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Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.Quản lý phát triển năng lực nghề nghiệp cho đội ngũ giáo viên Toán trung học cơ sở Thành phố Hà Nội đáp ứng Chương trình giáo dục phổ thông 2018.BỘ GIÁO DỤC VÀ ĐÀO TẠO THE MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCE LE DUC THUAN PROFESSIONAL CAPACITY DEVELOPMENT ANAGEMENT FOR THE TEAM OF MATH TEACHERS HANOI CITY.
THE MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCE LE DUC THUAN PROFESSIONAL CAPACITY DEVELOPMENT ANAGEMENT FOR THE TEAM OF MATH TEACHERS HANOI CITY SECOND HIGH SCHOOLS MEET THE PROGRAM OF GENERAL EDUCATION 2018 Specialization : Educational Administration Code : 9.14.01.14 SUMMARY OF THE THESIS OF DOCTOR OF EDUCATION MANAGEMENT HANOI CITY – 2023 The work was completed at Vietnam Institute of Educational Sciences Scientific instructors: Assoc Prof Dr Tran Huy Hoang Assoc Prof Dr Vu Le Hoa Review 1: Review 2: Review 3: The thesis will be defended in front of the doctoral thesis grading committee meeting at the Vietnam Institute of Educational Sciences At hour day month year 2023 The thesis can be found at: - Vietnam National Library - Library of Vietnam Institute of Educational Sciences INTRODUCTION Reasons for choosing the topic 1.1 In the context of comprehensive fundamental and comprehensive renovation of education and training (Education-Training), general education (GDPT) is making a move from content-accessible educational programs to learners' capacity-based education out new requirements on the role of teachers on the basis of changing the nature of pedagogical labor It requires teachers not only to have basic pedagogical knowledge and skills, but also to have a deep and broad grasp of knowledge and proficiency in those skills To meet the purpose of teaching lower secondary mathematics in the 2018 National Curriculum: "Contributing to the formation and development of students' main qualities, general competence and mathematical competence focused expression of computational competence with components: mathematical thinking and reasoning, mathematical modeling, math problem solving, knowledge development, key skills, and opportunities for learning Students can experience and apply mathematics in practice Mathematics makes connections between mathematical ideas, mathematics with practice, mathematics with other subjects and educational activities” Secondary school math teachers need to develop professional competence, so that they can ensure the successful implementation of the 2018 educational program Development quality of secondary school math teachers' professional competence directly under the management role of management levels (Department of Education and Training, Department of Education and Training and school principal) Strengthening the management role of managers at all levels will improve the quality of Math teachers' professional competence, thereby improving the quality of math teaching in schools 1.2 In recent years, Hanoi city has paid great attention to the development of professional competence for teachers in general and math teachers in particular Therefore, the number of elementary school teachers is sufficient in number, and their training qualifications are increasingly standardized The percentage of teachers meeting and above standards is increasing day by day However, when implementing the 2018 general education program at the lower secondary level from the school year 2021 - 2022, there will be many requirements for Hanoi middle school teachers in general and Hanoi middle school math teachers in particular especially the requirement of Professional Competency to meet the requirements to be able to teach the 2018 general education program All of the above practices require specific scientific studies to objectively evaluate the reality Status of Occupational Competency and Professional Competency development of Math teachers in the city so that there is a scientific basis to propose solutions to manage and develop Professional Competency for Secondary School Math teachers, to meet the task performance teaching Mathematics in the context of implementing the 2018 general education program 1.3 In the field of educational management, there have been a number of doctoral studies on the development of teachers and secondary school administrators, research on teacher's professional competence, teacher's personality students in general and secondary school teachers in particular, but research on the management and development of Professional Competencies for the contingent of junior high school math teachers in Hanoi to meet the 2018 general education program has not been studied Stemming from the above reasons, the topic: "Management of professional capacity development for junior high school math teachers in Hanoi to meet the 2018 general education program" was conducted to research in order to improve the quality of human resources of secondary school math teachers, thereby improving the quality of teaching and education in secondary schools in Hanoi city Research purpose On the basis of theoretical and practical research on management and development of Professional Competency for the team of junior high school math teachers, we propose solutions to manage the development of state capacity for the team of junior high school math teachers in Hanoi city to meet the program requirements General education 2018 Objects and research subjects 3.1 Research object Developing Professional Competencies for Middle School Math teachers 3.2 Research subjects Management and development of Professional Competency for the team of math teachers of secondary schools in Hanoi city to meet the requirements of the 2018 general education