teaching requirements. Therefore, management of training programmes for primary teachers with the professional standards, preparing qualified professional teaching staff are very important and urgent issues in primary school management.
In fact, management of training programmes for primary teachers based the professional standards has achieved significant successes but the limitations still exist. Most are in the process of planning, organizing, directing and evaluation of the primary teachers’ development. For that reason, quality of management of training programmes for primary teachers based on the professional standards has been restricted ‘A study of the management of inservice primary teacher training programmes based on the professional standards’ was born with the above context.
2. Purpose of the study
The study is based on the basis of studying the theories research, survey, evaluating situations, building up solution systems of management of inservice primary teacher training programmes based on the professional standards, thereby improving the quality of primary teaching staff and serving the education reform goals. 3. Object and Subject in the research
4
3.1. The object of research Teaching staff management in the primary schools 3.2. The subject of research The strategies of management of inservice primary teacher training programmes
based on the professional standards 4. Research hypotheses
Management of inservice primary teacher training programmes based on the professional standards is one of the effective management strategies aiming to enhance the quality of primary teachers based on the professional standards.
Management of inservice primary teacher training programmes based on the professional standards is carried out by school managers. It has regularly performed and achieved some positive results. However, there have still remained some shortcomings and limitations in the management functions. If studying theoretical systems, assessing the practice of management of inservice primary teacher training programmes based on the professional standards; developing necessary and feasible management solutions; it will contribute to improve the quality of primary teachers based on the professional standards. 5. Research aims
5.1. Generating systematized rationale for inservice primary teacher training
based on the professional standards;
5.2. Surveying and assessing the practice of management of inservice primary
teacher training programmes based on the professional standards;
5.3. Building solutions of management of inservice primary teacher training
programmes based on the professional standards;
5.4. Testing of necessity and feasibility of strategies to manage the inservice
primary teacher training programmes based on the professional standards;
5.5. Experiment on some solutions to manage the inservice primary teacher training programmes based on the professional standards in Ho Chi Minh City (HCMC). 6. Scope of research
6.1. Content: survey the practice of managementof inservice primary teacher
training programmes based on the professional standards.
6.2. Subject of research: a number of strategies to manage the inservice primary
teacher training programmes based on the professional standards.
6.3. Research area: Northern part (Hai Duong province), Central (Khanh Hoa
province), and Southern part (Ho Chi Minh City).
6.4. Scope of experiments: the experiment is carried out in primary schools in
HCMC.
6.5. Time duration: from 20112015
7. Research methodology
5
7.1. The methodology 7.1.1. System approach Structure 7.1.2. Historical approach Logic 7.1.3. Practical approach 7.1.4. Management functions approach
7.2. Research methods 7.2.1. Theoretical methods
Analyzing, synthesizing, systematizing, generalizing the related theories
7.2.2. Practical methods 7.2.2.1. Survey: To survey the practice of inservice teacher training; the management of inservice primary teacher training programmes based on the professional standards; test the feasibility, necessity of strategies to manage inservice primary teacher training programmes based on the professional standards.
7.2.2.2. Interview: Interview selected educational managers, primary teachers. 7.2.2.3. Experiment: To confirm the feasibility and effectiveness solutions of management of inservice primary teacher training programmes based on the professional standards.
7.2.3. Mathematical statistics methods. Using the software SPSS 20.0 to analyze the data related to the research mission (percentage, mean, standard deviation and ttest). 8. The thesis defense argument
Deploying the activities to train professional standards for primary teachers is indispensable in the process of school management. This work plays an important role in educational development, improve the quality of primary teachers based on the professional standards, and improve the quality of education;
Management of inservice primary teacher training programmes based on the professional standards in primary schools has been done and achieved some certain success. However, primary teachers’ professional standards in the context of educational innovation require to implement new management activities; conduct synchronous impacts on inservice teacher training to change the reality; promote primary teachers’ selfstudying activities;
Solutions of management of inservice primary teacher training programmes based on the professional standards focus on management efficiency, education improvement and qualified teacher development; building positive teachers awareness in training, adapting the primary teachers’ increasing occupation requirements. 9. Significance of the research
9.1. The scientific significance The thesis presents an overview of management of inservice primary teacher training based on the professional standards in Vietnam and other countries, covers some of the main research directions and achievements, finds out obstacles and gaps in the field which serve as the bases for further research. The thesis has introduced
6
theoretical background of management of inservice primary teacher training based on the professional standards.
9.2. The practical significance Exploring the practice of inservice primary teacher training and the management of inservice primary teacher training based on the professional standards, whereby proposing solutions of the management of inservice primary teacher training based on the professional standards, develop primary teachers based on the professional standards.
Proving the necessity, feasibility and impacts of the proposed solutions in management of inservice primary teacher training based on the professional standards by implementing the proposed solutions in management of inservice primary teacher training based on the professional standards; improve the quality of primary teachers. 10. Structure of the study
Introduction: Rationale for the study, Purpose of the study, Object and subject in the research, Objectives of the study, Research hypotheses, Research aims, Scope of research, Research Methodology, Significance of the research
Chapter 1: The literature review of management of inservice primary teacher
training based on the professional standards.
Chapter 2: The practice management of inservice primary teacher training
based on the professional standards.
Chapter 3: Solutions of management of inservice primary teacher training
based on the professional standards
Conclusion and recommendations Researcher’s other studies relating to the dissertation References Appendices
7
Chapter 1 THEORETICAL BACKGROUND OF MANAGEMENT OF INSERVICE PRIMARY TEACHER TRAINING BASED ON THE PROFESSIONAL STANDARDS
1.1. THE OVERVIEW OF RESEARCH IN THE FIELD 1.1.1. An overview of foreign studies
1.1.1.1. Research on human resource management, human resource management
in education
To study on the function of system management: Essentials of Managementby
Harold Koontz, Cyril O’donnel, Heinz Weihrich (1998).
