Tự đánh giá năng lực của giảng viên ở các trường sĩ quan quân đội nhân dân việt nam TT TIENG ANH

1 INTRODUCTION Rationale for the study Self-assessment of competence is being studied in many different fields such as: health, therapy, labor, business and education and training In educational activities, self-assessment of overall research capacity on many aspects including roles, manifestations, influencing factors and measures to improve self-assessment of capacity Research subjects focus mainly on students, students and lecturers In particular, in the last twenty years, self-assessment of competence is a content that has been affirmed by many authors around the world about its meaning and importance in improving the quality of education and training activities 5] However, research on self-assessment of capacity in Vietnam is still quite modest at present, there is no research that goes into systematic research on self-assessment of capacity In particular, the self-assessment of the teaching capacity of lecturers in the officer schools of the Vietnam People's Army is still a gap, which needs to be additionally researched and developed In the officer schools of the Vietnam People's Army, it is very important for each lecturer himself to have a self-assessment of his capacity in performing specific jobs and tasks, especially when performing the tasks of teaching activities teach Because, when active, teachers not only know what they need to do, but more importantly, they need to know to what extent their ability to complete their tasks If teachers have a high level of self-assessment of their ability or ability to complete, then they will always have efforts and be ready to face difficulties, considering it a challenge they need to overcome At the same time, there is perseverance and determination in carrying out the purpose of the activity On the contrary, if teachers have a low level of self-assessment of their ability to complete tasks, they will develop a mentality of self-doubt, avoidance, or fear, indecisiveness and determination in their work performance of the task, has a significant impact on operational efficiency Therefore, the research on self-assessment of the capacity of lecturers in officer schools is not only a matter of theoretical significance but also of profound practical significance and urgent today The reality of teaching activities at officer schools also shows that some lecturers not have high self-evaluation of their ability, as well as not have high confidence in their own capacity, and underestimate their own ability ability to complete their tasks, always consider themselves not as good as others, doubt their abilities, lack confidence, easily feel guilty This leads to the mentality of expecting, depending, afraid to accept new and difficult tasks In teaching, they are afraid to apply new technology and teaching methods, not have confidence, determination, decisiveness, efforts to overcome difficulties in performing tasks This is one of the causes of low teaching effectiveness The Strategy for Education and Training Development in the Army for the period 2011 - 2020 affirms: The qualifications and capacity of a part of teachers and educational administrators are still low compared to the requirements and tasks; "Innovation in teaching methods lacks comprehensiveness and synchronism, the ability to apply information technology in teaching, and teachers' foreign language and informatics skills are still low" [4, p.17] These are shortcomings, limitations reflect the capacity, and at the same time reflect the limitations of self-assessment of the capacity of some lecturers This has significantly affected the effectiveness of the educational and training activities of each school From there, there are objective requirements that need to be researched and found timely remedial measures Stemming from the above reasons, the author of the thesis chooses the problem: "Self-assessment of the capacity of lecturers in officer schools of the Vietnam People's Army" as his research topic Aims and objectives of the study Aims Theoretical and practical research on self-assessment of teaching competence of lecturers at officer schools of the Vietnam People's Army, propose socio-psychological measures to improve self-assessment of teaching capacity, contributing to further improve the quality and effectiveness of teaching activities of lecturers at officer schools of the Vietnam People's Army Objectives Overview of research works related to the thesis topic; Developing basic theoretical issues on self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army; Survey and assess the current situation of self-assessment of teaching capacity and the current situation of factors affecting the self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army; Psychological portrait analysis on self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army; Proposing psycho-social measures to improve self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army Participants, objects and scope of the study Participants Lecturer at officer schools of the Vietnam People's Army Research subjects Research on the performance aspects of self-assessment capacity and factors affecting the self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army Scope Scope of content: Self-assessment of teachers' competence is a rather broad topic Therefore, in this thesis, the author only focuses on in-depth research on the aspect of self-assessment of teaching competence of lecturers, with the following specific contents: Research on self-assessment of teaching capacity of lecturers in officer schools of the Vietnam People's Army with the following basic aspects: 1/ Self-assessment of capacity to realize teaching purposes and requirements ; 2/ Self-assess the ability to attract students; and 3/ Self-assessment of classroom management capacity Research on self-assessment of capacity in terms of perception and belief about the effectiveness of lecturers when they perform tasks in teaching activities Research on factors affecting self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army Scope of the object: The thesis only focuses on research on the subjects who are lecturers of officer schools who are in the process of performing their teaching duties The scope of the area: The thesis research on self-assessment of teaching capacity on the lecturers: Political Officer School, Army Officer School 1, Officer School of Engineers, School of Information Officers Lecturers of these schools represent different regions and majors in the Vietnam People's