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VINH UNIVERSITY

HUYNH NGOC MINH

POSITIVE DISCIPLINE EDUCATION MANAGEMENT IN HIGH SCHOOLS

IN THE MEKONG DELTA REGION

Major: EDUCATIONAL MANAGEMENT

Code: 9140114

ABSTRACT OF DOCTORAL THESIS OF EDUCATIONAL

SCIENCES

Nghe An - 2024

Vinh University

Scientific instructor: 1 PhD Phan Quoc Lam 2 Assoc Prof PhD Nguyen Thi Huong

Reviewer 1: Reviewer 2: Reviewer 3:

The thesis will be defended at the Ministry-level Thesis Examining Council meeting at: Vinh University

At

The thesis can be found at:

- Vietnam National Library - Vinh University Library

INTRODUCTION 1 Reason for choosing the topic

Implementing the International Convention on the Rights of the Child, in recent years, many countries around the world, including Vietnam, have paid attention to positive disciplinary education in schools To help students comprehensively develop their personality, schools not only promote teaching activities but also promote educational activities,

including strengthening positive disciplinary education management to

stop the phenomenon of using forms of corporal punishment; building a safe, healthy, friendly and positive pedagogical environment for students, building happy schools, contributing to improving the quality of comprehensive education in high schools Positive discipline education has been studied by a number of authors In Vietnam, there are a few studies on positive discipline education in terms of environmental development, methods aimed at young children, elementary school students, and middle school students, but there are no research projects in high schools

Therefore, we chose the research topic: "Positive discipline education

management in high schools in the Mekong Delta region"

2 Research purpose

Based on theoretical and practical research, the thesis proposes measures to manage positive disciplinary education in high schools in the Mekong Delta, contributing to improving the quality of student education in high school in the current context

3 Objects subject of research

Research object: The issue of positive discipline education in high school Research subject: Managing positive discipline education in high schools in the Mekong Delta region

4 Scientific hypothesis

Although attention has been paid to the implementation of positive discipline education and management of positive discipline education in high schools in the Mekong Delta region, the effectiveness is not high and does not meet current educational innovation requirements If positive disciplinary education measures with a scientific basis and feasibility can be proposed and implemented synchronously based on the psychological characteristics and the needs of high school students and the participation of educational forces, and at the same time suitable for the economic, social and cultural conditions of the Mekong Delta region will improve the effectiveness of positive discipline education, contributing to improving the quality of comprehensive education in high schools in the context of current educational innovation

5 Research tasks and scope

5.1 Research tasks

This paper aims to research the theoretical basis of positive discipline education management in high schools; to survey and evaluate the current status of positive discipline education management in high schools in the Mekong Delta region; propose measures to manage positive discipline education in high schools in the Mekong Delta region Experimentation aims to verify the urgency and feasibility of the proposed measures

5.2 Research scope

Content: Focus on researching the theoretical basis, practical basis and propose measures to manage positive disciplinary education of high school principals

Area: Survey on the current status of positive discipline education and management of positive discipline education in public high schools representing sub-regions (provinces) of the Mekong Delta namely Tien Giang, Can Tho, Ben Tre and Tra Vinh

Time: Research and survey the current status of positive discipline education and management of positive discipline education in high schools representing sub-regions of the Mekong Delta with data from the school years 2021 - 2022; 2022 - 2023; 2023 - 2024 A survey was conducted on urgency and feasibility, and tests proposed measures in the 2023 - 2024 school year

6 Research approach and methods

6.1 Approach

Access to content and management functions; access to school culture; activity-personality approach; system - structure approach; practical approach; developmental approach

6.2 Research Methods

Group of theoretical research methods: Method of analyzing and

synthesizing documents; method of generalizing independent opinions

Group of practical research methods: Questionnaire survey;

interview; professional solution; summarizing educational management experience; experimental method

Mathematical statistical methods: Using mathematical statistical

methods, Excel program, SPSS 21.0 software to analyze, process and export data results