Research on the contents and methods of management: Lawrence Holpp (2008) introduced methods and management practices to build effective working groups, Phillip L. Hunsaker’s (2001) studies of management skills in construction organizational culture, change management and conflict management in organizations. Susan D. Strayer (2010) was interested in development issues and maintaining the ability to work of employees. Gary S. Becker (2008) built and developed scientific theories about the "human capital". The Business Edge (2007) addressed the issue of training and development of human resources, the role of management in organizational training and development of human resources for organizations, subjects and curriculum resource development human resources, performance improvement methods of team work…
In the field of education management, school management: Pam Robbins, Harvey B. Alvy (2004) wrote ‘The principal’s field manual’; ‘Educational administration, theory, research and practice’ were written by Wayne K. Hoy; Cecil G. Miskel (2001) presented the theoretical and impirical research on education management, organizational behavior research. From the approach of enhancing students’ learning outcomes, improving teaching quality and leadership, ‘Change Leadership: A Practical Guide to Transforming Our Schools’ by Tony Wagner, Robert Kegan (2011) introduced research, practical experience in the management of teaching in some schools in the United States. K.B. Everard, Geofrey Morris, Ian Wilson (2009), studied some background of school management, the way organizations manage and use of human resources and development issues of human resources in schools…
1.1.1.2. Research on inservice teachers training Policy on inservice teacher training Content, programs of inservice teacher training Methods and forms of inservice teacher training Influence of teachers on students' outcomes and educational quality 1.1.1.3. Research on teachers’ professional standards Professional standards of British teachers have three components: the values and
behavior during practice, teaching standards, and standards of professional ethics.
8
Professional standards for teachers in USA (2008) define professional standards of teachers include the requirements of general knowledge and pedagogical knowledge; requirements of knowledge, skills, guidance, support student learning; and the requirements of knowledge and skills for educational professional development.
National professional standards for teachers in Australia (2011) include the following elements: knowledge of the profession; professional practice skills; and the commitment to engage professional development.
The findings of teacher professional standards in several countries show that the determination of teacher professional standards in order to build teacher professional standards oriented capacities is necessary. This allows teachers and educational managers to gather resources to improve inservice training programs for the teachers based on the professional standards.
In conclusion, there are findings that the researches try to explore issues at different perspectives; but pay attention to the teacher training, selfdirected study, and teaching development under certain standards. These studies have also developed a number of different aspects of management activities, as well as the management theory and practice in order to do further study of the role, functions and their impact on educational managers in the management of inservice primary teacher training programmes based on the professional standards. 1.1.2. An overview of studies in Vietnam
Concerning research, the thesis was to find out some findings: 1.1.2.1. Viewpoints of educational human resources development: Party and State have affirmed "For the promotion of human resources as the basic element for social development, rapid economic growth and sustainable", "Development of highquality human resources, especially leaders and managers; scientific staff, technology, cultural leaders".
1.1.2.2. Research on educational human resource management: there is a number of scientific studies on human resources management: Human Resource Management by Nguyen Huu Than (2008); Human Resource Management by Dong Thi Thanh Phuong, Nguyen Thi Ngoc An (2008); Human Resource by Nguyen Van Diem, Nguyen Ngoc Quan (2010); Nguyen Thi My Loc, Tran Thi Bach Mai (2009) with Human Resource Management; Hua Trung Thang – Ly Hong (2004) with Research methodology of effective human resources management…
1.1.2.3. Research on teacher training: Primary teachers development project (2002) implementes the teachers training, and primary managers to meet the development requirements of primary education; the project “Support to the renovation of education management” (SREM) (2006) does the research on management innovation schools at all levels, supporting the implementation of the objectives Vietnam Education Development Strategy 20012010; Vietnam Belgium Project (1999), "Improving the quality of training and retraining of teachers of primary, junior high northern mountainous provinces of Vietnam"; The study
9
recommended the reform measures, the training and retraining of secondary teachers of Nguyen Thi Binh (2013)…
The research results indicate that inservice teacher training is one of the key tasks of the school management, thereby meeting the requirements of educational innovation. The study results also reflect the general status of primary teacher quality, the development trend of primary teachers and the requirements for the management of in service primary teacher training programmes based on the professional standards. Educational innovation and management of inservice primary teacher training programmes based on the professional standards, require more attention to the improvement of selfconsciousness and developmental learning needs and training. Then widely exploits and attracts the resources to serve the inservice teacher training, develops teaching staffs, ensures the successful implementation of education reform goals. 1.1.3. General overview of historical reseach
Firstly, review the historical research paints an overview picture of human resource management and the training and inservice training of educational human resources. Researches results show that educational innovation and teaching staff improvement have close relationships.
Secondly, the findings also show that the study of the management of inservice primary teacher training programmes based on the professional standards is consistent trends; adapt to the increasing requirements primary teachers.
Thirdly, we can draw some lessons about the management of inservice primary
teacher training programmes based on the professional standards:
More and more nations all over the world are interested in building and developing
professional standards, including primary teacher professional standards.
Using professional standards for teachers’ management, training, inservice training and assessment. Furthermore it also helps teachers’ selfassessment, identifying solutions to improve and enhance professional competences.
The management of inservice primary teacher training programmes based on the professional standards should be deployed towards promoting autonomy, initiative in identifying training and inservice training objects, contents, forms and methods in line with the school's status, teachers' pedagogical capacities as well as their needs.
Primary education development and the management of inservice primary teacher training programmes based on the professional standards is one of the important and necessary things to enrich the human resource.
1.2. Basic concepts
1.2.1. Management, educational management, school management
1.2.1.1. Management
Management is the process of purposedimpact of subject management to the
object management in order to get final goals.
10
1.2.1.2. Educational management
Educational management is the process of purposedimpact of subject educational management to other ones in educational system in order to do the general purpose of the educational system. 1.2.1.3. School management
School management is the process of purposedimpact of school management
subject to other ones in schools to do the purpose of school. 1.2.2. Primary teacher and primary teacher professional standard
Primary teacher who is in charge of teaching and education of students in primary schools and other educational institutions implementing primary education programs.
