^ THUG TliN Giio DUC Cdc tidu chf phan loai Trddng Gidi tfnh Op tudi Mam non Phd thong Nam Nd Dddi 40 tuoi 40 50 tudi Trin SO tuoi S6 liiOng 43 89 40 92 42 64 26 Cic tieu chi phdn loai Chdc vu Thim ni[.]
^ THUG TliN Giio DUC CACH QNG PHO Vdi STRESS COA CAN BO QUAN LI GIAO OUC TAI THANH PHO HfiCHi MINH T S N G U Y I N THI THUY DUNG Trudng Bal hoc Sdi GOn Ddt v^n de Bdng 1: Khdi qudt vi 132 CBQLGD duac khdo sdt Khdi nidm dng phd ddpe sd dung de mo t i su SI S6 Cdc tidu chf phan loai phin dng cda c i nhin cic tinh hudng khac Cic tieu chi phdn loai liiOng lupng [1] Theo Lazarus va Folkman (1984), "dng Mam non phd la nhdng no ldc thay ddi v l nhin thdc v i hanh 43 Hieu trddng 46 vi eua d nhin d l giii quyet cie ylu d u cu the, tdn Trddng Phd thong 89 tai bin ca nhan va mdi trUdng m i d Chdc vu Nam 40 nhin nh§n djnh ed tfnh de doa, thich thdc hoac Phd hilu trudng 86 vdpt qua ngudn lUc eita hp" NhU viy, Ung phd cd Gidi tfnh Nd 92 pham vi khd rdng, bao gdm mdt Idpng Idn cae Dddi 40 tuoi 42 Dddi nim 35 hanh ddng, nhin thdc va phin dng cim xuc eita Thim eon ngUc^ ddi vdi nhdng tinh hudng khd khdn [2] Op tudi 40 - 50 tudi 64 5-10nim 33 nien QL Tlieo Lazarus vd Folkman (1984), cich dng Trin SO tuoi 26 Tren 10 nim 54 phd vd^ stress cd hai loai: Cing phd t i p trung vao vdn d l v i dng phd tap trung vio edm xde t3].Td Bang 2: Tong hap vi ede cdch dng phd vdi st nghien cdu ndy,TobIn v i d c cdng sd (1989) chia dng phd cua 132 CBQLGD duac khdo sdt lim hai nhdm: Nhdm ddi dau (bao gdm ddi dau tap trung MdcddsiiTdung vio vdn de v i ddi ddu t i p trung vio cim xtic) va nhdm ling Cdch dng phd vdi stress 0TB fiLC XH trinh (bao gdm ling trinh t i p trung vao van di v i ling trinh tdp trung vio cim xuc) [4] Ody Id cd sd li ludn quan CACH o6i oAu trpng eho vide khdo sat thuc trang cdch Ung phd vdi stress T|p trung vdo van d l cua ngUdl cic ITnh vUc ngdnh nghi khic Mpt nhCTng nghi ed nguy co cao gdy stress l i "nghi" quin If (QL), die biet l i QL eon ngUdi Cin bd quin tl giio due (CBQLGD) dThinh phd Ho Chi Minh (TP.HCM) phd tdn va td mdt nhdng trung tam giio due vd ddo tao eda ci nude - de ed nguy cd bi stress Nghien cdu ve thuc trang cich dng phd vdi stress eda hp gidp tim cde each Ung phd hieu qua vdi stress, tim ngudn t i i liiu tham khdo cho nhCTng ngudi quan tdm nghien eUu vin di niy Cdch dng vdi stress c(ia can bo qudn If ca sd gido due taiThdnh Ho Chi Minh 2.1 Dia bdn vd khdeh the nghiin cdu Khio sit thue hiln vio thdng 12/2015 vdi 132 khich the ta cin bp quin II (CBQL) trddng mdm non va trudng phd thdng tai TRHCM, Mau khdeh the nghiln cdu the hien Bdng Phddng phap chinh dUpc sd dyng la phUdng phip ^eu tra bdng bing hoLThang diem dUdc quy ude nhUsau: diem - rat thudng xuyen/rat hieu qui, diem - thudng xuyln/khi hieu qui, diem - thinh thoing/hieu qud vUa phdi, dilm - hllm khi/ft hieu qui, ^em - hau nhd khdng ddng cich niy/hau nhd khong hieu qud Dilm trung binh dupe