7 Defense arguments of the thesis

7.1 Positive discipline education and management in high schools is an objective and urgent requirement in the current context, contributing to building happy schools, preventing school violence, and improving the

quality of education comprehensive education, meeting the requirements of general education innovation Positive discipline education management in high schools is carried out through management functions and impacts on different elements of the educational process with the main management subject being the high school principal

7.2 Managing positive discipline education in the school high school in the Mekong Delta In recent times, certain results have been achieved, contributing to improving comprehensive education in schools According to The 2018 general education program and the school's activities all express positive discipline education However, the implementation of positive disciplinary education management in high schools in the Mekong Delta region still has certain shortcomings and limitations Therefore, high schools must strengthen positive discipline education management

7.3 Improving the effectiveness of positive discipline education in high schools in the Mekong Delta region and contributing to improving the quality of comprehensive education in schools requires scientific and feasible management measures Measures that contribute to improving the effectiveness of positive discipline education management in high schools in the Mekong Delta region includes: Organizing to raise awareness for managers, teachers, students and educational forces about the necessity of positive discipline education in high schools; Developing a positive discipline education plan appropriate to the economic, social and cultural conditions of the locality and each high school in the Mekong Delta region; Organizing training to improve positive discipline education capability for teachers in high schools; Directing the renewal of contents, methods and forms of positive discipline education in high schools; Renewing testing and evaluating based on the construction and use of a set of criteria for evaluating the effectiveness of positive discipline education in high schools; Ensuring conditions for effective management of positive discipline education in high schools

8 New contributions of the thesis

8.1 Theoretical contribution

The thesis has supplemented and clarified theoretical issues about positive discipline education and management of positive discipline education in high schools, in which the goals, content, and methods and forms of positive discipline education and management of positive discipline education; management contents, management subjects, factors affecting positive discipline education management in high schools

8.2 Practical contribution

The thesis has surveyed and evaluated the current status of positive discipline education and management of positive discipline education in high schools in the Mekong Delta region as a practical basis for proposing measures to manage positive disciplinary education in high schools

The thesis has proposed measures to manage positive discipline education in high schools in the Mekong Delta region based on theoretical and practical basis Survey and test results show that the proposed measures are scientific and feasible The proposed thesis measures can be applied to management practice, contributing to improving the effectiveness of positive discipline education in high schools in the Mekong Delta and other regions with similar conditions, thereby improving the quality of comprehensive education in high schools

9 Structure of the thesis

In addition to the Introduction, Conclusions and Recommendations, References, and Research Appendixes; the thesis includes 03 chapters:

Chapter 1: Theoretical basis of positive discipline education

management in high schools

Chapter 2: Current status of positive discipline education

management in high schools in the Mekong Delta region

Chapter 3: Measures to manage positive discipline education in high

schools in the Mekong Delta region

Chapter 1 THEORETICAL BASIS OF POSITIVE DISCIPLINE EDUCATION

MANAGEMENT IN HIGH SCHOOL 1.1 Overview of problem research

When researching positive discipline education, the authors have approached the concept, goals, meaning, specific educational measures and the combination of disciplinary measures from the perspective of positively educating students The issue of managing positive discipline education in student education has been researched by many domestic and foreign authors from different angles and aspects Most authors pay much attention to positive discipline education management within the scope of classroom management The management of positive discipline education in the education of high school students has not been studied fundamentally and

systematically from the perspective of educational science

Thesis issues that need to be researched are: Firstly, systematic research

to complete the theoretical basis of positive discipline, positive discipline education and management of positive discipline education at high school Second, survey the current situation to have scientific data on positive

discipline education and management of positive discipline education in high schools in the Mekong Delta region today Third, the study proposes measures to manage positive discipline education in high schools in the Mekong Delta region

1.2 Some basic concepts

1.2.1 Discipline and positive discipline

The thesis agrees with the following concept of discipline: Discipline is the totality of regulations that all members of the organization must comply with to maintain order and stabilize internal discipline in all activities carrying out its goals and principles School discipline is a necessary condition for educational and teaching activities to achieve goals

Positive discipline in school can be understood as regulations, rules, and standards built on the principle of working together to implement voluntarily, fairly, and democratically These regulations are built in accordance with the psychological and physiological characteristics of students, respecting the needs and interests of students and the collective, with the aim of helping students understand and follow social rules both in class and in class and outside the classroom without using physical or emotional violence