Primary teacher professional standards include a combination of the requirements for the quality and professional competences of primary teacher which ensure their teaching and educational tasks, to reach the goal.
Structure of primary teacher professional standards
Diagram 1. Structure of primary teacher professional standards (Source: Decision no. 14/2007/QDBGDĐT May 4th, 2007, Regulations on
primary teacher professional standards)
Diagram 1 Structure of primary teacher professional standards includes 3 fields: 1) Moral, political and lifestyle qualification field; 2) Knowledge; and 3) Pedagogy
11
skill. Each field includes five requirements, each requirement includes four criterion. Every criteria represent specific aspects of professional competence of primary teachers (see Decision No. 14/2007/QDBGDĐT May 4th, 2007 Regulations on primary teacher’s professional standards). Assessment and grading criteria on primary teacher professional standards with four levels: low, medium, fairly and well. 1.2.3. Inservice training and inservice primary teacher training programmes based on the professional standards
1.2.3.1. Inservice training Inservice training is the professional developing and improving activities for laborers, developing their professional requirements, adapting to the ongoing changes of society.
1.2.3.2. Inservice primary teacher training programmes based on the
professional standards
Inservice primary teacher training programmes based on the professional standards is the process of updating and supplementing knowledges and skills as professional standards requirement; enhance teachers’ capacities, create professional developing opportunities in the future. 1.2.4. Management of inservice primary teacher training programmes based on the professional standards
Management of inservice primary teacher training programmes based on the professional standards is intentional and intended impacts of school managers to the in service primary teacher training programmes based on the professional standards in order to achieve the goals. 1.3. Theory of inservice primary teacher training programmes based on the professional standards 1.3.1. Purpose of inservice primary teacher training programmes based on the professional standards
1.3.1.1. Overall goal Inservice primary teacher training programmes based on the professional standards aims at improving and developing knowledge, professional skills for primary teachers.
1.3.1.2.Specific objectives Improving primary teachers’ awareness and understanding. Developing primary teachers’ professional knowledge. Developing primary teachers’ professional skills. Improving primary teachers’ health. Developing self studying competences for primary teachers.
1.3.2. Content of inservice primary teacher training programmes based on the professional standards
Improving moral, political and lifestyle qualification field for primary teachers
(field 1 of primary teacher professional standards).
12
Enriching professional knowledge for primary teachers (field 2 of primary
teacher professional standards).
Developing primary teachers’ professional skills (field 2 of primary teacher
professional standards). 1.3.3. Methods, forms of inservice primary teacher training programmes based on the professional standards
Teacher inservice training methods base on the education science methods which promote positive, initiative and creativity learners, including: oral method, experience exchanges; problems solving; group activities; practical training; games playing; brainstorming...
Inservice primary teacher training programmes forms: Regular inservice training In place inservice training At teachers training institutes Online Self studying
1.3.4. Evaluating the results of inservice primary teacher training programmes based on the professional standards
Comprehensive evaluating bases on the primary teacher professional standard
requirements.
Objectives of the management of inservice primary teacher training
Grading and ranking base on the primary teacher professional standard criterion. 1.4. Theory of the management of inservice primary teacher training programmes based on the professional standards 1.4.1. programmes based on the professional standards
Building primary teaching staffs that have qualifications, knowledge and
professional skills adapting job requirements. 1.4.2. Principles of the management of inservice primary teacher training programmes based on the professional standards
Promoting the selfdiscipline, positive, proactive teachers’ roles Ensuring systematic, regular, continuous actions Enhancing collaboration, sharing activities
1.4.3. Management contents of the management of inservice primary teacher training programmes based on the professional standards
Targets of the management of inservice primary teacher training programmes
based on the professional standards
Plannings, contents, and programmes of the management of inservice primary
teacher training programmes based on the professional standards
Forming, methods of organizing of the management of inservice primary
teacher training programmes based on the professional standards
Coordinating between educational forces in management of inservice primary
teacher training programmes based on the professional standards
13
Self studying activities Implementation conditions of the management of inservice primary teacher
training programmes based on the professional standards
Applying "Resultsbased management" in the management of inservice primary
Methods of the management of inservice primary teacher training
teacher training programmes based on the professional standards. 1.4.4. programmes based on the professional standards
In terms of user management tools, management methods include:
Administrative organization; Economic method; Psychosocial methods. 1.4.5. Functions management of inservice primary teacher training programmes based on the professional standards
Building plans of inservice primary teacher training programmes based on the
professional standards
Organizing implementation inservice primary teacher training programmes
based on the professional standards
Directing the implementationinservice primary teacher training programmes
based on the professional standards
Testing, evaluation the implementation plans of inservice primary teacher
training programmes based on the professional standards. 1.5. The affectedfactors to the management of inservice primary teacher training programmes based on the professional standards Factors related to the leadership of Party, State Factors related to the social econimic development Factors related to the of school operation management Factors related to the teachers’ activities
CHAPTER 1 CONCLUSION
Management of inservice primary teacher training programmes based on the professional standards is one of human resource management contents which were studied by many authors. They have presented school theoretical and practical management. The contribution of these researches has positive impacts on teaching staff development.
The management of inservice primary teacher training programmes based on the professional standards is aimed to ensure primary teachers adapting professional standards requirements. To achieve this goal, educational managers have to comply with the management principles, implementation of content management (targets, planning, directing, and evaluating). Educational managers need to apply flexible, innovative management approaches, new management practices in inservice primary teacher training programmes based on the professional standards.
The management ofinservice primary teacher training programmes based on the professional standards is significant and urgent action in order to implement current policies and requirements. This is contributing to define appropriate and feasible
14
methods, solutions for the management of inservice primary teacher training programmes based on the professional standards.
