8 tom tat luan an tieng anh ha nguyen bao khuyen

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF EDUCATION HÀ NGUYỄN BẢO KHUYÊN MANAGING TEACHING ACTIVITIES IN HIGH SCHOOLS OF LAM DONG PROVINCE ACCORDING TO THE APPROACH OF TOTAL QUALITY MANAGEMENT MAJOR: EDUCATIONAL MANAGEMENT CODE: 62 14 01 14 SUMMARY OF DOCTORAL THESIS IN EDUCATION SCIENCE Hồ Chí Minh City, 2022 The thesis was conducted and completed at Ho Chi Minh city University of Education Scientific Instructors: Dr Vu Lan Huong Dr Pham Bich Thuy Reviewer 1: Prof Đỗ Văn Đoạt Reviewer 2: Prof Trần Văn Đạt Reviewer 3: Prof Nguyễn Thị Thúy Dung The Thesis will be defended before the Thesis Assessment Committee of the University at ………………………………………………… Time:……………… Date:…………………………………… The Thesis can be found at - National library of Vietnam - HCM city University of Education’s Library - General Sciences Library of HCM City INTRODUCTION Reasons for choosing the topic Today, with the rapid development of science and technology along with the developing economy, demand for learning has been increasing that leads to diversed learning goals One of the current modern management approaches is the total quality management (TQM) approach with the priority that meets the needs of customers and focuss on building a quality culture For high schools in Lam Dong province, although the management staff and teachers have made great efforts in carrying out school managements and teaching process, the results is not as good as what they have expected with few creations, not much attention on students, or teaching purposes.The objectives of teaching activities for high school students have not been focused The management of teaching activities according to input, process and output management has not been paid attention to In addition, the construction of a quality culture has not been widely disseminated to managers and teachers In order to understand the theoretical knowledge of managing teaching activities according to TQM approach in high schools, study the reality of teaching activities management in high schools in Lam Dong province and suggest the measures that help to manage teaching activities effectively, the author conducts a research on the topic: " Managing teaching activities in high schools of Lam Dong province according to the approach of Total Quality Management ” Research purpose On the basis of theoretical research on managing teaching activities in high schools according to TQM approach, evaluate the reality of teaching activities management in high schools in Lam Dong province and propose effective measures for managing teaching activities in high schools of Lam Dong province Research subjects and objects 3.1 Research object Teaching activities in high schools 3.2 Research subject Managing teaching activities in high schools of Lam Dong province according to the approach of total quality management Scientific hypothesis The management of teaching activities in high schools in Lam Dong province according to the approach of total quality management has achieved certain results such as: the school administrators have initially become aware of the TQM management approach, encouraging innovate management methods as well as teaching methods in schools, focusing on the goals of teaching activities for high school students However, this process still have some limitations such as not having a synchronous implementation among all the school staff on managing teaching activities according to TQM approach, not fully implementing the steps of Planning, Organizing Implement, Check and Improve the input, process and output management for teaching activities If the theoretical basis for the management of teaching activities in high schools according to TQM approach is defined, assessment for management of teaching activities according to TQM approach is conducted, effective propasal can be stated to improve the management of teaching activities according to TQM approach in high schools of Lam Dong province Research mission 5.1 Systematize and develop the theoretical basis for the management of teaching activities in high schools according to the approach of total quality management 5.2 Evaluation the reality of managing teaching activities in high schools of Lam Dong province according to the approach of total quality management 5.3 Proposing measures to manage effectively teaching activities in high schools of Lam Dong province according to the approach of total quality management 5.4 Test the necessity and feasibility of the proposed measures and conduct part of one proposed measure Limit and scope of research 6.1 Research content: Management of teaching activities in high schools of Lam Dong province according to the approach of total quality management 6.2 Survey object: - Subjects of the reality survey: Managers, teachers and students in high schools in Lam Dong province - Subjects of testing and experimental measures: Managers, teachers in high schools of Lam Dong province Approaches and research methods 7.1.Approach methods 7.1.1 Systematic approach: consider the problems posed in a comprehensive, multifaceted, multi-relationship in the state of movement and development, thereby find out the relationship of the object research with other objects and phenomena 7.1.2 Historical approach: study the entire development of the research subject; detect the inevitable development laws of the object Information related to the research problem is collected according to historical developments The author inherits the results achieved by previous researchers, analyzes and compares the development process of management activities to get a correct and appropriate judgment 7.1.3 Practical approach: basing on the reality of managing high schools in Lam Dong province The proposed measure is considered in terms of its suitability with local conditions to ensure its necessity, feasibility and effectiveness 7.1.4 Total Quality Management Approach: the main approach of the thesis which is used to conduct research on management teaching activities in high schools The author uses the PDCA model to manage teaching activities with four steps: planning (P), organizing implementation (D), checking (C) and improvement (A) for the management of the elements of the teaching activities such as input, process and the output of the teaching activities in parallel with the quality culture management 7.2 Research Methods 7.2.1 Theoretical research methods: analyze, synthesize and generalize researches on TQM in general and management of teaching activities in high schools according to TQM in particular, then