ehia cie mde dp: diem -1,80 diem: Hiu nhu khdng dung cdch niy/ Hau nhU khong hllu qui; 1,81 diem - 2,60 dilm: Hllm khi/ It hieu qui; 2,61 diem - 3,40 dilm: Thinh thodng/ Hidu qui vda phii; 3,41 dilm - 4,20 dilm:Thudng xuyen/ Kha hidu qui; 4,21 dilm - dilm: Rat thudng xuyIn/ Rat hieu qud Ddi mat vdi van d l , nd lUc d l giai 3,84 1,00 quyet van de Xem xet kT lUdng vin d l va nhln nhin theo hudng tich cUe, ludn tlm each 3,84 0,96 giii quylt Tdp trung vdo edm xHc Tlm din nhdng ngUdi minh klnh 3,02 1,18 trpng nhd tu van 4 Tro chuyen vdi ban b l , ngudi than de 3,17 1,14 chia sd, giil tda cang thing CACH LANGTRANH Tdp trung vao van d l Ldng trdnh van d l Cd ging loai bd van d l khdi tam tri, 2,91 1,27 trinh suy nghTvl nd Coi nhe tinh trang ly, trinh xem xet nd mpt each nghiem tdc, tilp tue sdng 2,68 1,21 v i tam viee nhU ehua cd gl xiy ' Mo tudng Tudng tdpng hay md ddc sy vide se 2,74 1,32 ehuyin bien tdt dep hem Mong Ude gia nhd minh da cd the 2,47 1,18 2Ji Cddl dng phd vdi sO-ess cda edn bp quin Ifgido due thay ddi nhdng gi xdy 2.2.1 Tdng hap ve cdch dng phd vdi stress eda 132 edn Tap trung vao d m xde bp qudn ligldo due trudng mam non vd thdng tgi TP.HCM duaekhdosdt Dd tdl eho bin than Tdng hop kit qui khdo sit 132 CBQL trudng mam non 42 •KHM HOC Clio DUC : 10; .THUC TIEN GlAO DOC " S v sddyng d mUe thinh thodng Cdch ling tranh tap trung vao N h a n rang ea n h a n m i n h p h i i chiu vdn d l dupe sd dyng nhilu hon cich ling trdnh tap trung trdeh n h i l m cho n h d n g k h d khan ay vd 2,67 1,09 vio cim xde dd d c h cd lap bdn thdn (tranh gap gd thue s u q u d t r i c h ehinh m i n h mpi ngdfri) hau nhu khdng dddc sd dyng Kit qui khio sdt Cd lap b i n t h d n dem lai sd tin tddng vao ddi ngu CBQLGD bin ITnh, dam dUdng ddu vdi mpi tinh hudng khd khan, cang thing vd cdc 10 Khong de c h o ngUdI k h i c b l l t edm 2,64 1,09 dp ldc td cdng tdc QL xde v i suy nghT eda m i n h 222 So sdnh cdch Ung phd vdi stress cua edn bo qud 11 T r i n h g a p g d m p i n g u d i 1,66 0,98 11 gido due duac khdo sdt theo cdc tiiu chi khde fChu aiIdi:DTB:Diim tnmg binh DLC Dp licb chudn, XH.Xep hang) a) Theo gidi tinh Kit qui so sinh v l cich dng phd vdi stress eda vd phd thdng tai TPHCM ve d c cdch Ung phd vdi stress da CBQLGD nam vd nd ddpe trinh biy Bdng sd dung, cho ket qua Bing Kit qui ghi nhan tat d Ngoai trir cich 11 (tranh gap gd mpi ngUd!), tat ci cic 11 dch Ung phd vdi stress m i CBQLGD duac khdo sit tai d c h dng phd edn tai deu dUdc CBQL ndsddung vdi mde dd TRHCM da sd dyng Cac cdch dng phd ndy hien dien mpt thudng xuyen hdn CBQL nam Thd hang cua ede cdch dng cich da dang phd eung ed sU khic bilt nhat ^nh Neu ndsd dung cich Cde cich timg phd chilm thd hang cao bang xIp [doi mat vdi vdn di, no luc de gidi quyit van di) xIp thd nhat hang dlu thude v l dch ddi dau Cdch ddi dau tdp trung vdo thi d nam xep thd hai Cdch 10 {khdng di eho nguOi khdc vdn de chilm