Army Scope of time: The data used for the research of the thesis are surveyed, investigated and synthesized from 2018 to 2021 4 Scientific hypothesis Self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army is currently at an average level and there is no uniformity between all aspects Officers of officer schools with more years of teaching experience and with a higher level of education have higher selfassessments of teaching competence Likewise, there is a difference in the level of self-assessment of teaching competence between the group of male lecturers, between the group of female lecturers and between the group of lecturers at the officers' schools Self-assessment of teaching capacity of officers of officer schools is influenced by various influencing factors such as: Experience in teaching activities; Experiential learning; Evaluation of leadership - commanders at all levels, other lecturers and students' feedback; Instructor's physical and emotional state; The faculty's optimism; Feeling happy in the teacher's work; Teachers' job satisfaction Improving the self-assessment of the teaching capacity of the lecturers should be carried out by measures: well organized activities to enhance the experience for the lecturers; building a healthy military pedagogical environment; promote the role of leaders and commanders at all levels and other lecturers in activities Methodology and research methods Methodology The thesis is researched on the basis of theory and methodology of Marxism-Leninism, Ho Chi Minh thought; guidelines and views of the Communist Party of Vietnam on education and training In addition, the thesis also studies and applies the Resolutions of the Central Military Commission; General Department of Politics; General Staff and Resolution of the Party Committee of Officer Schools on education, training and development of the current teaching staff In the thesis, the approach follows the following methodologies: Systematic approach; historical approach; operational approach; Psychological approach to military pedagogy Research Methods The thesis uses a combination of research methods in Psychology with methods: Document research method; method of consulting experts; survey method by questionnaire; in-depth interview method; active product research methods; psychological portrait analysis method; methods of processing and analyzing data using mathematical statistics New contributions of the study In terms of theory The thesis contributes to enriching the theory about teaching activities of lecturers; The concept of self-assessment of teaching capacity of lecturers in officer schools At the same time, the thesis will supplement and develop the theory of Military Pedagogical Psychology through determining the characteristics of teaching activities; provide criteria in the indicators and explain the factors affecting the self-assessment of teaching capacity of lecturers in officer schools In terms of practice Research results show that self-assessment of the ability to effectively implement classroom management has the highest average score, and self-assessment of the ability to attract students has the lowest average score Factor Evaluation of leaders - commanders at all levels, other lecturers and students' feedback have the strongest influence on self-assessment of teaching capacity of officers of officer schools, followed by experience in teaching activities; experiential learning; emotional body state; optimism and feeling happy at work The factor of job satisfaction has no influence on self-assessment of teaching capacity This result has important implications in proposing measures to improve self-assessment of the capacity of teachers, and at the same time, it helps the staff to assign teaching tasks to their lecturers to manage in a reasonable way the most effective Theoretical and practical significance of the study Theoretical meaning The research results of the thesis supplement the theory in the field of psychological science for self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army Practical meaning As a basis to further improve the role of self-assessment of teaching capacity on teaching performance of lecturers at officer schools of the Vietnam People's Army Research results can be applied in teaching activities for lecturers at military schools 6 As a valuable reference for research and reference for lecturers and management leaders at all levels, contributing to improving the teaching efficiency of officers of officer schools in particular, academies, and schools Army in general Structure of the study The thesis includes: Introduction, chapters; conclude; list of published scientific works of the author; bibliography and appendices Chapter OVERVIEW OF RESEARCH RELATED TO WOMEN SELF-ASSESSMENT OF TEACHER'S TEACHING CAPACITY 1.1 Research related to self-assessment of teaching competence of teachers 1.1.1 Studies related to the self-assessment of teachers' teaching ability Bandura, A (1977), Self-efficacy: Toward an unifying theory of behavioral change, Self-Efficacy: The Exercise of Control, Selfefficacy beliefs of adolescents; Tschannen Moran, Woolfolk Hoy (2001), Teacher effectiveness: capturing an elusive construct; Heneman et al (2006), The Teacher Sense of Efficacy Scale: Validation evidence and behavioral prediction; Le Van Hong, Le Ngoc Lan, Nguyen Van Thang (2008), Age psychology and pedagogical psychology; Klassen (2009) , Exploring the validity of a teachers’ self-efficacy scale in five countries; Ministry of Education and Training (2014), Research report on competency standards for career-oriented higher education teachers; Franziska (2016), I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree; Political Officer School (2017), Evaluation of the pedagogical capacity of lecturers of social sciences and humanities at military schools; Muhammet Emin et al (2017), Examining the relationship between teacher competence and job satisfaction The above works mentioned a number of basic issues about the expression of teaching competence, the expression of self-assessment of teaching competence and the scale of self-assessment of teaching competence which many scientists around the world have considered research, research At the same time, taking it as a scientific basis, determining and building a scale for their research 7 1.1.2 Related studies on the factors affecting the selfassessment of teaching competence of teachers Lent et al (1991), Mathematics self-efficacy: Sources and relation to science-based career choice; Hampton (1998), Sources of academic self-efficacy scale: An