establish a theoretical basis for the study of the problem 7.2.2 Practical research methods 7.2.2.1 Questionnaire survey method Develop questionnaires and interview principals, vice principals, team leaders, teachers and students; organize a survey to find out information on the current state of teaching activities and managing this activities in high schools; investigate the necessity and feasibility of the proposed measures 7.2.2.2 Deep interview method Interview managers and teachers at high schools in Lam Dong province through communication with a set of interview questions related to the contents of the questionnaire 7.2.2.3 Product research method Study plans and reports on teaching activities management: organization plan, teaching plans, training profile,; reports on activities of schools and professional groups; results of assessment of teaching activities e.t.c… 7.2.2.4 Experimental method Implement measures to improve the efficiency of output management through supporting students' learning by training activities for teachers of Dong Da High School and build criteria for evaluating teaching activities as well as assessing students' ability after studying Math and English 7.2.2.5 Analyzing survey data methods * Processing survey data by questionnaire: use SPSS , Excel programs for processing and statistical analysis in order to evaluate quantitatively and qualitatively, and to ensure the reliability of the results obtained The parameters and statistical operations used in this study are descriptive statistical analysis and inferential statistical analysis *Processing data from deep interviews: interview data is recorded in writing, content is analyzed to classify ideas, some content will be quoted verbatim in necessary cases Interview information is used for comparison to clarify the survey results * Processing data from real products and activities: studying the content of plans, reports of schools and professional groups; teacher's lesson plan, compare with interview results Arguments to be defended, scientific and practical significance 8.1 Arguments to be defended Managing teaching activities in high schools according to the approach of total quality management is a modern management method, in line with the development trend of management science in the world, contributing to improving management efficiency to meet the requirements of educational innovation Although teaching activities management according to TQM approach in high schools of Lam Dong province in recent years has partly met the requirements of educational innovation, there are many limitations such as: Planning, Organizing, Executing, Checking and Improving the input, process and output management of teaching activities combined with implementing the construction of the quality culture or build “learning organization” Measures to manage teaching activities in high schools in Lam Dong province according to the approach of total quality management are proposed 9.New contributions of the Thesis The thesis has systematized and perfected some concepts; proposed theory on Management of teaching activities in high schools according to TQM approach with specific elements of input management, process management and output management From the model of teaching activities and management of teaching activities in high schools according to TQM approach, the necessary elements in managing teaching activities have been listed clearly in detail, which is very convenient for administrators to apply and monitor their high schools In addition, the process of input management, process management, and output management of teaching activities is shown specifically in steps (1) Planning, (2) Doing/ Implementation, (3) Checking and (4) Acting Furthemore, the thesis has stated the theoretical basis of the quality culture in schools associated with building a "learning organization", concretizing management activities associated with building and developing a quality culture The research results of the thesis have generalized the reality of managing teaching activities of high schools in Lam Dong province according to TQM approach, thereby identifying limitations and causes The author of the thesis has proposed a system of measures to manage teaching activities in high schools in Lam Dong province based on a theoretical framework according to TQM approach, which is urgent, effective, and meet the requirements of educational innovation The thesis has proposed a sample criteria for evaluating teaching activities of teachers and assessing students' ability that they can achieve after studying Math and English The suggested criteria can help building another assessment criteria for different subjects taught at highschool recently 10 Structure of the thesis Chapter 1: Theoretical basis for managing teaching activities in high schools according to the approach of total quality management Chapter 2: Reality of managing teaching activities in high schools in Lam Dong province, approaching total quality management Chapter 3: Measures to manage teaching activities in high schools in Lam Dong province, approaching total quality management CHAPTER THEORETICAL BASIS ON MANAGING TEACHING ACTIVITIES IN HIGH SCHOOL ACCORDING TO THE APPROACH OF TOTAL QUALITY MANAGEMENT 1.1 Topic overview 1.1.1 Studies on teaching activities in high schools Lee and Yeap (2003) proposed a model of teaching and learning in which learners provide feedback for continuous improvement in refining, designing and redesigning the teaching and learning process Teachers have almost mastered the elements for teaching activities, so they can quickly recognize the difficulties of learners to have appropriate solutions.The quality improvement process can be implemented based on Deming's cycle (Plan-Do-Check-Act): identifying defects and discrepancies from learner feedback; analyzing the teaching process of teachers; quality improvement action plan; performing activities and assessing student satisfaction Learners have to learn on their own and think, solve problems creatively and work in groups “The new educational trend is treaching individual such as: Students have achieved a high level of academic excellence; all learners reach their full potential Learners are equipped with the knowledge, skills and ability to succeed in this changing world” (Delorenzo et al., 2009, p 215) Dang Thanh Hung (2002) stated that teaching activity is one of the important components of the teaching process and three principles of the modern teaching process include interaction between teaching activities with learners and teaching