CHAPTER 2 THE PRACTICE MANAGEMENT OF INSERVICE PRIMARY TEACHER TRAINING BASED ON THE PROFESSIONAL STANDARDS
2.1. Summary of primary education and primary teacher development trend
Primary education contributes an important role to human resource development. It is an important part of economic development plans and social country. According to General Statistics Office (30th September, 2014), in the last two years: the school year of 20122013 there were 15,361 primary schools with 275,000 classes, 381,400 primary teachers, and 7,202,800 primary students; academic year of 20132014 there were 15,337 primary schools, 279,000 classes, 386,900 primary teachers, and 7,435,600 primary students. From the 20002001 academic year to the year of 20132014, the number of classes, teachers and students has been increasing every year. The data suggest that if the population growth trend is in the current flow, the number of primary students continues rising in the next coming years. Hence the needs for schools, primary teachers as well as teaching requirements continue rising. The baseline study for management primary teacher training programmes based on the professional standards to learn the strengths, limitations, analyze the causes, detect theaffected factors and find appropriate solutions. 2.2. Generalizing the reality survey 2.2.1. The research samples
2.2.1.1. Educational survey samples Educational survey samples consist of 2,376 persons, including primary teachers, primary managers and educational managers from 3 provinces (Hai Duong, Khanh Hoa, HCMC).
Gender
Male
Female
Provin ce
Sampl e
Positio n Manag er
Teach er
N
N
% T nsầ ố
% 10.6 11.2 17.1
% 89.4 88.8 82.9
% 91.6 88.8 91.1
8.4 11.2 8.9
Hai Duong Khanh Hoa HCM city Total
586 541 1249 23761
62 64 214 320
N 524 477 1033 2034
49 61 112 222
517 480 1135 2132
Table 2.1 Brief study on the distribution sample
1 There are some missings at other cells
2.2.1.2. Interview samples
15
There are 30 people in the interview samples, conclude of: school board
representative, educational managers from 3 provinces.
2.2.1.3. Expert consultance samples Expert consultance samples consist of 7 persons: managers from Education and Training department of HCM city, lecturers and experts from Institute of education managers of Ho Chi Minh city (IEMH), managers from Educational Publishing House in HCM city.
2.2.2. The organization of reality survey 2.2.2.1. The reality survey aims 2.2.2.2. Research tool description Survey tools include five patterns: status questionnaire (M1); assay pattern (M2); school information pattern (M3); primary education information pattern (for managers of Education and Training Department) (M4); and interview questionnaire (M5). Like this:
Content of status questionnaire (M1) Surveying the situation of inservice primary teacher training programmes
based on the professional standards;
Surveying the situation of the management of inservice primary teacher
training programmes based on the professional standards;
Question 1, 3, 5a: find out perceptions of managers, teachers about inservice primary teacher training programmes based on the professional standards; Question 2: To find out the effectiveness of modes/forms and method for inservice training teachers;
Question 4: find out the teacher satisfaction after participating the inservice
training programs;
Question 5b: Learn about content attainments; Question 6a: Surveying the situation of management of inservice primary
teacher training programmes based on the professional standards;
Question 6b: Surveying the effectiveness of the management of inservice
primary teacher training programmes based on the professional standards;
Question 7: Surveying the effected factors to the management of inservice
primary teacher training programmes based on the professional standards;
Content of assay pattern (M2) Questions 1, 2: Assessing the necessary and feasibility of using solutions on management of inservice primary teacher training programmes based on the professional standards;
Content of school information pattern (M3) Gathering general information about the school, teachers, number of students,
professional groups;
Gathering infrastructure situation, library, facilities for teaching activities,
education and training student;
Content of primary education information pattern (M4)
16
Gathering general information about the primary education; Gathering infrastructure situation, library, facilities for teaching activities,
education and training student at local level.
Content of interview questionnaire (M5) Gathering informations, ideasfrom experts related to the management of in
service primary teacher training programmes based on the professional standards.
Scale design approach Scales used in the survey form is identifier scale in order to determine the title, gender and characteristics of respondents; ordinal scales to calculate the parameters of descriptive statistics like mean, percentage, standard deviation…
Survey sampling method
Selected samples based on favorable factors, the accessibility of the object, in the capable local contact with the object to perform the survey poll. However, to ensure the sample is capable of representing the overall average, the samples also concerned about regional factors, geographical represent some regions. Namely: Northern part (Hai Duong) 586, Central (Khanh Hoa) 541 people, and the Southern part (HCM city) 1,249 people. 2.2.3. Conventional processing of information
To facilitate the evaluation, data analysis and scientific reasonable, the information gathered from the survey the current situation (M1, M2) are conventions based on the average value of 4 Likert scale with the value gap = (Maximum Minimum) / n = (41) / 4 = 0.75, meaning the corresponding levels as follows: 1.00 1.75 (poor); 1.76 – 2.50 (average); 2.51 to 3.25; (fair); 3.26 4.0: (good) and 5 Likert scale with the value gap = (Maximum Minimum) / n = (51) / 5 = 0.8, meaning the following levels: 1.00 1.80 (not required set, not participating, not made, not affect, ineffective, impractical); 1.81 2.60 (less necessary, unsatisfied, rarely, less affected, less efficient, less viable); 2.61 – 3.40; (Relative necessity, relatively satisfied, occasionally, influence, relatively efficient, relatively feasible); 3.41 to 4.20: (necessary, satisfaction, frequent, affecting many, efficient, good, feasible); 4.21 to 5.00: (very necessary, very satisfied, very frequently, affecting so many, very efficient, very feasible). 2.3. The practice of inservice primary teacher training based on the professional standards 2.3.1. Perceptions of inservice primary teacher training based on the professional standards
2.3.1.1. Necessary evaluation of inservice primary teacher training based on the
professional standards
The necessary evaluation results of inservice primary teacher training programmes based on the professional standards showed that most respondents are fully aware and expressed high concern, mean = 4.22 (standard deviation 0.705) corresponding to the degree necessary. Namely: the total sample of 2,376 respondents, with 2351 answers, 35.4% (833) is observed that itis very necessary, 53.3% (1,254)
17
assess extent necessary, 9.1% (213) assess relatively necessary, 1.9% (45) assess less necessary and 0.3% (6) suppose unnecessary.
