VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES TRAN VAN BA MANAGEMENT AND ASSESSMENT OF TEACHING CAPACITY OF TEACHERS OF LANGUAGE HIGH SCHOOLS IN LANG SON PROVINCE IN CURRENT E[.]
VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES TRAN VAN BA MANAGEMENT AND ASSESSMENT OF TEACHING CAPACITY OF TEACHERS OF LANGUAGE HIGH SCHOOLS IN LANG SON PROVINCE IN CURRENT EDUCATION INNOVATION Major: Educational Code: 14 01 14 SUMMARY OF THE THESIS OF DOCTOR OF EDUCATION MANAGEMENT Hanoi, 2023 The project was completed at: GRADUATE ACADEMY OF SOCIAL SCIENCES Scientific instructor: Assoc Prof Dr Nguyen Vu Bich Hien Argument 1: Prof Dr Tran Quoc Thanh Argument 2: Assoc Prof Dr Nguyen Cong Giap Argument 3: Assoc Prof Dr Phan Van Ty The thesis will be defended before the Academy-level Thesis Judging Committee meeting at the Graduate Academy of Social Sciences At the hour, minute, date, 2023 Thesis can be found at the library: - National Library of Vietnam - Library of Graduate Academy of Social Sciences PREAMBLE Urgency of the research problem The new high school education program will be implemented from the school year 2022 - 2023, with the policy of shifting from mainly imparting knowledge and skills to training/creating learners' quality and capacity, requiring teachers to have a important role and very heavy duty Since 2009, the Ministry of Education and Training has issued Circular No 30/2009/TT-Ministry of Education and Training stipulating professional standards for junior high school teachers and high school teachers; Accordingly, teaching competence is one of the standards in the professional standards of teachers and includes many specific criteria By 2018, the Ministry of Education and Training issued Circular No 20/2018/TT-Ministry of Education and Training stipulating the professional standards of high school teachers including 05 standards, many of which are standards and criteria referring to the group of teachers' teaching competence However, in practice, this set of standards still has many shortcomings in using standard teacher assessment Evaluating the teaching capacity of teachers in high schools is an important assessment content in the content of teacher evaluation Facing the current requirements of fundamental and comprehensive renovation of general education, it is very important and necessary to pay attention to the assessment, fostering and development of teaching capacity for high school teachers The assessment of teaching capacity of teachers needs to be substantive, fair and in accordance with regulations to have a basis for assessment, classification, training and retraining after assessment Lang Son is a mountainous, borderline, and difficult province The quality of teachers in general and high school teachers in particular is generally low compared to other localities In recent years, the team of high school teachers in general and high school teachers in Lang Son province in particular, most of them have good citizenship qualities, a sense of responsibility, perseverance, overcoming difficulties for the cause of education, especially those Teachers in ethnic minority areas, mountainous areas, and disadvantaged areas However, the quality of the teaching staff in general does not fully meet the standards and criteria, especially in terms of teaching capacity The renovation issues of teacher evaluation in our country in the current period are a big challenge, especially for mountainous and border areas, where there are many ethnic minority students, socio-economic conditions are still difficult Currently, there are very few official and complete studies on the management and assessment of teaching competence of high school teachers, especially in mountainous areas and northern border areas like Lang province Paint In order to find out the most effective management solutions, in order to contribute to improving the quality and effectiveness of the assessment of teaching capacity of high school teachers as well as contributing to improving the quality of the teaching staff as well as the quality of teaching activities Teaching activities in high schools meet the requirements of implementing the general education program in 2018, the author chooses and researches the topic "Management and assessment of teaching capacity of teachers in high schools in Lang Son province in current context of educational innovation" as the topic of doctoral thesis majoring in Educational Management Research purpose and tasks 2.1 Research purposes On the basis of theoretical research and practice of management and assessment of teaching capacity of high school teachers, the topic proposes to principals of high schools in Lang Son province a number of management solutions to contribute to improving effectively manage this work in the context of fundamental and comprehensive renovation of the current education sector 2.2 Research mission 2.2.1 Overview of research on management and assessment of teaching capacity of high school teachers in the current context of educational innovation 2.2.2 Building a theoretical basis for management and assessment of teaching capacity of high school teachers in the context of current educational innovation 2.2.3 Survey and evaluate the current situation of management and assessment of teaching capacity of teachers in high schools in Lang Son province in the context of current educational innovation 2.2.4 Proposing solutions to manage activities to assess the teaching capacity of teachers at high schools in Lang Son province in the context of current