content; teachers and learners’ participation Phan Trong Ngo (2005) gave functions of teaching activities including orientation; commission; stimulation, motivation; help and advice; organize learners' learning activities; control and evaluate adjustment functions 1.1.2 Managing teaching activities in high schools according to total quality management approach Blandford (2005) argues that TQM includes elements such as leadership, information analysis, benchmarking, strategic planning, human resource development, quality results, product quality assurance, service and customer satisfaction Lynch ( 2012) have revealed new management trends: school leaders need to develop skills to improve the educational environment, such as the ability to set up a mission; working skills in changing organization, cooperation skills; overall thinking skills; ability to identify and clarify the relationship between theory and practice Larina (2015) has concretized the TQM activities that need to be applied in schools as all activities must be continuously improved, which requires understanding learners' needs and continuously improving processes and systems Bunglowala and Asthana (2016) said that applying TQM approach with PDCA process (Plan -Do -Check Act) into the teaching process requires school members to follow the steps: planning, implementation, inspection and improvement Nguyen Duc Chinh (2003) has analyzed in detail the perspectives of quality assessment through the quality of "input", "output", "added value", "academic value", "organizational culture", “private authority” Bui Minh Hien, Vu Ngoc Hai, Dang Quoc Bao (2006) have determined the quality of education according to the quality of the learning environment; input; learning process and learning outcomes.Tran Kiem (2012) has raised the basic issues of educational management science with definitions of educational management at macro and micro level, elements of educational management 1.2 The basic concepts 1.2.1 Teaching activities in high school Teaching activities in high schools are the participation and interaction of teachers and students with the input, process and output components of teaching activities in order to form and develop students' core competences and abilities that meet the educational goals as well as prepare students with the necessary competencies to enter the labor market or study at the college or university level 1.2.2 Managing teaching activities in high schools Management of educational activities in high school is the impact of management subjects on teaching activities of teachers and students' learning combined with resources inside and outside the school in order to form and develop students' core abilities and competencies that meet the educational objectives while preparing students for joining the labor market or vocational training 1.2.3 Managing teaching activities in high schools according to total quality management approach Managing teaching activities in high schools according to the approach of total quality management is the management activities of the management subjects for the input, process, and output management of teaching activities, following the steps of Planning, Implementing, Checking, and Improving in combination with building a quality culture to achieve the goal of developing the high school students’ abilities and competences 1.3 Teaching activities in high school Figure Model of teaching activities in high school 1.3.1 Inputs of teaching activities : Teaching activities in high schools need to ensure the following input factors: implement, arrange and distribute teaching programs which intend to develope students' ability and competences; ensure the quality of the teaching staff; facilities, equipment for teaching and the quality of the entrance admission 1.3.2 Teaching process: includes the following main components: Teaching and learning that helps to develop students' abilities and competences; examine and evaluate the learning process of students; cooperation between schools and parents 1.3.3 Outputs of teaching activities : Evaluation of outputs, recognition of program completion; supporting students to take high school graduation exams and enroll in colleges and universities; collecting student feedback on teaching quality 1.4 Managing teaching activities in high schools according to the approach of total quality management Figure Management model of teaching activities in high schools according to TQM 10 between the school and parents 1.4.2.4 Acting: identify the limitations in the process of organizing teaching activities, inspection activities, evaluation and coordination with parents; then identify the cause, propose improvement plans 1.4.3 Output Management 1.4.3.1 Planning: The school determines the goals to be achieved by students when completing the study program; make a plan to evaluate the output, recognize the completion of the teaching program of each school year Make a career guidance plan for students; plan to support students to graduate and enroll in colleges and universities The school develops a plan to collect and process feedback on teaching quality 1.4.3.2 Doing: The school organizes output assessment, recognizes the completion of the teaching program according to the school year plan Organizing, supporting activities for grade 12 students to prepare for high school graduation exams and admission to colleges and universities Collect and process information about teaching programs, teaching quality and educational activities 1.4.3.3 Checking: the school checks the assessment of outputs, the goal achievement; checking activities to support students in high school graduation exams and admission to colleges and universities; examine and evaluate the effectiveness of the collected contents and methods of information processing on teaching quality 1.4.3.4 Acting: Analyze the limitations of the management and assessment of student outcomes; discuss solutions to overcome difficulties and improve Adjust the content and methods of collecting and processing information on teaching quality in order to achieve efficiency and set goals 1.4 Building and implementing quality culture in schools 1.4.4.1 Requirements for building a"learning organization": defining the school's mission as a highly developed cultural environment, all activities are aimed at learners with core values at work , behavioral relations; promote the spirit of solidarity and high unity in activities; encourage and create conditions for teachers to experiment with innovations; democratic implementation 1.4.4.2 Management content and process