Overall, according to the most respondents, inservice primary teacher training
programmes based on the professional standards is very necessary and significant.
2.3.1.2. Effectiveness evaluation on forms, methods of inservice primary teacher
training based on the professional standards
Effectiveness evaluation on forms, methods of inservice primary teacher training based on the professional standards, mean =3.27 (standard deviation 0.814) corresponding to the relative effectiveness. Namely: the total sample of 2,376 respondents, with 2351 votes have information, in which 2.8% (65) assess as ineffective, 11.8% (278) assess at less effectiveness, 44.7% (1,051) assess at relatively effectiveness, 37.5% (881) assess at effectiveness, and only 3.2% (76) assess at very effectiveness.
The above results reflect the majority of survey participants rated the forms and methods of inservice primary teacher training based on the professional standards are implemented at relatively effectiveness. There's also another assessed at less effective. 2.3.1.3. Learn about the necessary of training, inservice training programs Compiled from sample of 2,376, about 2,300 respondents show information that: improving standards training (mean= 3.73, standard deviation 1.145), regular training by the Ministry, Department of Education and Training (mean = 3.70, standard deviation 1.012), and inservice training programs organized by school (mean = 4.16, standard deviation 0.990).
2.3.1.4. Evaluation of satisfaction with training and inservice training programs Among the training, inservice training programs, the respondents assess the highest satisfaction of inservice training programs held by their school, mean = 3.66, standard deviation 0.888. Level of satisfaction of other training programs are not very high, at less satisfied and fairly satisfied level. 2.3.2. Implementation reality of inservice primary teacher training based on the professional standards
2.3.2.1. Implementation level of knowledge The majority of respondents have confirmed the implementation level of
knowledge at regular or more and mean score is from regularly to very often.
2.3.2.2. Implementation level of skill Some contents skill inservice training for primary teachers are appreciative of the level of performance equivalent to very frequently, include: "Organizational learning skills to promote learners’ innovative and mobility" (mean = 4.30, standard deviation 0.782); "Skills of selecting and using appropriate teaching methods" (mean = 4.26, standard deviation 0.792); "Skills of guilding student study, cooperation, sharing, integration…" (mean = 4.23, standard deviation 0.768); "Skills of building collaborative learning environment, creating confidence" (mean = 4.26, standard deviation 0.804); and "soft skills: communication, relationships, teamwork, sharing experiences..." (mean = 4.23, standard deviation 0.818).
18
2.3.2.3. Assessement of implementation level of knowledge Majority opinions assess rather high values. Mean values are from 2.83 to 3.32,
these mean values correspond to the level of quite good and more.
2.3.2.4. Assessement of implementation level of skill The majority of survey participants suppose the levels of implementation level of skill inservice training are quite good. In particular, some skills reach to the highest level. 2.3.3. The reality commentary of inservice primary teacher training based on the professional standards
Firstly, perceptions of inservice primary teacher training programmes based
on the professional standards
The majority of survey participants highly appreciate the necessity of inservice primary teacher training programs based on the professional standards, but there are some not really satisfied with the results.
Most of respondents suppose the inservice training content implementation from often to very often. But there are some answers suppose that some teachers, managers do not implement regularly.
Secondly, adaptation level of inservice primary teacher training based on the
professional standards
Overall, most of survey participants assess the level of satisfaction of inservice
training contents are quite good. 2.4. The reality of the management of inservice primary teacher training based on the professional standards 2.4.1. Implementing reality of the management of inservice primary teacher training based on the professional standards
2.4.1.1. The reality planning of inservice primary teacher training based on the
professional standards
The specific activities of the planning of inservice primary teacher training based on the professional standards are performed at often level; the mean values are from 3.75 to 4.02.
However, the effective implementation of specific activities on building plans
was valued at less or rather effective levels (the mean values from 2.82 to 3.32).
2.4.1.2. The reality of organizing of inservice primary teacher training based on
the professional standards
In generally, the specific activities of the organizing are done regularly: mean values from 3.01 (standard deviation 0.815) to 4.34 (standard deviation 0.815) meanwhile the specific activities of the organization have been done often.
However, the effective implementation of specific activities on organizing plans
was valued at less or rather effective levels (the mean values from 2.44 to 3.56).
2.4.1.3. The reality of directing of inservice primary teacher training based on
the professional standards
19
Specific activities of directing of inservice primary teacher training based on the professional standards are performed regularly, with the lowest mean value equals 3.38 (standard deviation 1.171) and the highest mean values equals 4.38 (standard deviation 0.983)
However when considering the level of effectiveness, the results are not commensurate. Specifically, the mean values achieve from 2.29 (standard deviation 0.762) to 3.72 (standard deviation 0.539), distribute from less effectiveness to effectiveness.
2.4.1.4. The reality of assessment of inservice primary teacher training based on
the professional standards
The specific activities of the assessment function are performed at often levels; the mean values are from 3.81 (standard deviation 1.195) to 4.18 (standard deviation 0.858), corresponding to regular levels.