thd hang eao nhit v i ddpe ddnti gid d mdc biit edm xuc vd suy nghi cda minh) is nam dupe xep hang thudng xuyen sd dung Dieu ndy t h l hien bin ITnh va tinh 4, d nd hang lai l i cich (tim den nhutig nguisl than trich nhiem, san sdng ddi dau gidi quyet van d l cda minhWnh nhd ruviin) Xep hang eita nd Id cich 10, ngudi QL Nhdng cich dng phd xep hang tilp theo ddpe nam lai ehpn cich CBQLGD sddung Id giil tda edm xde vdi ban be, ngUdi thdn; Ddng kilm djnh t-test de kiem tra mde') nghTa eda sd tlm kilm sutuvin, hd trp td nhdng ngUdI cd uy tfn Diy la khde bilt dilm trung binh danh gia cda nam v i nd, nhung cich ddi ddu tap trung vdo cim xde, the hien sU chd kit qui thu nhdn la sig.< 0,05 NhU vdy, sd khic bllt cd y ddng vd lain ITnh eda CBQLGD cd gdng vUpt qua d n g nghia thdng ke Yeu td gidi tinh ed dnh hudng din sU lua thing ehpn dch iiTng phd vdi stress cda CBQLGD khio sat Cdch dng phd mang tinh ting tranh cung dddeCBQLGD b) Theo tuSi tdc Bdng 3: So sdnh ve cdch Ung phd vdi stress cua CBQLGD theo gidl tinh Cdch dng phd vdi stress T i l u chf so sdnh Nam Gldi tinh Cich Cdch Cich Cdch Cdch Cdch Cdch Cach Cdch Cich Cich 10 n DTE 3,53 3,60 2,48 235 2,35 2,18 2,35 2,10 2,38 2,50 1,80 DLC 1,15 1,10 1,15 1,27 1,29 1,13 j 1,21 1,19 1,21 1,20 0,97 XH 10 11 DTB 3,98 3.95 3,26 3,30 3,15 2,90 j 2,91 2,63 2,80 2,70 1,60 DLC 0,90 0,88 1,11 1,06 1,19 1,19 1,34 1,14 1,02 1,05 0,98 XH 10 11 0TB DLC 2,55 1,28 3,02 1,25 Ketqui t-test (sig.) 0,000 NO fChii thich DTB Diem trung binh, DLC: Do lech chudn, XH: X Bdng 4: So sdnh ve cdch dng phd vdi stress cda CBQLGD theo tuoi tdc Cdch dng vdi stress Cdch Cdch Cdch Cach Cich sosdnh 50 Cdch Cach Cich Cich Cdch 10 Cdch 11 DTB 3,98 3,86 3,40 3,57 3,02 2,57 2,48 2,45 2,76 2,86 1,62 DLC 0,84 0,95 1,11 1,06 1,18 1,11 1,21 1,11 1,01 1,12 1,03 XH 10 11 DTB 3,73 3,83 2,95 3,09 2,95 2,75 3,05 2,58 2,67 2,61 1,66 DLC 1,12 0,92 1,20 1,12 1,31 1,25 1,31 1,19 1,10 1,00 0,96 XH 5 10 11 DTB 3,88 3,85 2,58 2,69 2,62 2,69 2,42 2,23 2,54 2,35 1.73 DLC 0,95 1,12 1,06 1,12 1,33 1,32 1,39 1,24 1,24 1,23 0,96 XH 10 11 DTB DLC 2,96 1,25 2,90 1,26 2,69 1,32 Ketqud ANOVA (Sig.) 0,000 fChiJ fh/ch; DTB: Diem trung binh, DLC- Do iich chudn, XH Xep SdlZ7-1HiblGV2016>43 ^ THUCTifiNGlAODUC Bdng 5: So sdnh ve cdch ung Vdi stress cda CBQLGD theo chUc v Cach dng phd vdi stress T l l u chf sosdnh Hi$u trddng Chdc vu Cdch DTB BLC 11 Cdch Cach Cach Cdch Cach Cdch Cdch Cdch Cdch Cdch 10 DTB 3,91 3,98 2,87 2,96 2,83 2,72 2,74 2,35 2,54 2,50 1,57 DLC 0,98 0,98 1,26 1,11 1,32 1,29 1,42 1,23 1,09 1,11 0,93 XH 10 11 3,80 3,77 3,10 3,28 2,95 2,66 2,74 2,53 2,74 2,71 1,71 1,02 0,95 1,13 1,14 1,25 1,17 1,28 1,14 1,10 1,08 1,00 10 11 DTB Phd hidu DLC trudng XH 2,81 1,32 2,91 1,25 Kdtqud t-test (sig.) 0,172 CChii thich: DTB: Diim trung binh, DLC D6 l^ch chudn XH: Xip Bdng 6: So sdnh ve cdch Ung phd vdi stress cda CBQLGD theo thdm nlin QL Cach dng phd vffi stress so sdnh 