of building a "learning organization" in high schools: determining the vision and strategy of the school's development at each stage, all members participating in the development of an action plan The school builds an organizational structure based on responsibility and decentralization; establish an appropriate mechanism with autonomy in teaching quality and continuous improvement Implement action programs to attract everyone 11 to participate and promote teachers and students to self-study, selfimprove and scientific research The school conducts assessment and improvement to build a quality culture 1.5 Factors affecting the management of teaching activities according to the total quality management approach 1.5.1 The constant change and development of science, technology and social economic life requires administrators and departments in the school to quickly keep up with changes, always update the development of science and technology to promptly grasp the needs of students, the requirements of society for educational products (Vu Lan Huong , 2017) 1.5.2 Leadership and management skills : The system and the management departments need to have the capacity to anticipate, plan and lead effective teaching activities in the context of rapidly changing society Managers must have a reasonable organizational method, quick decision-making, and confrontation; motivate and inspire others 1.5 Competence of teachers : modern teaching method requires teachers with high professional and pedagogical qualifications, creative and sensitive minds (Tran Thi Huong, 2012) In addition, teachers need to be equipped with competences and assessment skills that meet the innovation of teaching methods Teachers must have a certain understanding of occupational groups in society in order to orient students' careers 1.5.4 Resources inside and outside the school : the management team focuses on maximizing the resources inside and outside the school to serve teaching activities with high efficiency such as promoting the professional forte of teachers; invest and upgradefacilities; take advantage of the local economic, cultural and social advantages *Synthesis of theoretical framework From the theoretical basis studied, the thesis author proposes a theoretical framework for the management of teaching activities in high schools according to the specific overall quality management approach as follows 12 Figure Theoretical framework on Management of teaching activities in high schools according to TQM approach Conclusion for chapter From the overview of the research topic, the author has come up with some concepts of teaching activities in high schools according to TQM, management of teaching activities in high schools according to TQM such as input, process and output management Planning, Doing, Checking and Acting in combination with the implementation of quality culture in schools in order to achieve the goal of developing the learner’s abilities and competences as required goal In addition, the author has systematized the theoretical basis for the management of teaching activities in high schools according to TQM as well as provided a model of teaching activities management which fully reflects the content and management process The thesis also gives the factors that affects the management of teaching activities according to TQM approach 13 CHAPTER THE REALITY OF MANAGEMENT OF TEACHING ACTIVITIES IN HIGH SCHOOL OF LAM DONG PROVINCE ACCORDING TO THE APPROACH OF TOTAL QUALITY MANAGEMENT 2.1 Overview of high schools in Lam Dong province Lam Dong province is located in the south of the Central Highlands, including cities and 10 towns with an area of 9,783.3 km and a population of 1,415.9 thousand people Educational activities have always received the attention of leaders, managers and local people In the 2019-2020 school year, Lam Dong province has 58 high schools with 41,785 students There are 162 managers; 3423 teachers and staff In order to assess the reality of teaching activities management according to TQM approach in high schools of Lam Dong province, the author has built a questionnaire and conducted a survey in 21 high schools with 161 managers who are principals, vice principals, heads of departments, 633 teachers, and 1976 students The author uses Likert's 5-level scale to quantify the results 2.2 Reality of TQM teaching activities in high schools of Lam Dong 2.2.1 Input: the majority of administrators and teachers have done quite often the determination of teaching objectives (M=3.97 , 3.82), program arrangement and lessons design, using appropriate teaching methods (M=4 05 , 3.97) The teaching staff have ensured the quantity, structure and organize teaching activities (M = 68 , 3.98, 3.97) In addition, the training of staff to meet the requirements of implementing innovation in teaching methods is carried out asymptotically very often (M=4.0) Equipment, finance for teaching have been paid attention to, and implemented at a fairly good level (M=3.88, 3.8 ,3.79) Enrollment at the beginning of the school year is done quite often (M=3.85, 3.95, 3.75) 2.2.2 Process: Teaching activities focus on forming and developing the abilities and competences of learners (M=3.72 →3.76) Extracurricular activities, experiences, and practice are not highly rated (M=3.71, 3.62, 3.56) In-depth interviews with teachers and administrators about extracurricular activities and experiences showed that the school faced difficulties in funding, time and organizational form The examination and assessment in the direction of developing learners' competences is quite frequent (M=3.94, 3.98, 3.76) The coordination between the school and parents is done quite often (M=3.96, 3.85) 2.2.3 Outputs: The assessment of outputs and recognition of completion of the teaching program are performed asymptotically by schools very often (M=3.94, 4.00, 3.83) Educational activities to develop soft skills for students, moral education are carried out very often (M=4.06, 14 4.03.4.09) Career guidance for students has not really been focused on M=3.36 →3.62 The collection of feedback on the quality of teaching has not been focused (M=3.53 →3.65) 2.3 Reality of teaching management in high schools in Lam Dong accoding to TQM approach 2.3.1.Input management 2.3.1.1 Planning: The input management planning is done in high schools approaching the level very often (M=3.91, 3.84) The identification of goals to be achieved and the arrangement, design of programs, contents, and teaching methods are done at a fairly regular rate (M=3.69 →3.76) The school has paid attention to doing well the planning of