program Scientific hypothesis Management of Professional Competency Development for the team of math teachers in Hanoi Secondary School in recent years has achieved results in improving the qualifications and professional competence for math teachers, completing the task of teaching at home school Faced with the requirements of educational innovation, the 2018 general education program, the Professional Competency of Math Teachers and the Management of Professional Competency Development for Math Teachers, revealed shortcomings in planning and organization Organization, use of fostering, assessment Teacher's Professional Competency leads to limitations in the level of Teacher's Professional Competency Proposing and implementing solutions to manage the development of Professional Competency for the team of Mathematical Teachers of Secondary School in Hanoi city according to the complex functional approach and human resource management will improve the Professional Competency for teachers Mathematics meets the requirements of the 2018 general education program Research mission - Building a theoretical basis for management and development of Professional Competency for the contingent of junior high school math teachers to meet the requirements of the 2018 general education program - Survey and analyze the current situation of Professional Competency of Middle School Math teachers and manage the development of Professional Competency for the team of Middle School Math teachers in Hanoi city to meet the requirements of the 2018 general education program - Proposing solutions to manage and develop Professional Competency for the team of math teachers in Hanoi city to meet the requirements of the 2018 general education program - Testing and experimenting with solutions to manage and develop Professional Competency for the team of math teachers in Hanoi city to meet the requirements of the 2018 general education program Research scope - The basic approach in the thesis research is a coordinated approach between functions and human resource management - The management subject in the thesis includes many subjects, but the main subject is the Department of Education and Training, the principals of the secondary school, the professional team leader are the coordinating subjects - Survey subjects: leaders of the Department of Education and Training, the Department of Education and Training, administrators of secondary schools and teachers of secondary schools - Research area: Department of Education and Training, Department of Education and Training; secondary schools in favorable, less favorable and disadvantaged areas in Hanoi city - Survey time to collect data: 2018 - 2021 Thesis defense thesis - The Professional Competency Framework of the team of secondary school math teachers has its own characteristics The identification of the Professional Competency Framework will guide the management and development of Professional Competency for math teachers in the context of current educational innovation - Professional Competency Development Management for the team of Middle School Math teachers in current practice, facing the requirements of educational innovation, the 2018 general education program has limitations in planning for the development of Professional Competency, directing activities to develop Professional Competencies leading to limited Professional Competency of teachers and inadequate response to the 2018 general education program - Management of Professional Competency Development for junior high school math teachers according to the functional coordination approach and human resource management will improve the Professional Competency for junior high school math teachers, meeting the program requirements General Education 2018 Research approach and methods Approach: Functional approach, competency approach, human resource management approach, job placement approach, standard approach, systems approach, interdisciplinary approach to science Research methods: Group of theoretical research methods; Group of practical research methods; Group of methods of information processing New contributions of the thesis - Completing and enriching the theory of Professional Competency of Middle School Math Teachers and Managing Professional Competency Development for Middle School Math Teachers to meet the requirements of the 2018 General Education Program Professional competence of secondary school math teachers - Detecting the current situation of professional competence of secondary school math teachers; management and development of Professional Competency of Secondary School Math teachers in Hanoi city and the level of response to the requirements of the 2018 general education program - Proposing and affirming the necessity, feasibility and effectiveness of management solutions in improving the quality of Professional Competency for the team of Middle School Math teachers in Hanoi city 10 Thesis structure In addition to the introduction, conclusion and recommendations, the list of references, appendices, and content of the thesis includes chapters Chapter THEORETICAL BASIS OF CAPABILITY DEVELOPMENT MANAGEMENT CAREERS FOR THE TEAM OF CHEMICAL HIGH SCHOOL MATH TEACHERS MEET THE 2018 GENERAL EDUCATION PROGRAM 1.1 Research overview of the problem The thesis's research overview will review the research works in two directions: The first direction: Studies on the professional capacity of teachers in foreign countries and Vietnam; The second direction: Studies on professional capacity development management for teachers according to the approach abroad and in Vietnam From that comment: In the field of educational management, there have been many studies on teacher development and teacher development