10 Cdch Cdch Cach Cach Cich Cach Cdch Cdch Cdch Cich 10 Cdch 11 0TB 4,00 3,94 3,46 3,46 2,86 2,31 2,80 2,71 2,94 2,80 1,83 DLC 0,84 0,73 0,92 0,92 1,14 1,05 1,16 0,89 0,97 0,93 1,01 XH 3 10 11 DTB 3,79 3,82 2,94 3,06 2,76 2,73 2,76 2,52 2,73 2,82 1,64 DLC 1,11 1,01 1,48 1,25 1,39 1,26 1,44 1,33 1,13 1,16 1,11 XH 10 11 DTB 3,78 3,80 2,83 3,06 3,02 2,86 2,70 2,31 2,50 2,45 1,58 DLC 1,03 1,06 1,08 1,18 1,29 1,25 1,36 1,22 1,13 1.13 0,89 XH 10 11 DTB DLC 3,01 1,14 2,87 1,36 2,81 1,30 Ket q u i ANOVA (sig.) 0,000 (ChO thfch: DTB: Diim trung binh, DLC: Dp Iich chudn, XH: Xi vi mdt trudng, nguy cd bj stress li nhd ddi vdi d cSp trudrig v i phd Hi|u trddng ehju trich nhiem eao nhit trddc^ d p tren v i xd hdi vide hoat ddng eita trddng nhUng khdng aS cd quyln liie eao hdn hidu tnidng Phd hilu trddng khfln^ phii chiu trich nhidm cao nhit nhdng phii ehju trich nhidrra tnide hidu tnJdng v l ITnh vdc edng vide dupe phan cdng p h ^ trach Mdt khic phd hilu tnidng la ngudi thudng xuyen lim viec true tilp vdi d p dudi nen de niy sinh de tinh huong cang thing d) Theo thdm niin qudn li Kit qui so sdnh ve cdch dng phd vdi stress eiia CBQLGD theo tham nien QL t h l hiln Bing • Cdn bp cd thdm niin QL edng thap thl mde dd thddng^^j xuyen sddyng d c d c h Ung phd vdi stress cing cao Cdn b$; thim nidn QL khde xep hang cich iing phd theo cSc mdc thudng xuyin/ thinh thodng/ hiem khi/ hdu nhU Idling sddung gin nhU gidng Trong ttmg nhdm, thd hang cich dng phd ed sU khic Ching han, each diWc edn bd thdm niin QL dddi nam xIp hang 5, d ede thim niin QL cao hdn chi xIp hitng Ngdpc l?i, cacti c) Theo chdc vu Kit qui so sdnh v l dch dng phd vdi stress cda dupc cdn bd ed thim nidn QL tren 10 nam xep hang CBQLGD theo chdc vu hieu trudng v i phd hieu trUdng ddpe nhung d thdm niin QL -10 nam lai xep hang v i d thSin nien QL trdn 10 ndm xIp hang 10 CBQLGD ed tham nidn trinh bdy Bdng Tuy dilm trung binh v l mdc dp SCT dung eic dch dng QL cing thdp, ft kinh nghiem QL nln ed xu hddng ti/ 66 phd vdi stress theo chdc vu cd sU khac biet nhung khdng ddng Idi cho bin thdn gip tinh hudng khd khan CBQLGD ^ k l (2,91 d v i 2,81 d), Kit qui t - test eho tliay sd khac biet diem thdm nidn QL cing cao, cd nhilu trii nghilm vd quen d ^ tnjng binh giuS miu khdng ed ]/ nghia thdng kd (sig.> 0,05) vdi nhdng i p Ipe cdng tic QL, khdng xem la nghifiOT m Nhd vdy, chdc vu khdng inh hudng din mdc dp SCT dyng each trpng de giim thilu sp cing thing ddi vdi bin thin dng phd vdi stress eda CBQLGD Kit qui eho thay pham Phdn tich kit qud ANOVA cho thiy sig.