educational innovation 2.2.5 Testing and experimenting the feasibility of activities management solutions to assess the teaching capacity of teachers at high schools in Lang Son province in the context of current educational innovation Research subjects and objects 3.1 Research subjects Management and assessment of teaching capacity of teachers of high schools in Lang Son province in the context of current educational innovation 3.2 Research object 3.2.1 Research object Evaluation of the teaching capacity of high school teachers in the context of current educational innovation 3.2.2 Survey subjects - Managers (leaders of the Department of Education and Training; leaders of the specialized departments of the Department of Education and Training; the Board of Directors and the Head of the High School Professional Team) - Teachers in high schools - High school students 3.2.3 Research location and time Survey of 10 public high schools in Lang Son province and management subjects related to these 10 high schools Research period: research and survey data up to the academic year 2022 - 2023 3.3 Research scope - Limiting the scope of research subjects: Management solutions to assess the teaching capacity of teachers in public high schools in Lang Son province with the management subject being the principal of the high school in relationships with other subjects - Research on the assessment of teachers' teaching capacity associated with the assessment of teachers' professional standards Methodology and research methods 4.1 Research Methodology 4.1.1 Standard approach 4.1.2 Access to capacity 4.1.3 Approach to the theory of human resource management 4.1.4 Approach the evaluation activity process 4.1.5 Access to structural systems 4.1.6 Access to history and practice 4.2 Research Methods 4.2.1 Methods of studying texts and documents 4.2.2 Questionnaire survey method 4.2.3 Method of exchange, in-depth interview 4.2.4 Mathematical statistical methods 4.2.5 Observation method 4.2.6 Methods of testing and testing 4.2.7 Product research method works 4.3 Research question 4.3.1 What is teaching capacity, assessment of teaching capacity, management and assessment of teaching capacity of high school teachers? 4.3.2 What does the management and assessment of teaching competence of high school teachers include? 4.3.3 What is the role of the principal of the high school in managing and assessing the teaching capacity of teachers? 4.3.4 What factors affect the management and assessment of teaching competence of high school teachers? 4.3.5 What is the current situation of management and assessment of teaching capacity of high school teachers in Lang Son province? 4.3.6 To manage and evaluate the teaching capacity of high school teachers, what solutions should the high school principal need to implement? New scientific contributions of the thesis - In terms of theory: On the basis of an overview of related research works, the thesis has explicitly analyzed and systematized concepts and terms related to the management of teaching competence assessment activities of the university High School Teacher The theoretical framework of the thesis has basically reflected the entire content of the management of teaching competence assessment of high school teachers, specifically: Research to clarify relevant contents about teaching competence of high school teachers; research to clarify the assessment and evaluation in education, teacher assessment and assessment of teaching capacity of high school teachers In particular, on the basis of approaching the process of assessment activities, the thesis has systematized four contents of managing this activity on the basis of approaching the subject's role as the principal of the high school - In terms of practice: The thesis has surveyed, analyzed, described and explained to clarify the current status of teaching competence assessment activities of high school teachers and managing this activity in practice in Lang Son province By practical research methods, survey by poll form 300 teachers, 56 administrative staff, 300 students in high schools combined with in-depth interviews as well as analysis, evaluation and comparison with some high schools Published works, the thesis has pointed out the strengths and limitations in assessing and managing the assessment of teaching competence of high school teachers in Lang Son province in the context of current educational innovation From the results of theoretical and practical research, the thesis has proposed 05 solutions to manage and evaluate the teaching competence of teachers at high schools in Lang Son province in the context of current educational innovation The author has tested and experimented with the solutions, the results show that the proposed solutions are necessary and feasible for implementation - In terms of methods: The thesis has applied a combination of research methods suitable to each research content, in which in-depth interviews have been used to detect problems, add additional contents that have not yet been found in theory, contributing to finding and contributing more to the theory from the practice of managing evaluation activities Theoretical and practical significance of the thesis 6.1 Theoretical meaning Theoretical research results of the thesis contribute to adding some theoretical issues about assessment, management and assessment of teaching competence of high school teachers in the context of current educational innovation 6.2 Practical significance The research results can be used as a reference for scientific