management, professional development for teachers in general, but researches on the Professional Competency of Middle School Math Teachers and the management of the Professional Competency Development of Middle School Math teachers, especially the response to the 2018 general education program has not been studied at the thesis level Determining the research content of the thesis: Firstly, building a theoretical basis for management and development of Professional Competency for the contingent of junior high school math teachers to meet the 2018 general education program Second, survey and properly evaluate the Professional Competency for the team of junior high school math teachers to meet the 2018 general education program in Hanoi today Third, propose solutions to manage and develop Professional Competency for the contingent of junior high school math teachers in Hanoi to meet the 2018 general education program At the same time, it is necessary to test and experiment to confirm the need Necessity, feasibility and effectiveness of management solutions to develop Professional Competency for the contingent of junior high school math teachers to meet the 2018 general education program in Hanoi city 1.2 Professional capacity of junior high school math teachers to meet the 2018 high school program 1.2.1 Related Concepts The team of secondary school math teachers is a collection of people who are tasked with teaching mathematics in secondary schools, who are qualified, ethical, professional competence, prescribed professional qualifications, and have training standards with degrees Graduated from a pedagogical university majoring in Mathematics or obtained a university diploma in Mathematics and a certificate of professional training in pedagogy The professional competence of the secondary school math teachers is a combination of the following elements: knowledge, skills, and professional attitudes of each teacher in teaching math and educational activities to ensure that math teachers can effectively perform The results of teaching and educating activities of students in secondary schools meet the prescribed standards: 1.2.2 Occupational characteristics of junior high school math teachers Specifics: Subjects of learners; Product of pedagogical labor of Middle School Math teachers; Competency Teaching profession; Personality model of secondary school math teacher: Pedagogical, researcher, psychologist, community social activist Professional standards and professional competence of secondary school math teachers according to professional standards: Teacher quality: Teacher ethics; Teacher style; Developing Professional Competencies; Building an educational environment; Developing relationships between school, family and society; Using foreign languages or ethnic languages, applying information technology, exploiting and using technological equipment in teaching and education 1.2.3 General education program 2018 and requirements for professional competence of junior high school math teachers 1.2.3.1 Features and requirements of the general education program in 2018 The 2018 General Education Program is built according to the following purpose: “On the basis of a comprehensive and harmonious education of morality, intelligence, body, and beauty, the goals of the general education program determine the requirements to be met in terms of quality , capacity of students at each grade level; Subject program objectives determine the requirements for knowledge, skills and attitudes, aiming to form subject-specific qualities and competencies and other qualities and competencies in each class and each grade level , consider it as a commitment to ensure the quality of the whole system and each educational institution, as a basis for directing, monitoring and evaluating the quality of general education" 1.2.3.2 Requirements for professional competence for middle school math teachers to meet the 2018 general education program The professional competence of secondary school teachers consists of areas of competence: 1) Group of teaching and educational competencies; 2) Competency group of human resources in Mathematics; 3) Competence group to research and develop programs and study materials in Mathematics; 4) The group of communication and social competence and 5) The group of personal professional development In the management and development of human resources of secondary school teachers, it is required that all elements involved in the process must mobilize and coordinate smoothly 1.3 Managing professional development for junior high school math teachers to meet the 2018 general education program 1.3.1 The concept Management and development of human resources for secondary school teachers is the process by which managers systematically implement purposeful, planned, and normative management impacts of the subject of management to all stages of the process manage and develop the fields of foreign language skills of the contingent of secondary school teachers in order to achieve the goal of improving the agricultural competence for the contingent of secondary school teachers 1.3.2 Decentralization of management in professional capacity development for junior high school math teachers The work of developing human resources for teaching staff is a content of the state management of education and training The teaching staff is under the management of many state management entities such as: Ministry of Education and Training, Department of Education and Training, Department of Education and Training, Secondary School In which, the direct management entity is the Department of Education and Training Each subject has a different role, but they all have the same goal of improving management capacity - effectiveness - efficiency 1.3.3 Content of professional capacity development management for middle school math teachers to meet the 2018 general education program Building a framework of foreign language skills of junior high school teachers to meet the 2018 educational program: Determining and building a structure of foreign teachers of secondary schools requires considering all factors and labor processes, characteristics of pedagogical work of teachers Secondary school according to the provisions of the Law on Education, the Charter of the high school and according to the personality model of middle school teachers before the requirements of education and training reform Planning for the development of human resources for the contingent of secondary school teachers: Researching legal documents on secondary school teachers and managing the development of secondary school math teachers; Analysis of the current state of state capacity and development of human resources for secondary school math teachers Organization of the development of foreign language skills for the contingent of secondary school teachers: Determining the goals and tasks of developing foreign language skills for the contingent of secondary school teachers; Identify the departments involved in the management and development of human resources for secondary school teachers Directing the development of human resources for the contingent of junior high school teachers: The management entity assigns tasks and guides subordinates to perform the work of developing human resources for the contingent of secondary school teachers; Ensure the conditions for the development of human resources for secondary school teachers to meet the 2018 educational program Check and evaluate the development of foreign language skills for the contingent of junior high school teachers: Develop standards, criteria, tools to test and evaluate the development of foreign language skills for the contingent of secondary school teachers; Inspect and evaluate the work of developing a plan to develop state human resources for secondary school teachers to meet the 2018 educational program Building a favorable environment to develop foreign language skills for junior high school teachers: Building secondary schools into a learning organization; Building cooperative relationships between teachers and students, between teachers in the school and teachers, between teachers and students' parents; Building a psychological atmosphere of good cooperation between departments in secondary schools 1.4 Factors affecting professional capacity development management for junior high school math teachers to meet the 2018 general education program The context of integration and development trends of the times; Mechanisms and policies for the management of the State and the industry on the development of human resources for teachers; Awareness and management capacity of managers at all levels on the development of human resources for secondary school teachers; Perceptions, needs, motivations for the development of human resources of secondary school teachers to meet the 2018 educational program; The conditions of facilities and pedagogical environment of the secondary school meet the requirements of the 2018 GDPT program Chapter PRACTICE BASIS OF DEVELOPMENT MANAGEMENT PROFESSIONAL CAPACITY MATH TEACHERS HANOI CITY SECTOR HIGH SCHOOL 2.1 Conducting a survey on the current situation of professional competence and managing and developing professional capacity of the junior high school math teachers in Hanoi 2.1.1 Survey purpose Building a practical basis to propose solutions to manage the development of human resources of Hanoi's secondary school teachers to meet the requirements of the 2018 educational program 2.1.2 Survey content Survey to assess the current situation of teachers, human resources and management of development of human resources for secondary school teachers in Hanoi city 2.1.3 Survey form and survey area The survey sample of the thesis includes 560 subjects at the Department of Education and Training, 30 Departments of Education and Training and 58 secondary schools in all three favorable, less favorable and disadvantaged areas in Hanoi city 2.1.4 Survey method The thesis topic uses scientific research methods: survey by questionnaire; interview; statistics, to quantify the research results, from which to draw scientific conclusions on the management and development of human resources of secondary school teachers in Hanoi city development environment for middle school math teachers (3,50); 4- Organize professional capacity development for middle school math teachers (3,43); 5Examination and assessment of professional capacity development for middle school math teachers (3,14) 2.4 The current status of the influence of factors on the management of professional capacity development for math teachers at junior high schools in Hanoi city Table 2.20 Evaluation of the influence of factors on the management and development of human resources for secondary school teachers in Hanoi city No Average point Influencing factors The context of integration and development trends of the times Management mechanism and policy of the State and the industry on the development of human resources for teachers Awareness and management capacity of managers at all levels on the development of human resources for teachers Perceptions, needs, motivations for the development of human resources of secondary school teachers Conditions of facilities, pedagogical environment of secondary schools Average point 4.58 4.64 Grade Influenced a lot Influenced a lot Rank 4.90 Influenced a lot 4.83 Influenced a lot 4.49 4.69 Influenced a lot Influenced Influenced a lot a lot Managers and teachers