management to ensure the quality of teachers (M=4.00, 3.93) 2.3.1.2 Doing: Contents of input management of teaching activities are implemented very often such as implementation management, distribution arrangement of teaching programs (M=4.04, 3,97); Management ensures the quality of the teaching staff (M=4.04, 3.98) The management of equipment and finance is done quite often (M=3.88, 3.87) 2.3.1.3 Checking: The inspection of construction, arrangement and distribution of teaching programs is evaluated to be performed at a lower level than the remaining contents (M=3.78) ) The schools have checked the activities to ensure the quality of the staff, the structure of the teachers The inspection and management to ensure equipment, finance, check enrollment records are carried out periodically 2.3.1.4 Acting: Improvement activities very often for the management of teaching program distribution arrangement; Management ensures the quality of teaching staff, administrative staff, equipment and finance for teaching activities (M=3.74 →4.01) However, the improvement of admissions management ensures the quality of the input at M=3.75, 3.74 2.3.2 Process management 2.3.2.1 Planning: The school has paid attention to planning the organization of teaching activities approaching a very regular level with teaching activities and assessment management (M=3.84 →4.01 ) The content of testing and evaluation in the teaching process is also planned with the determination of objectives, content, methods, requirements to follow the teaching content (M=3.84) The school has made a management plan to build a cooperative relationship between the school and parents 2.3.2.2 Doing: The organization of teaching activities is performed by management staff and teachers asymptotically very often (M=3.90 →3.97) Management of examination and evaluation to meet studens’ 15 abilities and competences is carried out according to the schedule; The content ensures checking and assessing the progress of students' ability and quality The cooperative relationship between schools and parents has been implemented (M=3.76, 3.83) 2.3.2.3 Checking: Management staff and teachers have checked and evaluated the organization of teaching activities approaching a very regular level (M=3.90 →3.97) Method innovation activities are also checked very often by the school (M=4.10) However, the set of criteria to evaluate the effectiveness of teaching activities has not been constructed and implemented(M=3.70, 3.72) 2.3.3.4 Acting: The improvement of teaching activities at a fairly regular level such as management of teaching activities, testing and evaluation learners’ competences and abilities (M= 3.81 →3.88) Teachers assessed improvement of management and building of the cooperative relationship between the school and parents reached a regular level (M=3.57) 2.3.3 Output Management 2.3.3.1 Planning: The planning of management, assessment of outputs, recognition of completion of the teaching program is done quite often (M=3.89, 3.94) The school has a plan to support students with graduation exams and admission to universities and colleges (M=3.72 →3.99) However, the identification of students ' needs and difficulties in the process of studying for the high school graduation exam and enrollment in universities and colleges is lower than the content mentioned above (M=3.65, 3.64) ; The planning and organization of career guidance and enrollment counseling activities have not been paid much attention, only reaching M=3.52, 3.66 2.3.3.2 Doing: Students achieve the required output results The school regularly reviews and consolidates knowledge to prepare students for the high school graduation exam (M=4.09) However, career guidance for students has not been really focused, only reaching M=3.77, 3.65 The activities of collecting, processing information, setting up an information channel to collect opinions on the quality of students studying at universities and colleges are done at M=3.53 →3.62 2.3.3.3 Checking: The examination in the content of output assessment, recognition of completion of the study program is done very often (M=4.01, 3.91) In addition, the review and knowledge consolidation for students preparing for the high school graduation exam is also paid attention and checked regularly (M=4.02, 3.90) However, the examination of career guidance activities for students; Checking the collection and processing of information on teaching quality from 16 students was done only at M=3.70 →3.76 2.3.3.4 Acting: the improvement of supporting students for graduation exams and university and college admissions approaches very often (M=4.04, 3.90) However, the improvement of output assessment, recognition of completion of the study program and improvement of the collection and processing of information on teaching quality from students are done at M=3.74, M=3.62 2.3.5 Reality of implementing quality culture in high schools according to TQM 2.3.5.1 Determining the requirements to build a quality culture: The school's mission is defined and disseminated to administrators and teachers on a very regular basis The members had a high attitude and responsibility in performing their work as well as communicating properly and closely coordinating with colleagues, parents and students Teachers and students have actively and voluntarily implemented teaching activities 2.3.5.2 Content and Management Process to build a “learning organization” in schools: Most schools have developed a strategic plan for quality assurance and created consensus among all members The school's mission and development strategy is communicated to its members Qualiry culture is also expressed through decentralization, departments are able to independently perform tasks and ensure quality, continuously improvement (M=3.99, 3.98) Management staff and teachers have well performed innovation activities, experimenting with innovations in teaching activities, fostering teachers, organizing solidarity and good coordination in performing tasks (M=4.00 →4.12) The school has developed and issued criteria for evaluating teaching quality in emulation and commendation (M=3.93, 3.91) 2.4 Reality of factors affecting the management of teaching activities according to TQM The survey results of administrators, teachers, and students on factors affecting the management of teaching activities according to TQM show that the management of teaching activities is influenced but not significantly ( M = 2.63 →3.41) by factors such as (1) constant change and development of science and technology and socio-economic life ; (2) leadership and management