< 0,05 Nhd vSy, Kit qui so sinh v l cich dng phd vdi stress cua CBQLGD theo tudi tic ddpe ghi nhdn Bing CBQLGD tudi edng trd thl mde dd thddng xuydn sd dung cic cich dng phd vdi stress cang cao Xep hang each dng phd theo eic mde thudng xuyin/thinh thodng/hiim khi/ hdu nhu khdng sd dung gan nhd gidng nhUng tifng nhdm, thd hang lai cd sdthay ddi Chang han, each dddc CBQLGD tren 50 tudi sd dung vdi mdc dp thudng xuyIn xIp hang 3, CBQLGD 40-50 tuoi xep hang v i CBQLGD dUdI 40 tudi la hang Cich xep hang 4, thudng xuyen sd dung d Ida tudi trung nien nhUng d ngudi trd tudi v i ngUdI cao tudi lai cd mdc dp sd dung thap (hang vd h^ng 8) Phin tich kit qui ANOVA (kiem ^nh F kilm tra mde •^ nghTa cda su khic bidt giCa dilm trung binh cda nhieu mau doe lap), kit qui nhin dupe Id slg.< 0,05 Nhd viy, sd khic bidt diem trung binh danh gia eda CBQLGD ede dd tudi khic Ii co y nghTa Ylu to tuoi tie Id ylu td inh hudng den sd lUa ehpn cich dng phd vdi stress eda CBQLGD khio sit 44 • AKOCGUOOI .THUG TliN GIAO O U C ' ^ Sdng 7: So sdnh vi cdch dng phd vdi stress cua CBQLGD theo trUdng Cich dng vdi stress Tidu chf so sanh MIm non Trddng Phd thdng Cdch Cdch Cich Cdch Cich Cdch Cdch Cdch Cdch 10 Cach 11 OTB 4,02 3,98 3,37 3,30 3,00 3,05 3,00 2,77 2,81 2,51 1,65 BLC 0,80 0,89 1,16 1,15 1,35 1,29 1,36 1,21 1,05 1,01 1,17 XH 6 10 n DTB 3,75 3,78 2,85 3,10 2,87 2,51 2,62 2,33 2,61 2,70 1,66 DLC 1,08 1,00 1.15 1,14 1,24 1,14 1,29 1,14 1,11 1,13 0,88 XH 10 11 DTB DLC 3,04 1,29 2,80 1,26 Ket qud t-test (sig.) 0,0001 (Chd thldi: DTB: Diem trung binh, DLC: Dd Iich chudn, XH: Xep h Bdng 8: Ddnh gid ve hiiu qud eda cdc each Ung phd vdi stress cda 132 CBQLGD duac khdo sdt sd khde biet diem trung binh dinh gid eda CBQLGD cd thdm nidn QL khic Id sti khac biet ed y nghTa Thdm nien QL l i ylu td inh hddng din Mdc dd hidu qud sd Ida ehpn cich dng phd v * stress eda CBQLGD Cich dng phd v A stress khio siL OTB DLC XH e) Theo cdp hpc md cdn bp qudn ligido due dang CACHD(5IDAU ddm nhi^m cdng tdc qudn II So sinh ket qui ddnh gii mde dp sO dung T i p t r u n g vdo v a n d e cich dng phd vdi stress eda CBQL trddng MN vd PT D d i m a t vdi v a n d l , n d ldc de gidi quyet v i n d l 3,94 0,99 eho thay cd sti khdc biet (Bing 7) Sii khac biet ndi bit l i thd h?ng eda cic cich Xem xet kT tddng van de v i nhln nhdn t h e o 4,01 1,09 dng phd duac CBQL sd dung Cich vd d c h 11 h u d n g tich c d c luon t i m each gldi q u y l t dupe xIp hang gidng Cde each eon tai ed Tiip t r u n g vdo edm xuc xIp hang sd dung khac nhau, dd cich d sti khic biet rd ret: Cich ddpe CBQL tiUitng Tlm d i n n h d n g ngUdI m i n h kinh t r o n g n h d t U 3,43 1,19 mam non xIp hang (3,05d), sd dyng thddng vdn xuyen hdn so vdi CBQL tnidng phd thdng (hang Trd chuyen vdi ban be, ngudi than thiet de ehia 3,33 1,33 9-2,51d); each 10 duoe CBQL trddng phd thdng sd sd, gidi tda c i n g t h i n g dyng thddng xuyen hdn CBQL trUdng mim non CACHLANGTRANH Kiem djnh t cho ket qui sig.