of secondary schools in Hanoi city participated in a survey to assess the influence of factors on the management and development of Professional Competency of the team of Middle School Math teachers, showing a great deal of influence the average score of the influencing factors X= 4.69 (min=1, max=5) Influential factors include factors through the survey with different levels of influence: the most influential factor is "Perception and management capacity of managers at all levels" which is highly evaluated High with X= 4.9, ranked 1/5th, ranked 2nd as "Awareness, needs, motivation for professional development to meet the 2018 general education program of Math teachers" lower secondary school" with X= 4.83 The factor that is assessed to have the lowest influence on the 11 capacity development of the team of junior high school math teachers in Hanoi is "Faculty of facilities, the pedagogical environment of the secondary school meets the requirements of the general education program in 2018” with X= 4.49, ranking 5/5, … 2.5 Assessment of the current situation of management and development of professional capacity of the junior high school math teachers in Hanoi 2.5.1 Advantage In the work of planning, organizing, directing and building a favorable environment for the development of the team of Secondary School Mathematics Teachers in Hanoi Therefore, the team of Middle School Math Teachers has completed the teaching and education work in the Middle School 2.5.2 Limit - The professional standards of secondary school teachers have been the basis for developing professional competencies for teachers, but in each subject such as Mathematics, there are specific requirements and requirements, currently there is no competency framework Specifically, thus limiting the development of Professional Competencies close to teachers of Mathematics - The formulation of a plan to develop Professional Competency for the contingent of secondary school math teachers has not been based on the structure system of Professional Competency of Secondary School Math teachers - Directing the capacity development of the team of junior high school math teachers in Hanoi city, the management subject has not assigned the task of developing professional competence to departments and individuals in accordance with their functions, tasks, and operating mechanisms motion has been specified - Examining and evaluating the development of Professional Competency for the team of junior high school math teachers in Hanoi, the use of test results, assessing the development of professional competence for the team of junior high school math teachers in development management The Professional Competency for the team of Middle School Math teachers has not been performed well - Building an environment for professional development due to different conditions, so in fact, secondary schools have not become a completely favorable pedagogical environment for teachers to strongly develop individual Professional Competence 12 2.5.3 Reason The management and development of professional competence, the team of Mathematical teachers in Hanoi city have achieved certain results due to the close attention and direction of all levels from Departments to Departments and principals of secondary schools In particular, the awareness of teachers is increasing in self-study and self-improvement in order to improve their professional competence However, there has not been a synchronous and consistent direction in the whole city in the management and development of Professional Competencies of the team of secondary school math teachers The work of training and fostering teachers has not been synchronized between districts, so the quality of teachers is not uniform The content of regular training for teachers is not flexible and up-to-date The method of fostering teachers is still slow to innovate: heavy on presentations, has not used and fully exploited modern teaching methods 2.5.4 Issues for management and professional development of math teachers at secondary schools in Hanoi to meet the requirements of the 2018 general education program The first problem: it is necessary to concretize the specific Professional Competency framework of lower secondary school math teachers to serve as a tool to develop Professional Competency from planning, fostering, using, and evaluating middle school math teachers of the school managers of the Department, the Department of Education and Training as well as the secondary school The second problem: renovating the organization to foster professional knowledge and skills for secondary school math teachers according to the requirements of the 2018 GET program, but there is a change in the form and content of the organization, to suit The third problem: from the perspective of state management and schools, it is necessary to renew the way of directing and mobilizing resources to serve the management and development of Professional Competency for math teachers in Ha Noi city Interior in the context of educational innovation The fourth issue: the economic, cultural and social innovation, especially the implementation of the 2018 GET program, poses many new problems about motivating teachers to work From the perspective of state management and schools, it is necessary to strengthen management to create work motivation for secondary school math teachers so that teachers 13 have the motivation to work actively and strongly to develop their Professional Competencies The fifth issue: it is necessary to strengthen the direction to build the environment in secondary schools to become a favorable pedagogical environment, where professional competence development activities of secondary school math teachers take place The sixth