assessment tool for rehabilitation counselors; Tschannen-Moran et al (1998), Teacher efficacy: Its meaning and measure; Judge et al (2001), The job satisfaction-job perferman relationship: A qualitative and quantitative review; Milner (2002), A case study of an experienced English teacher's self-efficacyand persistence through crisissituations: theoretical and practical considerations; Usher (2006), Teaching self-efficacy, sources of teaching selfefficacy, teacher satisfication, teacher stress, collective teacher efficacy, optimism, teacher authenticity, and invitations; Poulou (2007), Personal teaching efficacy and its sources: student teachers'perceptions; Weaver (2008), Sources of efficacy for first-year teachers; Morris (2010), Sources of teaching self-efficacy: A scale validation; Garvis Pendergast (2012),The relationship of writing apprehensionlevel and self-efficacy beliefs on writing proficiency level among pre-universitystudents; Mousavi (2014), The Effect of Peer Observation on Iranian EFL Teachers' Self-Efficacy; Phan Thi Tuyet Nga and associates (2015), Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study Studies confirm: Four factors, experience in activities; learn from the experiences of those around; The evaluation and feedback of the people around and the teachers' physical and emotional states are the basic factors affecting the self-assessment of the teaching capacity of the lecturers In addition, selfassessment of teaching capacity is influenced by the following factors: job satisfaction, stress, optimism of lecturers; Students' prejudice and respect for lecturers and gender and cultural factors The position, role and impact of the above factors are not constant but can change depending on the context according to the nature of the task each teacher 1.1.3 Researches related to measures to improve selfassessment of teaching competence of teachers Schunk and Pajares (2010), Self-efficacy beliefs; Singh & Rajalingam (2012), The relationship of writing apprehensionlevel and selfefficacy beliefs on writing proficiency level among pre-universitystudents; Mousavi (2014), The Effect of Peer Observation on Iranian EFL Teachers' Self-Efficacy; Phan Thi Tuyet Nga, Terry Locke (2015), Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study, Bui Thi Hong Thai and Nguyen Thi Mui (2016), Self-assessment of employees' self-efficacy; Kayla (2019), Six Achievable Ways to Improve Your Self-Efficacy; Madhuleena (2020), Four ways to improve and increase self-efficacy From the perspective of approach, studies have suggested a number of measures to improve self-assessment of human capacity in general and lecturers in particular,: Strengthening experiences and successful experiences for each individual individual or per faculty member; promote positivity in learning by observing and learning from colleagues; set simple goals, know how to arrange the order of goals, and at the same time overcome well the shortcomings and failures that individuals and lecturers have experienced; in activities, there is always evaluation and comment; feedback, the right person for the right job; well organize activities aimed at strengthening the physical and mental aspects of the members 1.2 Overview of research results of published scientific works and the problems the thesis focuses on solving 1.2.1 Overview of research results of published scientific works (1) Studies have shown the self-assessment of teachers' teaching capacity, including: self-assessment of their ability to accomplish goals, teaching requirements; self-assess the ability to attract students, and self-assess the classroom management capacity At the same time, the studies have built a test set to self-assess the teaching capacity of teachers and lecturers in schools These are important bases for the author to determine the manifestations and measure the self-assessment of the teaching capacity of the lecturers in the officer schools (2) A number of studies have shown the factors affecting the self-assessment of teaching capacity of teachers and lecturers such as: Instructor experience; learn from the experiences of those around; sex; Evaluation and feedback of people around; physical and emotional states; satisfaction; optimistic; stress factor) In addition, the studies have built test sets to assess the level of influencing factors These are important bases for the author to determine the influencing factors and measure the influence of these factors on self-assessment of teaching capacity of lecturers at officer schools (3) There are research results that have shown the content of measures to improve self-assessment of capacity, self-assessment of teacher and lecturer's capacity: Enhance successful experiences; promote positivity, strengthen physical and mental; comments, evaluations, rewards and punishments must be to the right people for the right job, etc With the research results of published scientific works related to self-assessment of teaching capacity of lecturers at officer schools of great significance, they are the scientific basis for the author to plan redundant, supplemented and developed in the process of researching the topic At the same time, the process of systematizing related studies also shows that currently there is no research on selfassessment of teaching capacity of lecturers in officer schools This is the "gap" and also the urgent reason for the author to identify and conduct research on this thesis 1.2.2 Dissertation issues to focus on solving (1) Systematize, analyze and evaluate the published research works of domestic and international authors related to the thesis topic, as a basis for building a theoretical basis and practicality of the topic, while at the same time proving the independence, novelty, non-duplication and urgency of the research problem (2) Determining the point of view that the teacher's selfassessment approach to teaching capacity is the perception of the effectiveness that can be achieved when performing the tasks in the teaching activities of the lecturer; Developing instrumental concepts of self-assessment, teaching capacity, clarifying the characteristics of teaching activities of officers of officer schools; On that basis, develop the concept of self-assessment of teaching capacity, identify the manifestations and factors affecting the self-assessment of teaching capacity of lecturers in officer schools (3) Clarifying the performance aspects and factors affecting the selfassessment of teaching competence of lecturers, thereby serving as a basis for assessing the current situation of self-assessment of teaching capacity