capacity; (3) the capacity of the teaching staff; (4) resources inside and outside the school 2.5 Assessment the reality of teaching management in high schools in Lam Dong province according to TQM 2.5.1 Advantages: The process of managing teaching activities according to TQM with steps of planning, doing, checking and acting 17 and basic improvements are made in the contents of input, process and output management The departments have determined the mission, vision, and values of the school, developed an activity management plan to ensure the quality of staff, facilities, equipment, and finance for teaching activities The subjects that manage teaching activities have organized teaching activities to develop student’s abilities and competences Coordination activities between schools and parents in organizing the teaching process are also carried out The output evaluation content is well done.The contents of implementing quality culture have been implemented in schools 2.5.2 Limitations: the inspection and improvement of teacher training activities; The improvement of enrollment to ensure the quality of input has not been really focused The identification of goals to be achieved for teaching activities in the direction of developing students' abilities and ompetences is carried out at a low level The planning to test and evaluate students' self-study activities as well as the plan to build a cooperative relationship with parents is implemented but only at low level Measures to improve a cooperative relationship between schools and parents have not been focused on Supporting students in learning as well as implementing career orientation activities has not been paid attention The implementation of quality culture among students is as low as the awareness of the school's mission; learning attitude, responsibility behavior, self-study is still low Conclusion for chapter Surveying the reality of teaching activities and management of teaching activities in high schools in Lam Dong according to TQM approach gives good results Teaching activities aim to achieve the goals required by the 2018 educational program The management of teaching activities according to the steps of input, process, output management has been done by the school's members The contents of the quality culture have been implemented in schools However, the management of teaching activities still has some limitations such as not focusing on training staff, not focusing on the goals of teaching activities; Teaching activities aimed at developing the abilities and competences of learners, extracurricular activities, and experiences have been implemented, but with low effectiveness In addition, students have not received much support from teachers in the learning process, and the implementation of high school culture of students is still limited 18 CHAPTER MEASURES FOR MANAGEMENT OF TEACHING ACTIVITIES IN HIGH SCHOOL OF LAM DONG PROVINCE ACCORDING TO THE APPROACH OF TOTAL QUALITY MANAGEMENT 3.1 Principles of establishing measures 3.1.1 Ensuring scientificity Proposing measures based on scientific thesis, synthesizinf theory combined with practical management of teaching activities in high schools Measures have a logical relationship, impact and support each other 3.1.2 Ensurinf feasibility : the proposed measures must be associated with the performance capacity of students, teachers and administrators, as well as the school's facilities and teaching equipment 3.1.3 Ensuring inheritance : The proposed measures are based on science, the practice of activities that have been implemented before so that the implementer does not take much time to learn 3.1.4 Ensuring effectiveness : Measures to manage teaching activities according to TQM in high schools must be effective in order to improve the quality of teaching activities management in schools 3.1.5 Ensuring uniformity: The teaching activities management measures ensure that the school implements synchronous measures 3.1.6 Ensuring TQM perspectives: Measures proposed from TQM perspective are implemented in the following steps: planning, organizing, checking and improving 3.2 Measures to manage teaching activities in high schools in Lam Dong province according to the approach of total quality management 3.2.1 Improve planning to manage teaching activities Principals identify short-term and long-term goals that school needs to achieve in the development stages The system organizes for teachers and students to participate in defining and building the mission and vision of the school in each school year In the process of organizing and implementing, the departments regularly check the teaching activities, evaluate the achievements of the activities compared to the set goals The school regularly renews the form of propaganda for teachers and students about the school's development goals, the goals of the teaching activities 3.2 Improve the effectiveness of training teachers Principal surveyed the needs and made a plan for thematic training to improve the quality of the staff Department develops a plan to implement teacher training activities Principal organizes training and equips teachers with necessary knowledge about competency framework and student quality; ways of assessing learners, the ability to collect and 19 process information from the results of teaching activities; training to improve IT application capacity; conducts thematic innovation of methods and difficult lessons The school checks the teacher's participation in training activities, evaluates the results of teaching activities of teachers after being trained 3.2.3 Promote the quality of teaching management to develop learners’ abilities and competences Management staff plan to organize practical experience activities, field trips, competitions inside and outside the school The school organizes for students to visit and learn about production and business establishments The school organizes competitions such as scientific and technical research, robot design, manufacturing activities Teaching activities need to be designed so that students have to self-study, explore deeply, relate or apply learned knowledge to life, and solve practical problems The principal checked the progress of implementing the activities Management staff evaluate the quality and effectiveness after finishing the activities 3.2.4 Improve the efficiency of output management through supporting student learning Principals make plans to foster teachers' knowledge of psychophysiology at students' ages, learning methods are suitable to students' personalities; a plan to build a set of criteria