However the effective implementation of specific activities on assessment are valued at less effectiveness (the mean values from 2.44 (standard deviation 0.593) to 3.44 (standard deviation 0.569). 2.4.2. Groups’ assessement in management of inservice primary teacher training based on the professional standards
Effectiveness
Implement ation
Post
N
Content
Sd
Sd
Mean
Mean
Sig. (2 tailed)
Sig. (2 tailed)
1
manager 3.91
1.083
3.14
1.218
0.055
0.000
4.03
1.105
2.79
1.309
teacher
Planning of inservice primary teacher training based on the professional standards
manager 3.97 0.762
2.91
1.174
0.416
0.000
4.01
0.954
2.51
1.286
teacher
of
manager 3.92
1.131
2.38
1.271
0.902
0.163
3.93
1.072
2.27
1.182
teacher
inservice of 2 Organizing training teacher primary based on the professional standards inservice 3 Directing primary training teacher based on the professional standards
4 Assessment of
manager 4.01
1.109
3.14
1.260
0.265
0.000
4.09 1.089
2.88
1.302
teacher
inservice primary training teacher based on the professional standards
Table 2.2 Respondents’ assessment on the reality of the management inservice primary teacher training based on the professional standards
α ꞊ Using independentsample ttest,
95%, table 2.2 shows that the values of ttest ≥ 0.05, it can be concluded that there are no different opinions between teachers and managers’ group.
Analyzing the effectiveness of implementation, the results show: "Planning of in service primary teacher training based on the professional standards", "Organizing of
20
inservice primary teacher training based on the professional standards", and "Assessment of inservice primary teacher training based on the professional standards", are performed sig. <0.05, so we conclude there are difference in judgment between groups about the implementation effectiveness. With the performed mean values, manager group assesses the effectiveness higher than teacher group.
2.4.3. The reality assessement and affectedfactors to the management of inservice primary teacher training based on the professional standards
2.4.3.1. General assessment Results of reality research show the following three findings: Firstly, primary education and primary teachers + Primary education development trends lead to a series of demands for schools, primary teacher requirements and farreaching reforms in the coming years. These trends create opportunities and challenges of primary education development and improving primary teacher quality.
+ Fostering contents: to identify practical, feasible training contents and support
effectively primary teachers missions.
+ Management requirements: Building reasonable and flexible programs; Organizing effective studying tours; Scheduling reasonable training time; Encouraging competition movements involved all teachers (at school, local, nation); Creating opportunities for teachers...
+ Teachers supportive conditions: Fully equipped facilities and equipment for
teaching activities and teachers fostering.
Secondly, the actual status of inservice primary teacher training based on the
professional standards
+ In general, educational managers and primary teachers have depth perceptions of the necessaries and benefits of inservice training activities as well as the management of inservice primary teacher training based on the professional standards.
+ Although highly appreciate the necessaries and benefits of inservice primary teacher training programs, some educational managers and primary teachers are not completely satisfied after participating these programs. It should be explored more explicitly, determine specific causes, propose suitable solutions.
+ Most of respondents admit that primary teacher professional standards’ adaptations are quite good. But some of them do not congruently concern about few contents of inservice primary teacher training based on the professional standards.
Thirdly, on the status of the management of inservice primary teacher training
based on the professional standards
The majorities of survey participants objectively identify the implementation of management functions of inservice primary teacher training based on the professional standards and assess them quite highly. However, implementation effectiveness is
21
incommensurate. Therefore, research should be done in order to detect the specific causes, propose appropriate solutions.
2.4.3.2. The causes of the current situation The affectedfactors to the management of inservice primary teacher training
based on the professional standards
The survey results show that the affectedfactors certainly influence the management of inservice primary teacher training based on the professional standards, mean values from 2.34 (standard deviation 1.217) to 3.95 (standard deviation 0.889).
Here are some main causes: Teachers’ roles: some teachers do not pay attention to inservice training activities. They are lack of self studying skills. Some do not know how to make an appropriate plan to nurture their professional requirements. In addition, most of teachers have to finish their professional records, do extra work to earn a living and take care of their families. Some teachers face with limited health conditions, and when they become older they just want to keep their workstyles.
Schools’ roles: Some school managers have not fully implemented the management functions. Some have not shown their responsibilities of inservice teacher training so that managing activities are superficial and ineffective.
Management mechanisms are not flexible; teachers cannot widely participate in building education program, developing training contents. Furthermore, school managers and primary teachers are not motivated due to low salary and income.
There are some affectedfactors that impact on the effectiveness of the management of inservice primary teacher training based on the professional standards:
Serving conditions forinservice teacher training are fragmentary and asynchron
ous.
Lack of financial and time resources, the teacher’s activities are overloaded. Some teacher training programs holding by the Ministry/Department of
Other factors: the communities recently express their hesitative opinions on education innovation (program, textbooks, VNEN, projects, national development of education programs...). The actual society demand is higher than the education abilities (e.g. class sizes, lack of classrooms, overloading students, limited infrastructures). Therefore, most of school managers face with difficulties to make school longterm plan.
The causes deprived from leadership roles: some school managers are lack of supportive and encouraging skills. Most of them just perform their tasks under direction with pressure.
Education and Training are theoretical, general.
CHAPTER 2 CONCLUSION
22
The situation study of the management inservice primary teacher training programs based on the professional standards shows that it has made a certain achievements. The school managers and primary teachers perceive objectively about the necessities of inservice teacher training and the management of inservice primary teacher training programs based on the professional standards. The findings also show that primary teachers’ abilities are still shortcomings. Besides, there are some factors that affect to the management of inservice primary teacher training programs based on the professional standards, such as: school managers’ responsibilities, primary teachers’ awareness and policies in teacher administration. Therefore, the need to study comprehensively management inservice primary teacher training based on the professional standards is very important to conduct frequently management functions, include of planning, implementation, directing, and assessing innovation.
CHAPTER 3
SOLUTIONS OF MANAGEMENT OF INSERVICE PRIMARY TEACHER TRAINING BASED ON THE PROFESSIONAL STANDARDS
3.1. Basis of construction solutions
Legal base Theoretical and practical base
3.2. The principles of construction solutions
Goals ensuring Systematic, feasibility ensuring Practical ensuring Appropriate to the circumstances Necessary and effectiveness
3.3. Solutions of the management of inservice primary teacher training based on the professional standards
Planning of inservice primary teacher training based on the professional
standards
Organizing renovation of inservice primary teacher training based on the
professional standards
Directing renovation of inservice primary teacher training based on the
professional standards
Assessment renovation of inservice primary teacher training based on the
professional standards
Building active environment, encourage teachers to actively participate in in
service training 3.4. The relationship between solutions of the management of inservice primary teacher training based on the professional standards 3.5. Testing results on system management solutions 3.5.1. The purpose
23
To consider the necessities, feasibilities and effective assessments of solutions of the management of inservice primary teacher training based on the professional standards. 3.5.2. Implementation steps
Prepare the survey questions; Interview some educational experts, educational managers and primary teachers. Respondents and interviewees: + Educational managers: 160 people; + Educational experts: 26 people; + Primary teachers: 734 people Analyze and evaluate the ideas, opinions of experts and respondents.