of teachers in schools officer (4) Assessing the current situation through the manifestations and the influence of factors on self-assessment of teaching competence of 10 lecturers in officer schools (based on the test set of: Tschannen Moran, Woolfolk Hoy , 2001; Usher, 2005) (5) Regarding the measurement method, make observational questionnaires (by direct observation) and in-depth interviews; conduct consultations with psychologists about the intended research contents; investigation, test the science, reliability and validity of the scales Properly assess the reality of self-assessment of teaching capacity and the actual situation of factors affecting the selfassessment of teaching capacity of lecturers in officer schools (6) On the basis of the identified theory, combined with the process of analyzing and evaluating the results of the investigation into the actual situation of self-assessment of teaching competence and the actual situation of factors affecting the self-assessment of teaching competence teach; Analysis of typical psychological portraits of self-assessment of teaching capacity From there, propose socio-psychological measures to improve self-assessment of teaching capacity of lecturers in officer schools in an effective and sustainable way Conclusion of chapter The research works related to self-assessment of the capacity of lecturers at the officer schools of the Vietnam People's Army by domestic and international authors have been approached, researched and systematized in Vietnam thesis on three research directions including: (1) related research direction on self-assessment of teaching ability; (2) Research direction related to factors affecting self-assessment of teaching capacity of teachers and lecturers; (3) Research direction on measures to improve self-assessment capacity; self-assess the teaching ability of teachers and lecturers The published scientific works related to the thesis topic is a knowledge system on many important contents for the issues researched in the thesis The research results of the above works are summarized in three aspects and identified five problems that the thesis needs to continue to solve Thereby, the author analyzes, evaluates, selectively inherits, supplements and develops research achievements to serve the research process on self-assessment of teaching capacity of lecturers at universities Mandarin At the same time, the systematization of previous research works also shows that the thesis topic is an independent and new work that 11 does not overlap with published scientific works, is urgent and valuable high theoretical and practical value Chapter THEORY ON SELF-ASSESSMENT OF TEACHING CAPACITY OF TEACHERS IN OVERVIEW SCHOOLS VIETNAM PEOPLE'S ARMY 2.1 Self-assessment of capacity 2.1.1 Self-assessment concept Self-assessment is an individual's perception and belief about his or her own values in activities and communication in a social environment 2.1.2 The concept of capacity Competence is the effective performance of tasks in certain activities 2.1.3 The concept of self-assessment of capacity * Concept Self-assessment of capacity is an individual's perception and belief about the effectiveness that can be achieved when performing tasks in activities * Role Self-efficacy assessment can help individuals improve achievement and happiness influence choice, capacity to control; at the same time determines the way people think, motivation, perseverance, commitment to work and helps people have greater recovery after work failures However, if an individual overestimates his or her ability compared to reality, it will create overconfidence, negatively affecting his own performance and life * Capability self-assessment characteristics Self-assessment of capacity is multidimensional, Multidimensionality is reflected in the following characteristics: The level of self-assessment of competence is different for each type of activity; Self-assessment has different levels: Very high, high, medium, low, very low, generality and strength of self-assessment of competence 2.2 Self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army 2.2.1 The concept of lecturers of Army officer schools Lecturers 12 Lecturer is the subject of teaching, education, and scientific research activities according to the purposes and training requirements of academies, universities, and professional colleges Lecturer at Army officer schools Instructors of officer schools of the Vietnam People's Army are subjects of teaching, educational, and scientific research activities and organize independent activities for students according to the purposes and training requirements of officer schools Army 2.2.2 Characteristics of teaching activities of lecturers at officer schools of the Vietnam People's Army The purpose of teaching activities is to help students acquire knowledge; forming necessary professional skills and techniques, creating psychological development, contributing to the formation of personality qualities of divisional officers Teaching subjects of officers of officer schools are students with psychological characteristics of youth and having a variety of training majors The main tool in teaching activities is the personality of the lecturer The teaching environment of officers of officer schools is a specific military pedagogical environment 2.2.3 The concept of teaching capacity of lecturers at officer schools of the Vietnam People's Army The teaching capacity of officers of officer schools is the effective performance of their teaching duties in officer schools 2.2.4 The concept of self-assessment of teaching capacity of lecturers of officer schools of the Vietnam People's Army Self-assessment of teaching capacity of officers at officer schools is the perception and belief of lecturers about the effectiveness that can be achieved when performing tasks in their teaching activities at officer schools of the People's Army Vietnamese people Self-assessment of the teaching capacity of officers of officer schools is always associated with the operation process and is formed, expressed and enhanced in activities, and at the same time associated with each specific task in the teaching activities of the officers lecturers Self-assessment of the teaching capacity of officers of officer schools is not constant, but always changes depending on the nature of the task of each subject, each lesson, even from a certain time of the student lecturers In addition, the self-assessment of teachers' teaching capacity is influenced by many different factors, such as: experience in teaching activities; the learning