1.2.2 Positive discipline education in high school

Positive discipline education in high school is an education based on regulations, rules, standards and principles for the best interests of students, without harming the body or mind of students, there is an agreement between teachers and students, in accordance with the psychological and physiological characteristics of students in high school, contributing to the comprehensive development of their personality

1.2.3 Managing positive discipline education in high school

From the concepts of positive discipline education and management, it can be understood: Positive discipline education management in high schools is the process of planning, organizing, directing, inspecting and evaluating education Educating positive discipline from school management subjects to management subjects and objects based on the principle of the best interests of high school students; does not harm the students' bodies and minds, and is consistent with the physiological and psychological characteristics of students in high school in order to achieve

the set educational goals

1.3 Theory of positive discipline education in high school

1.3.1 Psychophysical characteristics of high school students and the meaning of positive discipline education in high school

1.3.1.1 Psychophysical characteristics of high school students

The thesis has analyzed some psychological characteristics of high school students in the early stages of adolescence, a period of many physical, physiological, psychological, and emotional changes and behavior Administrators and teachers, especially homeroom teachers, must clearly understand the physiological and psychological characteristics of students of this age to have appropriate educational content and methods to achieve optimal educational results Therefore, positive discipline education is very suitable for the psychological characteristics of students at high school age,

the age at the "threshold of life", a period that has a great influence on their

success, their failures in later life

1.3.1.2 Meaning belong to education Positive discipline in high school

Implementing positive discipline education brings specific and practical benefits to students, teachers, schools, families and society

1.3.2 Target of positive discipline education in high school

(1) Help students positively transform their awareness, attitudes, and behaviors in a positive direction to meet the requirements of life while preventing negative behaviors that may occur in students (2) Create the best possible opportunities for students to recognize their mistakes and proactively correct them, finding their own positive development direction (3) Through positive disciplinary education, we encourage students' ability to make their own choices, contributing to helping students develop comprehensively and in the right direction (4) Help students become more responsible for their attitudes, words and behaviors in life (5) Be proactive and know how to make good decisions, make good choices, know how to control emotions, control yourself in all situations, and have life skills in an ever -changing environment

1.3.3 Principles of positive discipline education in high school

Principles of positive discipline education in high school: (1) For the best interests of students (2) Maximizes the active participation of students (3) Respect the needs and interests of students (4) Is suitable for the student's psychological and physiological characteristics (5) Developing friendly, open-minded extroverted attitudes and behavior, a sense of self-discipline and determination in students (6) Respect students' motivations and unique perspectives on life (7) Ensure fairness and impartiality (8) Encourage

solidarity, unity and agreement between teachers and students

1.3.4 Content of positive discipline education in high school

The contents of positive discipline education in high school are: (1) Educating students to be self-aware and self-assessment to promote their strengths, overcome their weaknesses, and promote discipline; self-awareness, forming the ability to self-educate (2) Educate a sense of

responsibility towards oneself, family, school and community voluntarily implement the school's rules and regulations (3) Educate students with the right attitude, emotional self-control skills, decision-making skills and other life skills (4) Educate students on appropriate behavior in relationships, polite, sociable and friendly behavior with teachers, friends, relatives and the community, respecting the rights of others (5) Educate students on the ability to self-control their behavior so they know how to perform expected behaviors (6) Educating the capacity for autonomy in building schools, developing oneself and participating in family and social activities

1.3.5 Methods and forms of positive discipline education in high schools

1.3.5.1 Positive discipline education methods in high school

Some of the following educational methods can be used in positive discipline education in high schools: (1) Using persuasion methods such as conversation, explanation, setting an example to influence opinions, knowledge, emotions, and attitudes of students in order to change their behavior in school and in the classroom (2) Using methods of organizing activities and forming social behavior experiences to increase students' active participation in building and monitoring school and classroom rules, and at the same time building a strong classroom team (3) Using methods to stimulate activities and adjust student behavior (4) Using methods to evaluate student behavior and activities such as: observation, analysis, paying attention to students' difficulties, researching activity products