3.5.3. Results of testing necessities, feasibilities of the management of inservice primary teacher training based on the professional standards
Most of respondents think that the proposal management solutions above are both necessary and feasible, with mean values is from 3.84 to 4.26. It means that the proposal management solutions can be used in the management of inservice primary teacher training based on the professional standards. 3.6. Experiment the solution of directing renovation of inservice primary teacher training based on the professional standards 3.6.1. Experiment process introduction 3.6.1.1. Experimental purpose The experiment is conducted to confirm the feasibility and effectiveness solutions of the management of inservice primary teacher training based on the professional standards.
3.6.1.2. Experimental scopes, contents and objects Experimental contents: experiment the solution “Directing renovation of in service primary teacher training based on the professional standards”. Specifically, the experiment focuses on directing and fostering integration of ICT in teaching, analyze and evaluate the content compensation IT applications in support of teaching (using active boards, teaching method innovation) for primary teachers.
Time: 20132014 Place: at Nguyen Thien Thuat primary (district 3), Binh Long primary (Tan Phu
district), HCM city.
Experimental objects: activities (related to leadership and innovation to make the directing of inservice primary teacher training based on the professional standards) of school managers and primary teachers at Nguyen Thien Thuat, Binh Long primary school.
3.6.1.3. Experimental procedure Experiment is conducted at two primary schools (including 56 teachers and managers) which have teaching resources, infrastructure conditions relatively
24
conformity. Exploratory experiments are used to understand the response of audience research on the feasibility and effectiveness of "Directing renovation of inservice primary teacher training based on the professional standards, the content of IT applications in teaching”. Then, experimental development on the same subject, the same impact at two different times was made to compare the results and effectiveness. Namely assess the feasibilites and effectiveness of "Directing renovation of inservice primary teacher training based on the professional standards, the content of IT applications in teaching" before and after implementing the proposal solutions.
Experimental assessement: Research, analyze, evaluate teachers records before and after conducting experiments; Synthezise experimental reports; interview school managers and teachers.
3.6.2. The experimental process
3.6.2.1. Phase 1: Preparation Preparing necessary experimental documents, and conditions, building
experimental toolkits (survey, assessment criteria, and interview questions).
3.6.2.2. Phase 2: conducting experiments Step 1: preliminary assessments of the situation (M6, annex 1): Step 2: application of management solution "Directing renovation of inservice primary teacher training based on the professional standards, the content of IT application in teaching" as proposed in two schools. Step 3: experimental result measurements 3.6.2.3. Experimental result processing and evaluation result regulations Experimental result processing The experimental results are summarized through the process of collecting, processing of statistical data from the survey, educational experts’ ideas, and school documents.
Calculate the reliable survey by Cronbach's coefficient alpha. The components of
the scales are reliable (0.6 to 0.8). It canbe usedin experimental measurement results.
Note
Factor
Directing renovation
Coefficient of Cronbach's Alpha 0.862
Observed variables 11
Accepted
School achievements by directing renovation
0.788
Accepted
5
Teacher achievements
0.739
Accepted
6
0.613
Accepted
6
0.657
Accepted
5
The teacher awareness transformation in IT application in teaching Assessement the application of IT in teaching by teachers
Table 2.3. Coefficient of Cronbach’s Alpha
Use SPSS software for statistical analysis, including percentage, average,
standard deviation, ttest.
25
Compare the experimental results before and after conducting “Directing renovation of inservice primary teacher training based on the professional standards for the content of IT application in teaching". 3.6.3. The experimental results
3.6.3.1. Evaluating the implementation of directing renovation of inservice
primary teacher training based on the professional standards
There are some changes in implementation of directing renovation of inservice primary teacher training based on the professional standards. That is, the implementation of directing renovation of inservice primary teacher training based on the professional standards in IT application in teaching certainly changes. Mean values change from 3.66 (standard deviation 0.556) to 4.04 (standard deviation 0.724), corresponding to good level, higher than the beginning stage of the experiment. Mean values change from 2.77 (standard deviation 0.934) to 3.50 (standard deviation 1.148), corresponding to normal level. Actually, the increase is not really prominent. However, to some extent, it helps confirming the right and effective deployment of proposal solutions.
3.6.3.2. School achievements by directing renovation of inservice primary teacher
training based on the professional standards
Result achievements after conducting directing renovation of inservice primary teacher training based on the professional standards, the contents of IT application in teaching have created changes in the management of inservice primary teacher training based on the professional standards. Measurement results at the preexperimentation have mean values changing from 3.11 (standard deviation 0.762) to 3.46 (standard deviation 1.314), corresponding to normal level. But, after conducting proposal solutions, mean values increase from 3.80 (standard deviation 0.575) to 3.96 (standard deviation 0.674) corresponding good level.
3.6.3.3. Teacher achievements by implementation of directing renovation of in
service primary teacher training based on the professional standards
The changes of IT application skills in teaching of teachers after carrying out directing renovation of inservice primary teacher training based on the professional standards are more positive. In specific, teacher selfassessments shows that the data measurements in the preexperiment: mean values changing from 2.43 (standard deviation 0.657) to 2.84 (standard deviation 1.005). And, measurements data after conducting directing renovation: mean values change from 3.50 (standard deviation 0.505) to 3.79 (standard deviation 0.756) corresponding good level. Thus, the implementation of directing renovation of inservice primary teacher training based on the professional standards has some advantages: teachers have chances to learn about IT application knowledge (using active boards, pedagogy innovation), to develop teaching skills as well as their professional activities.