for evaluating the results of teaching activities of teachers and students' competences after studying the subject The school builds a set of criteria to evaluate the results of teaching activities and evaluates students' ability to achieve Teachers help students determine learning goals to be achieved, support students to make study plans; Remind students to implement the plan Teachers focus on assessment by competences; record student progress Principal check the quality of teacher training activities; examine and evaluate the construction and use of a set of criteria for evaluating teaching activities of teachers and assessing students' capacity 3.2.5 Renovate the organization of career guidance activities to promote the efficiency of output management Pprincipal makes a plan for career guidance; plans to organize teaching activities with the integration of career-oriented content The school cooperates with colleges and universities to organize counseling and introduce students to the characteristics and requirements of majors, development trends or practical application of training disciplines in the industry Teachers organize activities to integrate subject teaching with the introduction of occupational groups Teachers guide students to conduct personality test content, the match between individual capacity 20 and occupational groups Manager checks the implementation of career guidance The school improves and innovates attractive career orientation activities to attract students 3.2.6 Organize the effective implementation of the quality culture in the school Management staff plan to organize activities to develop quality culture The school builds a relationship of solidarity and high unity of its members in defining goals and implementing tasks The departments support each other to overcome difficulties to complete the work Management staff put their trust in departments, empower teachers to actively perform tasks, come up with new solutions in accordance with job characteristics and roles that individuals are undertaking The school develops a scientific and reasonable reward policy for teachers and students with good achievements in teaching activities Management staff regularly improve activities in building school quality culture such as content and form of cultural, educational, sports and arts activities 3.3 Investigate the necessity and feasibility of measures Survey activities through collecting information from questionnaires were carried out at high schools in Lam Dong province 27 managers and 125 teachers were closely monitored to determine the necessity and feasibility of the proposed measures The results show that all measures are assessed as feasible and necessary or very necessary 3.4 Experiment a method of managing teaching activities with total quality management approach 3.4.1 The reason: The survey results show that students' performance improvement in learning activities is only average Teachers not have a tool to evaluate teaching activities, students not have a tool to assess their competences after studying the subject Therefore, the author chooses experimentally contents in the group of measures to improve the quality of output management of teaching activities through supporting students' learning: (1) Management staff organizes training for teachers on contents related to teaching activities, psychology, learning style of students (2) The professional team together with the teacher develop a set of criteria to help teachers evaluate teaching activities and a set of criteria to help students evaluate the ability achieved after studying the subject 3.4.2 The purpose:to demonstrate the feasibility and practical effectiveness of measures to improve the quality of output management of teaching activities through supporting students to learn in the management of teaching activities at high schools according to TQM approach 21 3.4.3 Experimental measures 3.4.3.1 Description of the experiment : The principal organizes training for teachers on the contents of age psychology, students' learning styles and soft skills training The Math and English team develops a set of criteria for evaluating teaching activities for teachers and assessing students' ability to achieve after studying Math and English using the process: Planning, Doing, Checking, Acting 3.4.3.2 Experimental sample : 32 high school teachers participated in the training; 11 Math teachers and English teachers of Dong Da High School developed and evaluated a set of criteria 3.4.3.3 Experimental time and place : The method was tested in the from August 2020 to January 2021 at Dong Da High School 3.4.3.4 Proceed - Plan to train teachers and build a set of criteria for evaluating teaching activities, assessing students' ability - Deploy the contents, check the implementation progress and quality of the training activities, the process of developing the set of criteria - Organizes assessment of training activities, checks teachers' awareness before and after the training; evaluate the quality of the set of criteria - Organize discussion, propose improvement of training activities and content of some criteria 3.4.4 Measure and verify experimental results • Evaluating the effectiveness of teacher training activities through the results of cognitive tests for teachers conducted before and after participating in the activity Organize the teacher's opinion on the training in levels: (1) Weak, (2) Average, (3) Good, (4) Very Good • Assess the quality of the set of criteria for evaluating teaching activities Survey of teachers to assess the quality Organize for teachers to evaluate the set of criteria according to levels (1) Weak, (2) Average, (3) Good, (4) Very Good 3.4.5 Experimental results: The results of the teacher's test showed a clear change in the teacher's awareness and understanding of the training contents Before the training, 37.5% of teachers had very limited understanding of students' psychology, learning styles of students and methods of training some soft skills for students; 59.37% of teachers have a partial understanding of the training content and only 3.12% of teachers have a relatively clear understanding of the above contents The post-training test showed that 37.5% of teachers had a relatively clear understanding, 46.87% of teachers had a clear understanding and 15.62% (ranked excellent) the 22 number of teachers had a good understanding The results of the teacher's assessment of the management and organization of the training are quite good The contents of training objectives, training program, training methods and organization