1.3.5.2 Forms of positive disciplinary education in high school

(1) Positive discipline education through teaching cultural subjects in high schools (2) Positive discipline education through building a friendly and happy pedagogical environment to create a positive discipline education environment (3) Educate positive discipline through organizing activities that connect members of the school (4) Positive discipline education through building a student support network (5) Educating positive discipline through organizing clubs among students (6) Positive discipline education through organizing experiential and career guidance activities (7) Positive discipline education through self-education, self-cultivation and training of students

1.3.6 Evaluating the results of positive discipline education in high school

Evaluation of positive disciplinary education results should be based on certain standards, each standard needs to specify a number of clear criteria so that the evaluation can be carried out easily, conveniently and effectively; at the same time, evaluate the level of application of positive disciplinary education by the teaching staff, especially homeroom teachers in organizing educational activities with the participation of students

1.4 Managing positive discipline education in high school

1.4.1 The need to manage positive discipline education in high schools

Managing disciplinary education aims to make this educational activity organized in a scientific, systematic, planned manner, meeting educational goals and overcoming inadequacies and limitations in education Positive discipline education in high school

1.4.2 Content of positive discipline education management in high schools

1.4.2.1 Develop a positive discipline education plan in high school

The positive discipline education plan in high school needs to ensure the following contents and requirements: (1) The positive discipline education plan is integrated into the school's general education plan (2) The plan has basic goals and tasks of positive discipline education appropriate to the school and locality (3) The plan has content and measures to integrate positive discipline education (4) The plan identifies resources, means, and action programs for strengthening positive discipline education (5) The plan identifies standards, methods, and forms of testing and evaluating the effectiveness of positive discipline education

1.4.2.2 Implementation organization Positive discipline education in high school

To effectively organize and implement positive discipline education in high schools, school administrators, headed by the principal, need to organize and implement the following contents: (1) Organize the implementation of positive discipline education in high schools Organize activities to raise awareness and capacity for positive discipline education for educational forces and students (2) Organize to implement the goal of positive discipline education (3) Organize the implementation of positive discipline education principles (4) Organize and implement positive disciplinary education content (5) Organize and implement positive disciplinary education methods and forms (6) Organize activities to evaluate positive disciplinary education results (7) Organize and coordinate educational forces in positive discipline education (8) Organize to ensure the necessary resources and conditions for positive discipline education in high schools

1.4.2.3 Producer Positive discipline education in high schools

Principals need to direct the implementation of the following contents: (1) Direct training activities to raise awareness and capacity for positive disciplinary education for educational forces and students (2) Directing the implementation of goals Positive discipline education (3) Direct the implementation of positive discipline education principles (4) Directing the implementation of positive discipline education content (5) Direct the implementation of positive disciplinary education methods and forms (6) Direct the implementation of assessment of positive disciplinary education

results (7) Directing to strengthen the coordination of educational forces in positive discipline education (8) Direct the implementation of necessary conditions to ensure effective positive discipline education in high schools

1.4.2.4 Check, evaluating positive discipline education in high school

For the management of positive discipline education, inspection and evaluation focuses on a number of tasks as follows: (1) Plan for inspection and evaluation of positive discipline education results integrated into general plan (2) Develop a set of standards and criteria to evaluate positive discipline education (3) Organize inspection and evaluation of positive disciplinary education results (4) Check the implementation of rules and regulations of students (5) Check the teacher's student evaluation at the end of the semester and year, taking into account the implementation of positive disciplinary education (6) Check the integration of teachers' implementation of positive discipline education plans (7) Check teachers' records and books (8) Evaluate the implementation of positive discipline education through attending some activities and attending some weekend activities (9) Evaluate facilities, equipment, and finances for positive discipline education (10) Evaluate the coordination between schools and educational forces in positive discipline education (11) Evaluate archived records of direction and implementation of positive disciplinary education

1.4.3 Subject Managing positive discipline education in high schools

Director of the Department of Education and Training; High school Principal; Secretary of the high school Youth Union; Chief specialist; high school homeroom teacher In addition to the above subjects, participating in active disciplinary education are also professional deputy leaders, classroom teachers, parents, security guards, medical staff, high school staff and other forces education outside school In particular, the high school principal is the main subject in the management of positive disciplinary education in high schools