experience of those 13 around; assessment of leaders - commanders at all levels, of other lecturers and students' feedback; physical and emotional states of the trainer; feel happiness; teachers' job satisfaction and optimism 2.2.5 Expression of self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army Self-assessment of ability to accomplish goals and teaching requirements This expression is expressed through the self-assessment aspects of: Equipping knowledge, forming skills, and professional skills for students; improve the learning of students with low academic performance; fostering excellent students; foster and develop students' creativity; analyze, explain, give examples; giving lectures suitable for the target audience; use teaching methods and media Self-assess the ability to attract students The above expression is shown through the self-assessment aspects of: Successfully teaching with individual students; elicit students' critical thinking; helping students believe in themselves that they can learn the subject well; answer students' difficult questions; Make a question; encouragement for students who have not yet focused on their studies; help students always attach importance to the study of the subject; support units Self-assessment of class management capacity Self-assessment content includes the following aspects: Creating good habits for students during class time; maintain strict observance of regulations, classroom discipline, maintain strict observance of examination and examination regulations by students; detect and handle violations of regulations and discipline; control distraction from learners' learning; building a relationship of solidarity and unity in the class collective; own expectations about the students' strict observance of regulations, classroom discipline, and military discipline 2.3 Factors affecting self-assessment of teaching capacity of lecturers in officer schools of the Vietnam People's Army 2.3.1 Teachers' experiences in teaching activities 2.3.2 Learn from the experiences of those around you 14 2.3.3 Evaluation of leaders - commanders at all levels, other lecturers and students' feedback 2.3.4 Instructor's physical and emotional states 2.3.5 Job satisfaction of lecturers 2.3.6 Teachers' optimism 2.3.7 Feeling happy in the teacher's work The above influencing factors include positive and negative factors, in which, the experience in teaching activities, the author assumes is the strongest impact However, depending on the time, the nature of the work and the lecturer himself, the role of these factors changes Understanding this impact is the basis of the author's criteria for assessing the situation, as well as the basis for proposing measures to improve self-assessment of teaching capacity for officers of officer schools Conclusion of chapter On the basis of research results of scientific works, graduate students have clarified the connotation of instrumental concepts In which the author does not consider the concept of self-assessment of competence in terms of self-assessment of competence qualities, but wants to see capacity self-assessment from the perspective of a process of perceiving and believing in possible effectiveness achieved in performing the tasks of teaching activities Based on the theoretical and practical basis of the works, based on the survey documents at officer schools, combined with consulting experts, the PhD student identifies indicators reflecting the situation of selfassessment The teaching competencies of officers at officer cadet schools are: (1) Self-assessment of ability to fulfill teaching purposes and requirements, (2) Self-assessment of students' ability to attract students, (3) Self-assessment assessment of classroom management capacity Besides, the author considers the following aspects: Experience in teaching activities; learn from the experiences of those around you; evaluation, of leaders at all levels, other lecturers and students' feedback; physical state, emotions; confidence; satisfaction; perceived the happiness of the lecturers as factors affecting the teaching activities of the lecturers at the officer schools of the Vietnam People's Army 15 Chapter ORGANIZATION AND RESEARCH METHODS ON TEACHING CAPACITY SELF-ASSESSMENT OF TEACHERS IN VIETNAM PEOPLE'S MINISTER SCHOOLS 3.1 Research organization 3.1.1 Research area Army Officer School 1; Political Officer School; School sapper officer; School information officer 3.1.2 Research object The survey on the target group includes: 306 lecturers at officer schools according to the research area of the thesis 3.1.3 Research stages Stage 1: Theoretical research; phase 2: Developing research tools and conducting practical surveys; stage 3: Writing the thesis; Stage 4: Case study and thesis completion 3.2 Research Methods To serve the research on the topic, we used a combination of many different research methods such as: Documentary method; Professional solution; Survey method by questionnaire; Observation method; In-depth interview method; Methods of product research work; Methods of analyzing psychological portraits and methods of processing data by mathematical statistics 3.3 Levels How to calculate the score for the scale of self-assessment of the teaching capacity of the lecturers according to the Mean formula (likert scale 5) ± SD Conclusion of chapter Thus, to carry out the tasks set out by the research, the thesis is organized to research in phases In this study, 88 lecturers participated in the pilot survey, 306 lecturers participated in the formal survey The assessment tools used in the thesis were selected through in-depth interviews and experimental investigation, only scales with reliability from 0.701 were included in data processing and factor analysis In the research process, the thesis combines and uses synchronously different methods, in which the survey method by questionnaire is the main method of the topic The data collected from this method will help the research to have results that ensure objectivity and science On that basis, the thesis proposes measures and recommendations to improve the self-assessment of teaching capacity for lecturers at officer schools of the Vietnam People's Army today 16 Chapter PRACTICAL RESEARCH RESULTS OF TEACHING CAPACITY SELF-ASSESSMENT OF TEACHERS IN SCHOOL OFFICER OF THE VIETNAM PEOPLE'S ARMY 4.1 Situation of self-assessment of teaching capacity of lecturers in officer schools of the Vietnam People's Army 4.1.1 Self-assessment of ability to accomplish goals and teaching requirements Table 4.1 The reality of self-assessment of ability to fulfill