research activities, management and assessment activities of teaching competence of high school teachers as well as evaluating high school teachers according to professional standards in practice in our country today Thesis structure In addition to the introduction, conclusions and recommendations, the list of references, the list of published works, appendices, and the thesis content are presented in chapters: Chapter 1: Overview of research on management and assessment of teaching capacity of teachers in high schools Chapter 2: Theoretical basis of management and assessment of teaching capacity of teachers in high schools Chapter 3: The current situation of management and assessment of teaching capacity of teachers in high schools in Lang Son province in the current context of educational innovation Chapter 4: Management solutions to assess the teaching capacity of teachers in high schools teachers in Lang Son province in the context of current educational innovation Chapter OVERVIEW OF RESEARCH ON MANAGEMENT AND ASSESSMENT OF TEACHING CAPACITY OF TEACHERS IN HIGH SCHOOLS 1.1 Studies on the capacity and teaching capacity of teachers 1.2 Studies on teacher assessment and teacher assessment 1.3 Studies on management and assessment of teaching capacity of high school teachers 1.4 Overview of the research results of published scientific works and the problems raised the thesis focuses on solving 1.4.1 Overview of research results of published scientific works related to the thesis topic 1.4.1.1 Contents that the thesis topic can inherit The capacity and teaching capacity of teachers in general and high school teachers in particular have been studied by many authors in the world and in Vietnam for many years, based on different perspectives and approaches But in general, the research points of view all evaluate and acknowledge the important role and position of teaching competence among the competencies constituting pedagogical and professional competence of teachers The issue of assessment in education in general and the assessment of teachers (teachers, lecturers) has been studied by many domestic and foreign authors, because evaluation is an important stage in human resource management in schools, through evaluation, managers at all levels have appropriate and timely policies for remuneration, training, retraining, reward and discipline Accordingly, there have been many research projects focusing on finding specific measures on fostering and managing teaching competence training activities in the direction of capacity development for teachers, especially high school teachers in different regions and regions Regarding the management of the teaching staff, both in the world and in Vietnam have been studied relatively fully in all aspects from team management to human resource management approach, developing the team according to competency approach, professional standards, issues of training, fostering, capacity training, pedagogical skills for teaching staff have all been considered, researched, reviewed in different countries, different regions, different regions, different times, different times and on each specific object Through the results of published research works, the author inherits the research contents on the capacity and teaching capacity of teachers, theories of human resource management and competency approach to build and complete the theoretical framework on teaching competence of high school teachers, management and assessment of teaching competence of high school teachers in the current context 1.4.1.2 The contents are still open, little researched - Some issues have been mentioned but have not been resolved thoroughly: Regarding the issues surrounding the teaching competence of high school teachers, many scientists have been interested in researching such as fostering teaching competence, training teaching skills, fostering professional capacity, developing professional capacity… However, the issue of evaluating teaching competence of high school teachers is still a content that has received b) Teaching capacity in relation to the professional competence and pedagogical capacity of teachers c) Structure of teaching capacity of high school teachers On the basis of professional standards of Vietnamese high school teachers, characteristics of teachers' teaching activities in high schools, functional requirements of teachers in the context of current educational innovation and research works In related research, the thesis determines that the teaching competence of high school teachers is structured from 04 groups of core competencies and the following 23 component competencies: The group of competencies for developing teaching plans, including 06 component competencies The group of competencies for implementing teaching activities, including 09 component competencies The group of competencies for testing, assessing and adjusting teaching activities includes 05 component competencies The group of competencies for building, managing and exploiting teaching records, including 03 component competencies 2.2 Theory on assessment of teaching competence of high school teachers 2.2.1 High school teacher evaluation 2.2.1.1 The concept of high school teacher evaluation * Evaluation * Evaluation in Education * High school teacher evaluation Evaluating high school teachers is a process of collecting evidence, analyzing information and comparing it to standards, criteria of high school teachers to make decisions that ensure and improve the quality and efficiency 11 of their work, and