issue: in the management work, especially in the management of professional competence development for teachers, it is necessary to pay attention to the assessment of professional competence development activities in secondary schools, teachers Only then can we achieve the final effect of controlling the process of developing Professional Competencies as well as improving the quality of Vocational Competencies of middle school math teachers to meet the requirements of the 2018 GE program 2.6 International experience in teacher development and professional competence for teachers The author of the thesis presents experiences on teacher development and professional competence for teachers in a number of countries, including: 2.6.1 Professional development for teachers in Malaysia 2.6.2 Professional capacity development for teachers in Thailand 2.6.3 Professional development for teachers in Singapore 2.6.4 Professional development for teachers in Korea 2.6.5 Experience in professional development of teachers' professional competence in Japan 2.6.6 Forms of professional development for teachers in some other countries around the world 2.6.7 Lessons learned in developing professional competence for teachers in Vietnam From international experience in Asian countries similar to Vietnam, some lessons can be drawn: Asian countries that develop education all assess the decisive role of teachers' professional competence The content of professional development for teachers is defined as the development of elements in the structure of Professional Competence Diversifying forms and activities of professional development for teachers, in which school-based professional development linked to teachers' practice needs attention Professional development of teachers must come from the teacher's own professional development needs 14 Chapter PROFESSIONAL DEVELOPMENT MANAGEMENT SOLUTION FOR TEAM OF MATH TEACHERS TEACHING MATHES OF HANOI CITY SECTIONS TO MEET THE PROGRAM GENERAL EDUCATION 2018 3.1 Principles of proposing solutions to manage professional capacity development for junior high school math teachers Guaranteed target; Ensure system integrity; Ensure inheritance; Ensuring suitability and specificity; Ensure efficiency 3.2 Solutions to manage and develop professional capacity for math teachers at secondary schools in Hanoi to meet the 2018 general education program 3.2.1 Organize the building of a professional competency framework for junior high school math teachers according to professional standards to meet the 2018 general education program Organizing to build a framework of Professional Competency of Secondary School Math teachers based on the provisions of the High School Teacher Standards and the requirements of the 2018 General Education Program is the basis for the lower school principals and management agencies to implement the following contents: content of the management process of developing Professional Competency for the team of Middle School Math teachers 3.2.2 Organize training to improve professional capacity for junior high school math teachers to meet the requirements of the 2018 general education program The purpose of the measure is to provide knowledge, pedagogical skills, and professional attitudes so as to improve the Professional Competencies of the secondary school math teachers, thereby performing well the teaching and educational tasks in the school meet the 2018 GDPT program 3.2.3 Directing and focusing resources on professional development for junior high school math teachers to meet the requirements of the 2018 general education program The purpose of the measure is to implement the plan and effectively implement the training and retraining plan; building a team of junior high school math teachers to develop comprehensive capacity, ensure quality and structure, to meet the teaching and educational goals of the 2018 GDPR program, which requires fundamental and comprehensive innovation in education 3.2.4 Motivation to develop professional capacity for junior high school math teachers to meet the requirements of the 2018 general education program Creating motivation to develop Professional Competency for Math teachers in order to improve the quality of teaching and educational work in 15 schools, ensuring long-term and sustainable effectiveness in the process of managing and developing Professional Competencies for teachers The team of secondary school math teachers meet the 2018 GET program 3.2.5 Examine, evaluate and reasonably adjust the professional capacity development for junior high school math teachers to meet the requirements of the 2018 general education program Examining and evaluating to create a scientific and practical basis for the Middle School Principal to assign appropriate and effective labor based on the results of each teacher's Professional Competency development; At the same time, it is the basis for implementing the democratic, transparent, fair and political regime, adjusting and bringing the professional capacity development to the team of Math teachers to the highest efficiency 3.2.6 Building a favorable environment for professional development of secondary school math teachers in the spirit of learning organization Building the school's internal environment, including a system of regulatory documents, concretizing mechanisms and policies; conditions of facilities and equipment to create favorable conditions for the development of professional competence of secondary school math teachers in order to create the most favorable conditions for junior high school math teachers to develop personal professional competencies, meet meet teaching and educational requirements 3.3 The relationship between professional capacity development management