teaching purposes and requirements Number Self-assessment of ability to accomplish goals and teaching requirements Self-assessment of capacity helps students understand knowledge, form skills and professional skills; Self-assessment ability to improve learning of weak students; Self-assessment of ability to foster excellent students; Self-assessment of students' ability to develop imagination and creativity; Self-assessment of ability to analyze, explain and give examples in teaching; Self-assess the teaching capacity in accordance with the subject (psychological and physiological characteristics; training level and major); Self-assessment of ability to use methods (teaching methods and assessment of learners' results), teaching means; Self-assessment of teaching capacity; Medium score Medium score Quality score 3.63 0.58 3.38 0.63 3.60 3.39 0.62 0.63 3.79 0.59 3.71 0.61 3.76 0.60 3.67 3.62 0.55 0.40 4.1.2 Self-assess the ability to attract students Table 4.2 Actual situation of self-assessment of student attraction ability Number Self-assess the ability to attract students Self-assessment of capacity creates active participation of weak learners; Self-assessment ability to provoke critical thinking for students, helping them to love to explore and expand learning problems; Self-assessment helps students believe that they can well in the subject they teach; Self-assess students' ability to answer difficult questions; Self-assessment of ability to ask good questions to students; Self-assessment of capacity creates active participation of Medium score 3.37 Quality score 0.61 3.38 0.62 3.62 0.63 3.74 3.52 3.40 0.61 0.56 0.62 17 Number Self-assess the ability to attract students Number Quản lý lớp học Self-assessment of ability to create good study habits for students during class time so that the lecture time goes smoothly Self-assessment of ability to maintain strict observance of classroom rules and regulations in the lecture hall or in the field Self-assessment of ability to maintain strict observance of examination and examination regulations Self-assess the ability to detect and deal with disciplinary violations during school hours Self-assessment of ability to control distracting and attentive behaviors during class time Self-assess the ability to build a relationship of solidarity and unity among students in the class collective I expect students to comply with regulations and discipline Medium score Quality score 3.57 0.57 3.66 0.60 3,55 0.36 students who are distracted (have not paid attention to focus on learning); Self-assessment of capacity makes students always appreciate the subject they teach; Self-assessment of capacity to support unit staff to well as teaching assistants; Medium score 4.1.3 Self-assessment of management capacity Table 4.3 Situation of self-assessment management capacity Medium score classroom of classroom Medium score Quality score 3.62 0.61 3.88 0.76 4.07 0.63 3.9 0.77 3.49 0.74 3.75 0.60 3.81 0.53 3.79 0.47 4.1.4 General assessment of the situation of self-assessment of teaching capacity of lecturers of military officer schools The results of self-assessment of teaching capacity of lecturers in officer schools through the survey showed that on three aspects, all expressions were self-assessed at a high level (mean average = 6.65), in which, the expression of self-esteem assessment of classroom management capacity with average score = 3.79 (the highest); The expression of self-assessment of ability to fulfill the purpose, teaching requirement has average score = 3.62 (2nd highest), 18 expression of self-assessment ability to attract students has average = 3.55 (lowest) The results of the correlation test showed that: on all three aspects of performance, there is a strong and very close positive correlation with self-assessment of teaching capacity (correlation r from 0.739 to 0.873; p-values are all equal = 0.000) This affirms, any increase or decrease in results in a certain aspect of expression will lead to a corresponding increase or decrease in the results of self-assessment of teaching competence of lecturers at military officer schools Vietnamese people and vice versa Comparison of self-assessment of teaching capacity of officers of officer schools according to specialized variables; sex; seniority; qualifications and officer schools - Judging by the major of teaching Comparing the level of self-assessment of teaching competence of lecturers at officer cadet schools by major, the results of Independent Samples T-test (see Appendix 7.5.2), show that self-assessment of competence teaching capacity of subjects in two majors (Military Science, Science and Technology, DTB = 3.67, with Social Sciences and other basic subjects, DTB = 3.63, significance index p = 0.65 ) is no different - By gender Comparing the status of self-assessment of teaching capacity of lecturers in officer schools by gender, the results of Independent Samples T-test (see more in Appendix 7.5.1), show that Evaluation of the teaching capacity of the subjects in both sexes (male, average = 3.66, female, average = 3.64, p = 0.88) were not statistically different - Judging by education level Lecturers at all levels of education: Bachelor's, Master's, and Doctoral degrees all have high self-assessment of their teaching ability, with average scores ranging from 3.49 to 3.77 In which, the results of self-assessment of teaching capacity of the group of lecturers with a doctorate degree are higher than that of the group of teachers with a master's degree and the group of lecturers with a master's degree higher than that of a university One-way ANOVA analysis showed the significance index p = 0.634 (> 0.05); Bonferroni's deep test also gave p < 0.05 This confirms that there is a statistically significant difference in the results of the selfassessment of teachers' teaching capacity according to their educational level - Judging by seniority 19 The survey results show that: The lecturers in the groups have a high level of self-assessment of their teaching ability In which, the lecturer has years or less seniority with the lowest average (3.50); lecturers with - 15 years of seniority, DTB = 3.66 ranked 2nd; lecturers with seniority after 15 years with DTB = 3.70 reached the highest level Besides, the results of One-way ANOVA analysis with the significance index of p = 0.642 (> 0.05) and the Bonferroni deep test gave p = 0.00 (< 0.05) This confirms that there is a statistical difference in the results of self-assessment of teaching capacity of officers of officer schools Judging by schools In general, teachers at officer schools have