< 0,05 NhU viy, sd khic biet gida dilm trung binh cda mau ddc T i p t r u n g vao van de l|ip khio sat l i sU khde bilt ed y nghTa Ndi Ldng trdnh v i n d l dch khde, QL trudng mam non hay trUdng phd thdng dlu inh hudng din d c h dng phd vdi stress Cd g d n g loai b d v i n de khdi t a m trf, trdnh 2,90 1,25 suy n g h i v e n d cua CBQLGD khdo sdt 22.3 Hiiu qud cda cdc cdch dng phd vdi stress Coi nhe t i n h trang ay, trdnh xem x l t n d m d t theo ddnh gid cua 132 cdn bd qudn II trudng mdm c i c h n g h i e m tdc, t i l p tue sdng v i lam viec nhU 2,80 1,29 non vd phd thdng tai TP.HCM duac khdo sdt ehUaedglxdyra Tdng hop kit qui Idiio sat 132 CBQL trudng M d t u d n g mam non vd phd thdng talTRHCM v l hilu qud cda de each dng phd vdi stress dd sd dyng cho kit qui Tudng t U p n g hay m o Ude s d viee se e h u y i n 2,27 1,18 trinh bdy Bdng b i l n tdt dep hdn Kit qud d Bang eho phep xIp hang dc cich M o n g Ude g i i n h d m i n h dd ed t h e thay ddi t^g phd vdi stress cda CBQLGD theo mdc dp hiiu 2,07 1,11 10 qui nhu sau: MUc hieu qui gdm eae eieh 2-1 -3; n h d n g gi xay mde hidu qud vifa phdi gdm eae dch 4-5-6; mdc it Tdp t r u n g vao d m xiic hi|u qui gdm d c dch 9-10-7-8 v i mdc khdng hieu D d ldi eho b i n than qui gdm dch 11 NhU vdy, mUc dp hidu qui cda cic cdch dng phd vdi stress theo dinh gia cda CBQLGD Nhan r i n g d nhdn m i n h p h i i chju t r i c h dupc khio sat hdu nhd khdng miu thuan vdi mUc nhidm cho nhOTng k h d khdn ay va thue su q u d 2,57 1,27 6$ sddyng thyt te Nhln ehung, cdch dng phd t r i c h chfnh m i n h ddi ^ u dupe ddnh gii hieu qud hem each dng phd Cd t i p b i n t h d n ling trinh Kit qui thdng kd ehl ghi nhdn dch Ung phd thd xIp hang d mde dd sd dung (xem Bing 2) 10 Khdng d e eho ngUcri k h i c b i l t c i m xuc v i suy 2,36 1,20 nhung xIp hang 9dmdc dd hllu qui Qua thuc t l sd nghT eda m i n h dung, CBQL cd kinh nghiem v i ddnh gii dupc hilu l l T r a n h g a p g d m p l n g U d i 1,58 1,00 11 qiid cda cdch dng phd fChii thich-BW: Diem tning binh, DLC: Bd lech chudn, XH: Xip SfilZ7-THlUlB4/2016*45 ^ THUC TIEN GlAO DUC _ TAlLltUTHAMKHAO Ket luan Hoat d d n g QL gido d y e la ho?t d d n g t r i t u e c i n g I I ] D d Thl Ld Hdng, Cdc tdc nhdn gdy stress vd cdch t h a n g , cd t h l gay stress cho ngUdi CBQLGD, dot hdi h p phdi ling phd vdi stress eda tri vi thdnh Tap ehi T i m If hpc, ed d c h d n g p h d di vuat qua stress K i t q u i khdo sat t r e n sd 7/2009 [2] Phan Thj Mai HdOng (Chd bien), (2007), Cdch (hg 132 CBQL t r d d n g m a m n o n vd p h d t h d n g tai TP.HCM c h o phd cda tri vi thdnh niin vdi hodn ednh khd khdn, NXB Khoa t h a y sU da d a n g tnang each i i n g p h d v d i tress eda hp K i t qud g h i nhan cd tat ea 11 each d n g p h d v d i stress hpc Xa hdi [3] Lazarus, R.S & Folk, S., (1984), Stress, appraisal, and dUde CBQLGD s d d u n g , bao g d m cdch d6i dau va cdch Idng ffd/ih.Tuy n h i e n , d c h d d i dau c d mUc d d sd d u n g t h d d n g xuyen v i dUdc d a n h gid cao h a n v l hieu qua s d d u n g Trong d d , cdch doi ddu tdp trung vdo vdn di ddpe s d d u n g t h u d n g xuyen n h a t va dUOc d a n h g i i hieu q u d nhat C i c h Ung p h d mang tfnh ldng trdnh dupe CBQLGD sir dung b mdc t h