Experimental conclusion Experimental results "Directing renovation of inservice primary teacher training based on the professional standards" have initially confirmed the feasibility of this solution in management of inservice primary teacher training based on the professional standards.
26
Therefore, the solution "Directing renovation of inservice primary teacher training based on the professional standards" can be applied in management practices. This helps improving the quality of the management of inservice primary teacher training based on the professional standards, contributing to develop high quality primary teachers.
CHAPTER 3 CONCLUSION Based on theoretical research and results, the thesis has developed some management solutions to improve the efficiency of management, developing primary teachers based on professional standards. These proposed solutions are assessed highly inneccesary and feasible. Some measures have been implemented in practice and obtained remarkable results.
Experimental results of "Directing renovation of inservice primary teacher training based on the professional standards" initially affirm the conviction, the feasibility measures of the management of inservice primary teacher training based on the professional standards. These results show that the experiment process is reasonable. The primary teacher qualities are gradually improving. Therefore, "Directing renovation of inservice primary teacher training based on the professional standards" has positive effects on improving primary teacher qualities and efficient management of inservice primary teacher training based on the professional standards.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion 1.1. Reasoning side
The new findings of the dissertation: the literature review chapter shows that teacher training management is one of the factors of human resource management which has been studied in different perspectives. However, particular studies on the role of school managers in management of inservice primary teacher training based on the professional standards is insufficient. The study deeply bases on the specific management functions of inservice primary teacher training based on the professional standards.
This research clarifies some theoretical issues in management, inservice teacher training, and the management of inservice primary teacher training based on the professional standards have systematized. Therefore, results of the study contribute to the development of school management and educational human resource management. The primary teacher’s achievements depend on the management of inservice primary teacher training based on the professional standards. This research also shows that there are many factors affect the efficient management inservice primary teacher training. Especially, the school managers play crucial roles since they have to do their leading responsibilities such as direction, guidance, administration to meet the goals. 1.2. Reality side
27
Inservice teacher training and the management of inservice primary teacher training based on the professional standards are very important and necessary. Although most of school leaders regularly implement their responsibilities, there still remain some limitations. Therefore, the management of inservice primary teacher training based on the professional standards is affected.
Most of school managers and primary teachers are well aware of the importance and roles of inservice teacher training and the management of inservice primary teacher training based on the professional standards. They highly appreciate the neceessaries of the managementof inservice primary teacher training based on the professional standards. However, in reality, the management efficiency and organizing, directing, and implementation are inconsistent, such as planning, assessment of inservice primary teacher training based on the professional standards. Therefore, it is necessary to study deeply to find specific causes to propose suitable and efficient solutions for the issue.
The research results also show a number of affectedfactors to the management of inservice primary teacher training based on the professional standards, including the school manager responsibilities and primary teacher awareness. Therefore, it is necessary to find out the causes, recommend necessary and feasible solutions, and enhance efficient management of inservice primary teacher training based on the professional standards.
There are some proposal solutions, such as: planning of inservice primary teacher training based on the professional standards, organizing renovation of in service primary teacher training based on the professional standards, directing renovation of inservice primary teacher training based on the professional standards, assessment renovation of inservice primary teacher training based on the professional standards, and building active environment, encouraging teachers to actively participate inservice training.
Testing and experimental results of proposal solutions have initially confirmed the feasibility of these solutions in management of inservice primary teacher training based on the professional standards. Therefore, they can be applied in management practices to improve the quality of the management of inservice primary teacher training based on the professional standards.
The study has solved some basic issues: doing research statements; gaining research purposes; proving and impoving scientific theories. Thus, this research has both practical and theoretical meanings. 2. Recommendations
For education authorities (Ministry/Department of Education and Training) Develop guidelines and guidance relating to the strengthening of the autonomy and adequate incentives for schools in management of inservice primary teacher training based on the professional standards.
Disseminate and implement solutions of the management of inservice primary
teacher training based on the professional standards.
28
Invest infrastructures and equipments for primary schools to successfully
organize the inservice primary teacher training based on the professional standards.
Primary schools, educational local governments actively establish relationships with global educational organizations, exchange with other countries in the field of primary education development and of inservice primary teacher training based on the professional standards.
Propose policies and regulations to support experts and attract foreign
investment in developing primary teachers.
Decentralize for school managers in school management activities and the management of inservice primary teacher training based on the professional standards.
Develop more communication channels, dedicate to education (education management, fostering teacher innovation and the management of inservice primary teacher training based on the professional standards, experience dissemination...)
To primary schools
Primary school managers have to improve management skills, innovation
thinking in leadership.
Actively implement the guidelines and policies in school management, enable
teachers to promote their creative competences.
Apply flexibly proposal solutions in practice; disseminate experiences in in
service training teachers.
To institutes of training teachers and educational managers
Most of Institutes of teachers and educational managers training can use the research results as reference resources to develop primary teacher and educational manager training programs.
PUBLISHED ARTICLES’ LIST
1. Vu Thi Thu Huyen (2011), The issue of selftraining primary teachers, Journal of
Teaching and Learning today, issued 4/2011, page 2123.
2. Vu Thi Thu Huyen (2011), Management of selftraining activities of the primary
school teachers, Journal of Education Management, issued 7/2011, page 1215.
3. Vu Thi Thu Huyen (2014), Studying mentorship model in teacher fostering, Journal
of Educational Management Science, issued 6/2014, page 2934.
4. Vu Thi Thu Huyen (2015), School management innovation bases on "Results Based
Management", Journal of Teaching and Learning today, issued 3/2015, page 2123.
5. Vu Thi Thu Huyen (2015), Management teacher training activities aimed at
improving the quality of teachers, Journal of Educational Management Science, issued
3/2015, page 6673.
29