a high level of selfevaluation Specifically, the group of lecturers from the Information Officer School had a self-assessment level of competence with DT = 3.55), lower than the group of lecturers from other schools The group of lecturers at the Political Officers School had the highest self-assessment with DT = 3.72 The results of One-way ANOVA analysis and Bonferroni's in-depth test have shown that there is a difference in self-assessment of teaching capacity of the group of instructors among officer schools 4.2 Actual situation of factors affecting self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army 4.2.1 The relationship between the factors and the selfassessment of teaching capacity of teachers Survey results on the correlation between variables of influencing factors (experience; learning from experience; evaluation, feedback; body state, emotions; optimism; satisfaction and perceived happiness at work) with expression variables (selfassessment of capacity to fulfill goals and requirements; selfassessment of ability to attract students; self-assessment of classroom management capacity) are positively correlated together This is one of the important bases for the author to take measures to improve the self-assessment of the teaching capacity of officers at officer schools 4.2.2 The influence of factors on self-assessment of teaching ability of teachers The survey results show that the following factors: experience in activities; learn from the experiences of those around; assessment of leadership - commanders at all levels, other faculty members and student feedback; physical state, emotions; confidence; Feelings of happiness at work have an effect on self-assessment of teaching 20 capacity The factor of job satisfaction has no impact on selfassessment of teaching capacity of officers of officer schools 4.2.3 Predicting the changing trend of self-assessment of teaching capacity in relation to influencing factors Based on the results of the standardized regression coefficient Beta, the order of influence of factors on selfassessment of teaching capacity is: The assessment of leaders commanders at all levels, other lecturers and their ideas student feedback (0.295) > teacher's experience in teaching activities (0.209) > learning from the experiences of others (0.169) > physical and emotional state (0.108) > happiness perception (0.075) > perceived happiness (0.650) The above results mean that: the evaluation factor of leaders - commanders at all levels, other lecturers and students' feedback has the strongest impact, followed by experience in teaching activities to self-assessment Rate the teaching capacity of the officers of the officers' schools and rank the factors in descending order Determining the level of influence and predicting the changing trend of self-assessment of teaching capacity in relation to influencing factors is one of the important bases, contributing to proposing measures to improve self-assessment Evaluation of the teaching capacity of lecturers of officer schools in the Vietnam People's Army today 4.3 Psychological portrait analysis In order to further clarify the research results on the current situation of self-assessment of teaching competence of lecturers, we conduct an analysis of 02 teacher portraits to confirm once again that the research results are completely appropriate and worthy of the study trust The portraits are analyzed in a logical sequence: Personal information; Expression sides; Factors affecting selfassessment of teaching capacity; General comments on portraits The analysis results show that, although these are two lecturers with different levels of self-assessment of teaching competence, there are similarities in all three expressions of self-assessment of teaching competence This will be one of the important bases for us to propose 21 measures to improve the self-assessment of teaching capacity of officers of officer schools 4.4 Psychosocial measures to improve self-assessment of teaching capacity of lecturers at officer schools of the Vietnam People's Army In the thesis, the author proposes socio-psychological measures to improve self-assessment of teaching competence (in other words, improve conditions, thereby improving self-assessment of teaching competence) for students The current lecturers at the officer schools of the Vietnam People's Army are as follows: 4.4.1 Better organize activities to enhance the accumulation of experience, professional qualifications and pedagogical skills, serving as a basis for improving self-assessment of teaching capacity for current officers of officer schools; 4.4.2 Developing the right action goals in teaching activities for officers of officer schools; 4.4.3 Building a healthy military pedagogical cultural environment in the collective of the subjects, faculties, as well as the whole school; 4.4.4 Promote the activeness of teachers in improving self-assessment of teaching capacity Conclusion of chapter The research results show that the current level of selfassessment of the teaching capacity of lecturers at officer schools of the Vietnam People's Army is high However, there is no uniformity between the following aspects: Self-assessment of classroom management capacity has the highest average score, followed by selfassessment of ability to effectively implement purposes, teaching requirements and requirements Finally, self-assess the ability to attract students There is a statistically significant difference in the selfassessment of the teaching competence of the lecturers between the groups of teachers with different seniority and different qualifications There are many factors that affect the self-assessment of teaching competence of teachers Influential factors are strongly correlated with self-assessment of capacity In which, the evaluation factors of leaders - commanders at all levels, other lecturers and students' feedback with the lecturer's experience in teaching activities have a stronger influence than other factors rest 22 Analysis of psychological portraits of 02 lecturers has demonstrated and clarified the reality, thereby confirming the scientific, objective and highly reliable results of the research results on the actual situation of self-assessment of the teaching competence of the lecturers Officers at officer schools of the Vietnam People's Army On the basis of the research results, we have proposed four measures to improve the self-assessment of the teaching capacity of lecturers at the officer schools of the Vietnam People's Army today CONCLUSIONS AND RECOMMENDATIONS Conclusion Currently, in Vietnam, the