at the same time meet the requirements of development, mission and vision of the high school Evaluation of high school teachers in the framework of this thesis research is identified as a content of the management of teachers in the management of high schools in which the subject of management is the principal of the high school 2.2.1.2 Objectives of the high school teacher assessment 2.2.1.3 Content of high school teacher evaluation 2.2.1.4 High school teacher evaluation process 2.2.2 Evaluation of the teaching capacity of high school teachers 2.2.2.1.The concept of assessing the teaching capacity of high school teachers 2.2.2.2 The role of assessment of teaching competence of high school teachers 2.2.2.3 The basic contents of assessment of teaching competence of high school teachers a) The force participating in assessing the teaching capacity of high school teachers b) Methods of assessing the teaching competence of high school teachers c) Evaluation form of teaching competence of high school teachers d) The process of assessing the teaching competence of high school teachers đ)Levels of assessment of teaching competence of high school teachers 2.3 Theory of management and assessment of teaching capacity of high school teachers 2.3.1 The concept of management and assessment of teaching competence of high school teachers * Management 12 * Management and assessment of teaching competence of high school teachers 2.3.2 The role of management subjects in assessing the teaching capacity of high school teachers 2.3.2.1 Decentralization of management of high school teachers 2.3.2.2 Decentralization of management to assess the teaching capacity of high school teachers 2.3.3 Evaluation of teachers in human resource management in high schools 2.3.3.1 Theory of human resource management 2.3.3.2 Content of human resource management in high schools 2.3.3.3 The role of teacher evaluation in relation to the contents of human resource management in high schools 2.3.4 Contents of management and assessment of teaching competence of high school teachers 2.3.4.1 Developing a plan to assess the teaching capacity of high school teachers a) Determine the time of organization of the evaluation b) Determine the purpose and objectives of the assessment c) Determine the evaluation object d) Identify the teaching competencies to be assessed e) Develop competency evaluation criteria with evidences for each level of achievement of each criterion f) Select and design a tool to evaluate each capacity g) Identify sources of evidence 2.3.4.2 Organize the implementation of the plan to assess the teaching capacity of high school teachers 13 a) Appraisal of the assessment toolkit b) Organize the official assessment, on the basis of the revised, improved and appraised set of tools and evaluation criteria, the principal conducts an assessment of the teaching competence of teachers using specific forms and methods c) Collect data and evidence on the aspects to be assessed 2.3.4.3 Feedback and adjustment on the assessment of teaching capacity of high school teachers a) Analyze the data collected through the assessment b) Explain the results, make decisions about the level of achievement of the teachers c) Respond, adjust and make post-assessment management decisions 2.3.4.4 Using the results of the assessment of teaching competence of high school teachers 2.4 Factors affecting the management and assessment of teaching capacity of high school teachers 2.4.1.Group of factors belonging to the subject of management 2.4.2.Group of factors belonging to the management object (Teacher's team) 2.4.3.Group of factors belonging to the management environment 2.5 The current context of general education innovation and the problems posed to the management and assessment of teaching competence of high school teachers 2.5.1.The current context of general education reform in our country 2.5.2 Issues for management and assessment of teaching competence of high school teachers Conclusion of chapter 14 CHAPTER CURRENT SITUATION OF MANAGEMENT TO ASSESS HIGH SCHOOL TEACHERS’ TEACHING CAPACITY IN LANG SON PROVINCE IN CURRENT EDUCATION INNOVATION CONTEXT 3.1 General problems of surveying 3.1.1 Objectives of the survey: 3.1.2 Contents and subjects of the current survey: 3.1.3 Situational survey method 3.1.4 Toolkit and survey form 3.1.5 Methods of handling and evaluating the results of the survey 3.2 The current situation of high school teachers’ teaching capacity in Lang Son province 3.2.1 Overview of the high school teachers in Lang Son province 3.2.2 The current situation of high school teachers’ teaching capacity in Lang Son province in current context of educational innovation 3.2.2.1 For the capacity to develop a teaching plan: 3.2.2.2 For the capacity to implement teaching activities: 3.2.2.3 Regarding the ability to test, evaluate and adjust teaching activities: 3.2.2.4 For the capacity to build, manage and exploit teaching records: 3.3 Current status of assessing high school teachers’ teaching capacity in current context of educational innovation 3.3.1 Perceptions of managerial staff and teachers about the assessment of high school teachers’ teaching capacity in Lang Son province 3.3.2 Current status of the forces involved in assessing high school teachers’ teaching capacity 3.3.3 Current status about methods to assess high school teachers’ teaching capacity 3.3.4 Current status of formalites to assess high school teachers’ teaching capacity 15 3.3.5 Current status of processes to assess high school teachers’s teaching capacity 3.3.6 Current