1.5 Factors affecting positive discipline education management in high school

1.5.1 Objective factors: The trend of globalization and international

integration in education; legal documents on positive discipline education in high schools; impact of school - family - society

1.5.2 Subjective factors: Awareness and capacity of managers and

teachers; the relationship between teachers and students in high school;

self-awareness and self-education ability of high school students

Conclusion of chapter 1

1 The issue of positive discipline education has received attention from many domestic and foreign authors However, most of the research on

positive discipline education on preschool and elementary school children has been gradually conducted on middle school students, with few studies on positive discipline education on high school students Managing positive discipline education in high schools has not been researched specifically and clearly Therefore, positive discipline education management in high schools needs to be researched more extensively to effectively implement educational goals, meet the 2018 General Education Program and contribute to comprehensive quality of education in high school

2 Positive discipline education in high school is a principle-based way of educating for the best interests of students in high school, and is an expression of today's progressive and positive educational perspective; plays an important role in forming a comprehensively developed human being to meet the requirements of society and international integration High school positive discipline education needs to be based on certain goals, principles, content, methods, and forms

3 Managing positive discipline education in high schools is an important content in school management Managing positive discipline education in high schools needs to be based on management functions from planning, organizing, and directing the implementation of positive discipline education; check and evaluate the results of positive disciplinary education need to rely on a set of standards and criteria; manage conditions that ensure positive disciplinary education Participating in the management of positive discipline education in high schools involves many subjects with different roles and responsibilities Positive discipline education and management of positive discipline education in high school are influenced by objective and subjective factors

Chapter 2 CURRENT STATUS OF POSITIVE DISCIPLINE EDUCATION

MANAGEMENT IN HIGH SCHOOLS IN THE MEKONG

DELTA REGION 2.1 Overview of the Mekong Delta region

The natural, economic, social and educational characteristics in the Mekong Delta provinces have a certain influence on positive discipline education and the management of positive discipline education in high school

2.2 Organize a survey of the current situation

2.2.1 Survey purpose: Survey the current status of positive discipline

education management in high schools in the Mekong Delta to establish the practical basis of the topic

2.2.2 Survey content: Current status of positive discipline education,

current status of positive discipline education management and current status of influences of factors on positive discipline education management in high schools in the Mekong Delta region

2.2.3 Survey objects and areas

Survey subjects: administrators, teachers, students Survey area: Some public high schools representing provinces and cities in the Mekong Delta region are Tien Giang, Can Tho, Ben Tre and Tra Vinh

2.2.4 Survey method

Questionnaire survey methods; discussion and interview methods; Methods of observing products of managers and teachers; professional solution; case study method

2.2.5 Measurement scale and data processing methods

We used 5- level Likert scales to design quantitative questionnaires; the scoring method is based on the distance between levels

2.3 Current status of positive discipline education in high schools in the Mekong Delta region

2.3.1 Current state of awareness of administrators, teachers and students about the necessity and meaning of positive discipline education in high schools

Survey results of managers, teachers and students show that up to 31.3% of managers, 29.6% of teachers and up to 39.4% of students still rate it as not necessary and the score only reached level 4 Therefore, it is necessary to organize awareness raising for the educational forces of administrators, teachers and students about the necessity of positive disciplinary education in high schools

2.3.2 Current status of implementing the goal of positive discipline education in high schools

Results of a survey of managers on the implementation of positive discipline

education goals with a total rate “Agree”and “Strongly agree”reached 90.3%;

teachers reached 88.1%, showing that the majority of administrators and teachers have seriously implemented their goals and achieved high results; There are only a few administrators and teachers who have not well implemented the goal of positive discipline education in high schools

2.3.3 Reality of implementing positive discipline education principles in high schools

Results of a survey of managers on the implementation of positive

discipline education principles with a total rate “Agree”, “Strongly

agree”achieved an overall result of 89.9 %; teachers reached 8.5 %, showing

that there are still a small number of administrators and teachers who have