i n h thodng, d d , d c h Idng tranh tap trung v i o v i n d e coping Springer Publishing Company, N e w York 14] Tobin, D.L - H o l r o y d , K.A - Reynolds, R.V - Wigal, J.K., (1989), The hierarchical [5] H o i n g Trpng - Chu N g u y i n M d n g N g p c (2008), Phdn tich ddliiu nghiin dupc sd d u n g n h i l u hem d c h l i n g t r i n h t d p t r u n g vao d m An education activity K i l m d i n h t h d n g ke c h o thay y l u t d v l gldi t i n h , t u d i cUu vdi SPSS, Tdp 1, NXB Hdng Ode SUMMARY x u c Trong d d , each cd lap bdn than tranh gap g d m p i ngUdi hdu n h u khdng dUde s d d y n g factor structure of the Coping Strategies Inventory, Cognitive Therapy and Research, 13 management activity is an Intellectual with pressure, can cause stress for managers The article presents survey's findings on the current status and t i e , t h a m n i i n QL v i loal trUdng la e i c y l u t d i n h h u d n g effectiveness d i n sU lUa c h o n each d n g p h d viS stress is CBQLGD K i t qua education managers in Ho Chi Minh City Factors were gender, k h i o s i t t r e n Id n g u d n t i i l i i u t h a m k h i o b d fch t r o n g t u y l n age, management truyen, p h d b i l n c h o CBQLGD ndi c h u n g vd CBQLGD d can be used for disseminating TPHCM ndi rilng v l e i e h Ung p h o vdi stress hieu qud t r o n g to effectively cope with stress during the management II for experiences and school types Sur/ey results and guiding to managers ways Keywords: Stress; education managers: q u i t r i n h d i m n h i e m c d n g t i e QL iiiiiiiiiiiiiiiiiiiniiii of ways to cope with stress management period treatment iitiiiititiiiiiiiiiiiitiiititititiiititit QUY TRiNH DANH GIA NANG LUC (Tiip theo trang 30) Giao due va d i o tao g d p phdn h i t sde t o Idn t r o n g p h a t (Ban h i n h kem t h e o t h d n g tdsd30/2009/TT-BGDDr n g i y 22 t r i l n k i n h t l xd hdi v i Id eon d u d n g d e dua Viet Nam d i n t h i n g 10 nam 2009 ciia Bd t r d d n g Bd G i i o due v i Ddo tao) g a n hOn v d i ban b e q u d c t l Vi vdy, g i i o due va d a o tao phdi [5] D i n h Q u a n g B i o va c d n g sU, Chuang trinh ddo tao ed n h d n g thay d d i m p t c i c h can b i n t o i n dien, tir t r i l t tl gido viin ddp dng yiu edu doi mdi gido due phd thdng, NXB m u c t i l u d i n ndi d u n g , p h d d n g p h i p , hinh t h d c t d ehUe Dai hpc Sd p h a m day hpe, kiem tra d i n h g i i Q u i t r i n h d i o tao g i i o vien cua c i c CO sd d d o t a o gido vien d d dUdc ldp ke hoach v i song song v d i n d dn x i y d d n g m d t q u y t r i n h d i n h g i i nang tdc day hpe cda sinh vien, m p t t r o n g n h i f n g p h a m e h i t quan t r p n g cda m d t gido vidn t u o n g lal T d d d , d i n h gia ddpe k i t [6] N g u y i n Cdng Khanh, Dao Thj Oanh, (2015), KiSm tra ddnh gid gido due, NXB Dai hpc SU p h a m H i Ndi [7] Jame H.Strong, (2013), Qualities of effective