time and conditions of facilities for training were evaluated at a good level The experimental process has been organized for teachers of Math and English groups to build and complete a set of criteria for evaluating teaching activities for teachers and criteria for assessing students ' ability to achieve after studying the subject The majority of teachers participating in the survey completely agree with the content of evaluating the quality of the set of criteria for evaluating teaching activities for teachers and the set of criteria for assessing students' ability after studying the subject Conclusion for chapter The author has proposed six measures to improve the quality of teaching activities management The survey results show that the proposed measures are necessary and can be implemented in schools Among six measures, the author has selected the measure to improve teachers' capacity in support students to improve the quality of learning activities to conduct experiments The obtained results show that this measure has contributed to improve the quality of learning activities as well as bringing efficiency in the management of teaching activities of the school CONCLUSIONS AND RECOMMENDATIONS Conclusion TQM is applied to many fields, which has been effective in improving the quality of organizations The author of the thesis has assessed and considered the suitability of TQM in teaching activities management in high schools; systematize the theoretical basis of teaching activities management in high schools according to TQM approach; clarify some concepts of teaching activities management in high schools according to TQM approach In addition, the thesis has also presented the process of managing teaching activities according to TQM including planning, doing, checking and acting on input, process and output management of teaching activities From the existing theoretical basis, the author has investigated the reality of teaching activities and management of teaching activities in 21 high schools in Lam Dong province The thesis has proposed measures to improve the effectiveness of the management of teaching activities in high schools according to TQM approach and at the same time collect 23 opinions of management staff and teachers on the necessity and feasibility of the measure Besides, the author has experimented with a practical measure to manage teaching activities in Dong Da High School The initial results obtained have shown the effectiveness in improving management of teaching activities in high schools Recommendation 2.1 For the Ministry of Education and Training : the committee promulgates mechanisms, policies and guidelines for the management of teaching activities according to TQM; fostering management staff, teachers according to TQM approach , building a school quality culture; renovating educational contents and methods in order to equip students with abilities and competences to meet the requirements of the labor market or the colleges and universities; develop a set of criteria to evaluate the quality of teaching activities 2.2 For the Department of Education and Training : guide affiliated units to manage teaching activities of the school according to TQM approach; improve the quality of training for management staff, teachers; increase professional activities on innovation of teaching methods; strengthen the application of information technology and active teaching in order to develop learners' capacity; promote educational activities in order to equip high school students with necessary qualities and competencies to meet the requirements of the labor market 2.3 For high schools: raise the awareness of the staff about the management of teaching activities according to TQM; Management staff are interested in the needs and aspirations of teachers, students and parents in order to develop school development plans and appropriate educational activities; focus on fostering the staff in knowledge and capacity to meet the requirements of teaching activities according to TQM; develop a set of criteria to evaluate the quality of teaching activities of the subjects and effectively implement regular evaluation to propose appropriate measures to improve activities throughout the process of teaching activities management 24 SCIENTIFIC RESEARCH WORK OF THE AUTHOR Ha Nguyen Bao Khuyen (2016) The role of the principal in motivating teachers to improve educational effectiveness in schools Journal of Education Management Science – No 03 (September 2016) – School of Education Administration Officers of Ho Chi Minh City ISSN: 2354-0788- (p 61-p.66) Ha Nguyen Bao Khuyen (2017) Applying Kotter's 8-step model to management and innovation in teaching methods in high schools Proceedings of the National Scientific Conference: Improving the pedagogical capacity of teachers to meet the requirements of reforming the curriculum of education Publishing House Hue University (p.450p.458) Ha Nguyen Bao Khuyen (2018) Applying the total quality management model in school quality management Journal of Education Management Science – No 01 (March 2018) – Ho Chi Minh City School of Education Management Officers ISSN: 2354-0788- (p 42-p.49) Lan Huong, Ha Nguyen Bao Khuyen (2019) Some models of quality management in colleges Proceedings of the Conference: Managing Quality Assurance Activities in Today's Colleges Publishing House SP University Ho Chi Minh City (p.56-p.69) Ha Nguyen Bao Khuyen (2020) Some solutions to promote vocational education activities in high schools to meet the goal of educational innovation Proceedings of the National Scientific Conference: Vocational education and entrepreneurship for high school students in the current context Publishing House Hue University (p.278p.285) Ha Nguyen Bao Khuyen (2020) Reality of teaching activities and management of teaching activities according to TQM in high schools in Lam Dong Proceedings of Science for graduate students and doctoral students at Ho Chi Minh City University of Education in the academic year 2020-2021 Publishing House SP University Ho Chi Minh City (p.252-p.265) Ha Nguyen Bao Khuyen (2021) Some measures contribute to improving the management efficiency of high schools in Lam Dong according to TQM approach Journal of Education Management Science – No 01 (March 3, 2021) – Ho Chi Minh City School of Education Administration Officers ISSN: 2354-0788- (p 77-p.87) Ha Nguyen Bao Khuyen, Vu Lan Huong (2021) Adapting total quality management to manage high schools in Lam Dong province of Vietnam Proceedings of EDULEARN21 Conference – 5th -6th July 2021 Spain ISBN: 978-84-09-31267