world has had many research works related to self-assessment of teaching competence of lecturers, which have been systematized in directions, summarized research results on contents and set out The problem in the thesis needs to continue to be solved The research results have shown many important contents and are the scientific basis for inheriting, supplementing, developing and serving the research process identified in this thesis At the same time, the research results also show that the problem of "self-assessing the teaching capacity of lecturers in the officer schools of the Vietnam People's Army" is currently a "gap" in Psychology, which needs to be considered It is of great research interest, urgency, and high theoretical and practical value The basic theory of self-assessment of teaching competence of lecturers at officer schools of the Vietnam People's Army has identified the approach to self-assessment of teaching capacity as a quality that shows awareness, believe in their own achievable effectiveness From there, build, analyze and clarify tool concepts; Presenting the concept: Self-assessment of a lecturer's teaching capacity is a personal perception of the effectiveness of being able to achieve goals, teaching requirements, engaging students, and classroom management in activities their teaching in officer schools; In the thesis, three aspects of self-assessment of teaching capacity have been identified and the construction of items and criteria for self-assessment of teaching competence on each aspect of expression At the same time, it shows factors that are closely related to each other and of which factors affect the self-assessment of teaching capacity of lecturers at officer schools today The thesis is organized for rigorous, reasonable and scientific research in stages from theoretical research, selection of survey tools, conducting pilot survey, official survey, data collection and processing 23 , completing the content of the thesis To carry out the research task, in the thesis, a combination of research methods of Psychology was used, the methods are complementary to each other to create objectivity, accuracy and ensure high reliability in research results Research results show that: self-assessment of teaching capacity is at a high level On the four aspects of expression, selfassessment of the ability to attract students has the lowest level, in which there are some expressions at the average level, the expression aspects are positively correlated and self-assess the teaching capacity The level of self-assessment of capacity between men and women; There is no difference between military science majors and humanities social sciences In addition, the level of seniority and qualifications is different between the groups of subjects: the more seniority, the higher the level, the higher the self-assessment of capacity Elements of evaluation, comments and feedback; experience; Learning from the experiences of those around them all have a positive and strong correlation to the self-assessment of the teaching capacity of the current officers of the officer schools In the thesis, analyze 02 typical psychological portraits in order to clarify the results of the current research At the same time, from the results of theoretical research, the results of research on the actual situation, in the thesis, 04 psycho-social measures have been proposed to improve the self-assessment of the teaching capacity of lecturers of the military colleges efficient and sustainable way Recommendations 2.1 For the Ministry of Defense Paying attention to and investing in capital construction and modernization of facilities, equipment and specialized technical means in order to create the best environment and conditions for lecturers in teaching activities at officer schools Implement well policies towards army teachers so that they can be excited and feel secure in their work; enthusiastic, wholeheartedly devoted to military pedagogy In which, special attention should be paid to the work of improving military education and pedagogy; the work of ensuring good health for the teaching staff, thereby helping the lecturers have the best conditions to improve their self-assessment of teaching capacity 2.2 For officer schools 24 To well in planning, building and developing a teaching staff to meet the requirements of education and training tasks in the new period Implement uniformity between training, fostering and arranging appropriate and scientific use to promote the right forte capacity, the right person for the right job, and enhance the confidence of lecturers in performing their tasks Building a positive and healthy military pedagogical environment in the school by: building faculty collectives, creating conditions for lecturers to attend school; participate in many activities At the same time, build many advanced role models and good teachers for teachers in the school to strive for, learn from and follow 2.3 For Faculty of Teachers Paying attention to fostering and improving the education and pedagogical skills of young lecturers; boldly assign them lectures in subjects suitable to the academic qualifications and strengths of each lecturer in performing their tasks, so that the lecturers have confidence, and at the same time have self-assessment of their teaching capacity high Better organize activities: through lectures, sample lectures, attending classes, professional activities, training, appointing experienced lecturers with new and weak lecturers The comments show sincerity, wisdom and responsibility so that each lecturer clearly recognizes the strengths and weaknesses, and at the same time has more motivation and confidence in teaching activities Building a close relationship between the disciplines, the lecturers together, the lecturers know high demands from each other, and at the same time know how to love, protect, and help each other to progress together, thereby constantly improving self-assessment of teaching capacity for teachers  ... 4.1.2 Self-assess the ability to attract students Table 4.2 Actual situation of self-assessment of student attraction ability Number Self-assess the ability to attract students Self-assessment... lecturers at officer schools of the Vietnam People's Army Participants, objects and scope of the study Participants Lecturer at officer schools of the Vietnam People's Army Research subjects Research... schools of the Vietnam People's Army with the following basic aspects: 1/ Self-assessment of capacity to realize teaching purposes and requirements ; 2/ Self-assess the ability to attract students;