teacher NXB Gido d y e Viet Nam [8] Brady, L., (2002J, School university partnerships qud q u i t r i n h d i o t a o sinh vien n g i n h SU p h a m , d t l u ehinh - what the schools want, Australian Journal of Teacher c h u o n g t r i n h , each thUe t d chdc ddo tap n h i m nang cao Education, Vol.27, N o l , 2002 chat tupng dao tao g i i o vidn t r o n g giai doan hien Quy t r i n h danh g i i t r o n g bai v i l t ben canh d a p ting dUpc muc t i d u d i n h gid n i n g Idc day hpc cda sinh vien n g a n h Su p h a m cdn cd t h e s d d u n g t r o n g d i n h gid nang lUc day hpe eda gido vien t r u n g hoe, g d p phan vao n i n g cao chat l u p n g ddt n g u giao vidn p h d t h d n g d i p d n g xu h u d n g g i i o d y e qudc t l 'Gido due tiip cdn phdt trien nang lucnguijihpc" TAI Lieu T H A M K H A O [1] Ludt 6/do due (2005) [2] Nghi quyet sd 29-NQ/TWngdy 04/11/2013 Hdi nghi Trung uang khda XI ve Doi mdi edn bdn, todn dien gido due vd ddo tao [3] Bd Giao d y e vd Ddo tao, (2014), Chudn ddu trlnh dp dai hoc khoi ngdnh SU pham Ddo tgo gido vien trung hoc phS thdng (DUdn Phdt triin Gido vien trung hoc thdng vd trung cdp chuyin nghlip - Vu Gido due Dgi hoc) [4] Bd Giao d y e v i Dao tao, (2009), Chudn nghi gido viin trung hpe ea sd vd gido viin trung hoc •KHOA HOC GIAO DUC nghlip thdng SUMMARY Assessing students' career competence is a critical stage in the process of training teacher at universities The development process for assessing the teaching competence not only meets the standard level of outcome and students'career standards but also assesses training results at universities The article provides process to assess students' teaching competence in Pedagogy major, basing on four main bases: purposes of evaluation; requirementofcomprehensiverenewaiofeducationandtromln$ results of actual training evaluation; actual training program at education institudons These bases were theoretical background to build process so as to assess students' teaching competence in Pedagogy major, consists of d phases: 1/Develop evaluation plan; 2/ Design assessment tools; 3/Experiment evaluation toall^ consult experts; 4/Collect information; 5/Refine and analyS results; 6/Write up report and explain causes and effects Keywords: Students; teaching major competence; Pedagogy ... nhdn gdy stress vd cdch t h a n g , cd t h l gay stress cho ngUdi CBQLGD, dot hdi h p phdi ling phd vdi stress eda tri vi thdnh Tap ehi T i m If hpc, ed d c h d n g p h d di vuat qua stress K... ehpn cich dng phd vdi stress eda CBQLGD khio sit 44 • AKOCGUOOI .THUG TliN GIAO O U C '' ^ Sdng 7: So sdnh vi cdch dng phd vdi stress cua CBQLGD theo trUdng Cich dng vdi stress Tidu chf so sanh... phd vdi stress cda CBQLGD khio sat Cdch dng phd mang tinh ting tranh cung dddeCBQLGD b) Theo tuSi tdc Bdng 3: So sdnh ve cdch Ung phd vdi stress cua CBQLGD theo gidl tinh Cdch dng phd vdi stress