status of necessity and appropriateness assessment levels to assess high school teachers’ teaching capacity 3.4 Current status of managements to assess high school teachers’ teaching capacity in Lang Son province 3.4.1 Perceptions of managerial staff and teachers about management to assess high school teachers’ teaching capacity 3.4.2 Assessment results of managerial staff and teachers on current status of management content to assess high school teachers’ teaching capacity 3.4.2.1 Assessment results on current status of developing a plan to assess high school teachers’ teaching capacity 3.4.2.2 Assessment results on current status of organizing and implementing the plan to assess high school teachers’ teaching capacity 3.4.2.3 Assessment results on current status of feedback and adjustment to assess high school teachers’ teaching capacity 3.4.2.4 Current status of using high school teachers’ teaching capacity assessment results 3.5 Current situation of factors affecting the management to assess high school teachers’ teaching capacity in Lang Son province 3.6 General assessment of current status of management to assess high school teachers’ teaching capacity in Lang Son province 3.6.1 Strengths The assessment of teachers in general and high school teachers in particular has had many innovations, initially promoting positivity, motivating and encouraging teachers to strive for excellence The assessment, management to assess high school teachers’ teaching capacity has been initially concerned by School Administrator (especially at the high school level) The assessment of high school teachers’ teaching capacity has become a regular activity of schools, basically following the correct process and regulations, methods and formalities of assessment are also applied and used basically in accordance 16 with the actual situation managerial staff, teachers have a certain level of awareness about the role of the assessment and management to assess high school teachers’ teaching capacity , the implementation of the management content has been assessed from pass level and above Managerial staff, teachers have been aware and identified relatively clearly about the influence level of factors on the management to assess high school teachers’ teaching capacity in the context of current innovation 3.6.2 Limitations In the management and assessment to assess high school teachers’ teaching capacity , there are also some limitations such as: - The evaluation with criteria according to the professional standards of teachers, has not been concretized into a framework of teaching competence as well as there is no framework to evaluate high school teachers’ teaching capacity , so the assessment is not very objective, convenient, easy and does not reflect true essence of faculty - The forces participating in the assessment of high school teachers’ teaching capacity (from teachers to specialists and managerial staff) are still inconsistent and have certain limitations in terms of awareness, assessment methods, assessment capacity as well as standards evaluation criteria of assess high school teachers’ teaching capacity - The management to assess high school teachers’ teaching capacity of the principals is still limited in planning and organizing the implementation of the plan to evaluate teachers’ teaching capacity, the implementation is still not active and regular; have not created motivation for teachers to actively and voluntarily evaluate to meet the requirements of educational innovation - The use of the results of the assessment of high school teachers’ teaching capacity as well as the feedback and adjustment of the assessment of high school teachers’ teaching capacity to the evaluated subjects still reveals limitations, has not been fully implemented, and has not yet approached the management contents.The use of Managerial staff’s assessment result has not yet been paid attention to and used for the right purposes.; The monitoring and 17 improvement of the quality of teaching activities of the managerial staff has not been carried out methodically 3.6.3 The cause of the limitations - The awareness and responsibilities of a group of teachers and managerial staff are not adequate, they still avoid and reverence In which, it is worth noting that the awareness of the position and importance of assessment activities, the management to assess teachers’ teaching capacity, the awareness and implementation of teachers’ teaching capacity in the current innovation context is still incomplete leading to the execution results are not appreciated compared to the traditional teaching capacity - The basis for assessing high school teachers’ teaching capacity in current professional standards not cover all the teaching work of teachers The current assessment criteria are still general, not yet concretized into requirements/contents to help managerial staff and teachers self-assess easily and objectively - Thus many types of assessment and classifiaction exist (assessing functionary; assessing teachers with accrediting school quality and assessing teachers according to professional standards) but not focusing on quality teaching activities assessment, assessing teachers’s teaching capacity Currently, teacher assessment is usually conducted at the end of the school year; still not guaranteed scientific, objective, mainly still heavily administrative, qualitative and formal assessment The basis for assessing teachers are not really in-depth assessments of teaching capacity - the core capacity of teachers Conclusion of chapter 18