solutions for middle school math teachers in Hanoi to meet the 2018 general education program The solutions have a close organic relationship, interact and complement each other For the Hanoi city area, these solutions are also influenced by regional cultural characteristics Therefore, the management and development of Professional Competency for the team of junior high school math teachers must pay attention to flexibly apply solutions suitable for each specific time, with the conditions of each secondary school in favorable areas, few advantages and disadvantages in the city 3.4 Testing solutions to manage professional capacity development for junior high school math teachers in Hanoi to meet the 2018 general education program 3.4.1 Some general questions about testing The selected sample of test subjects included 315 administrators of the Department of Education and Training, the Department of Education and Training, lecturers specializing in mathematics at universities, administrators and teachers of mathematics in secondary schools in the city Hanoi street 16 3.4.2 Test results Table 3.4 Correlation between the necessity and feasibility of management solutions to develop Professional Competency for the contingent of math teachers in Hanoi city to meet the 2018 GET program No Management solution Organize the development of a framework of Professional Competency of Secondary School Math teachers according to professional standards to meet the the General Education Program 2018 Organize refresher courses to improve Professional Competency for the team of Middle School Math teachers to meet the requirements of the 2018 General Education Program Directing and focusing on resources to develop Professional Competency for the team of Middle School Math teachers to meet the requirements of the 2018 General Education Program Motivating the development of Professional Competencies for Middle School Math teachers to meet the requirements of the 2018 general education program Check, evaluate and reasonably adjust the professional capacity development for the team of junior high school math teachers to meet the requirements of the 2018 general education program Building a favorable environment for the development of Foreign Language Competency of Middle School Math teachers in the spirit of learning organization Average point Necessarity Feasibility X Level X Level 3,77 3,63 3.69 3.74 3.68 3.46 3.66 3.66 3.60 3.49 3.57 3.40 3.66 3.56 The solutions to manage and develop Professional Competency for the team of Middle School Math teachers have been assessed by the test subjects as very necessary (X = 3.66) and very feasible (X = 3.56) To confirm the relationship, the thesis uses the Spiecman hierarchical correlation coefficient r = 1to calculate Result r +0.60 Conclusion: the positive, relatively close correlation means that the solutions to manage and develop Professional Competency for the contingent of junior high 17 school math teachers have a relatively appropriate level of urgency and feasibility, such as the solution: Training organization to improve the Professional Competency for the contingent of junior high school math teachers to meet the requirements of the general education program, with the necessary level X = 3.69 ranked 2/6 and feasible X = 3.74 ranked 1st /6 3.5 Experimental measures to manage professional capacity development for junior high school math teachers in Hanoi to meet the 2018 GDT program 3.5.1 Basis for selection of test solutions The thesis organizes a trial to confirm the effectiveness of the solution: "Organize professional capacity building for junior high school math teachers to meet the requirements of the 2018 general education program" 3.5.2 Test purpose The purpose of the experiment is to confirm the effectiveness of the solution: "Organize professional capacity building for junior high school math teachers to meet the requirements of the general education program" in improving the quality of teachers in secondary school math, thereby improving the quality of math teaching in schools, meeting the current educational innovation requirements 3.5.3 Test hypothesis If applying the management solution: "Organizing professional capacity building for junior high school math teachers to meet the requirements of the general education program", it will improve the capacity of math teachers lower secondary schools, thereby improving the quality of math lessons in schools 3.5.4 Prototype and test site The experiment in the thesis was conducted in the form of a group test before and after the experiment The experimental group includes: 55 teachers working in secondary schools: 1/ Thang Long and Ba Dinh Secondary Schools; 2/ Nghia Tan Secondary School, Cau Giay; 3/ Trung Vuong Secondary School, Hoan Kiem; 4/ Le Loi Secondary School, Ha Dong; 5/ Ba Trai Secondary School, Ba Vi; 6/ Dai Xuyen Secondary School, Phu Xuyen; 7/ Secondary School in Phuc Tho town, Phuc Tho 3.5.3 Standards and test rating scale 3.5.3.1 Evaluation Criteria * Indicator 1: The level of achievement in teaching skills of middle school math teachers - Skill 1: Skill in using teaching methods, means and forms 18 ... working in secondary schools: 1/ Thang Long and Ba Dinh Secondary Schools; 2/ Nghia Tan Secondary School, Cau Giay; 3/ Trung Vuong Secondary School, Hoan Kiem; 4/ Le Loi Secondary School, Ha Dong;... secondary school teachers: Researching legal documents on secondary school teachers and managing the development of secondary school math teachers; Analysis of the current state of state capacity... Number of structure, middle school math teachers According to statistics from the Ministry of Education and Training, in the 2018- 2019 school year, the number of secondary school math teachers in Hanoi