Tóm Tắt: Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội

Research Objectives To propose management measures for teacher professional development TPD atsecondary schools in Hanoi, contributing to enhancing the teaching workforce's ability tomee Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội Quản lý phát triển nghề nghiệp giáo viên tại các trường trung học cơ sở thành phố Hà Nội

EDUCATION MANAGEMENT ACADEMY

EDUCATION MANAGEMENT ACADEMY

Science instructors: 1 Assoc.Prof Dr Bui Van Quan

2 Dr Trinh Van Cuong

Review 1:

Review 2:

Review 3:

This thesis will be defended before the Academy’s Committee at National

Academy of Education Management

Time date month year 202

The dissertation can be found at:

- National Library of Vietnam

- Library Management Information Center

1 Reason for choosing the topic

Career development has become a common concept in today's society It is regarded

as an effective pathway for training and coaching professionals, equipping them to copewith the ever-changing environment in which they live and work In the field of education,teacher professional development (TPD) has been recognized as a crucial aspect ofmaintaining teaching and learning standards It is also an essential component foraddressing changes and advancements in the education system “As the new millenniumbegins, many societies are engaging in serious and promising educational reforms One ofthe critical elements in most of these reforms is the professional development of teachers;societies are finally acknowledging that teachers are not only one of the ‘variables’ to bechanged to improve their education systems but also the most significant agents of change

in these reforms This dual role of teachers in educational reform—as both subjects andobjects of change—makes teacher professional development an increasingly dynamic andchallenging field, one that has gained substantial attention in recent years” (Villegas-Reimers, E., 2003, pp 7) [89]

Although TPD is highly regarded for its importance and impact on the quality ofteachers and student learning outcomes, in practice, these activities have not receivedadequate attention and have yet to fully realize their role in improving the quality of theteaching workforce One of the reasons for this situation is the limited management of TPD

at schools Numerous studies on TPD reveal that: “Many schools have not truly devotedsignificant effort to TPD, resulting in a weak culture of continuous learning and professionalimprovement among teachers While TPD management is seen as a shared responsibilityand task allocation among school management team members, school policies often fail toprovide guidance on how these roles and tasks should be carried out” (Forte & Flores, 2014)[59] “The poor organization of TPD activities at many schools has led teachers to perceivethem as ineffective” (Webster-Wright, 2009) [91] “School leadership often focuses onquantitative measures rather than qualitative aspects of TPD management.” Additionally,

“some school management teams lack the knowledge and skills to effectively manage TPD

As a result, the professional development activities they organize are disconnected from thereal-world context and fail to address the challenges teachers face” (Kennedy, 2016) [65].Furthermore, “the time allocated for these activities is relatively short, often insufficient forteachers to reflect on what they have done, discuss current practices, and share theiraspirations for the future” (Lessing & De Witt, 2007) [68]

Thus, TPD and its management at schools remain issues that require further

exploration both theoretically and practically.

Vietnam’s education system is undergoing a fundamental and comprehensive renewal.Teachers are regarded as the key factor for the successful implementation of this reform.Consequently, TPD has received significant attention from the Party and the State Alongwith policies for teacher workforce development, identifying issues related to teacher training,professional development, and education to meet the demands of educational reform andinternational integration in the context of the Fourth Industrial Revolution is beingsystematically addressed This includes creating conditions for academic freedom, continuousprofessional development, and meaningful international collaboration, which are graduallybeing codified into law The requirements for the professional development of secondary

school teachers are outlined in the Professional Standards for Teachers in General EducationInstitutions: "Mastering their subject and being proficient in teaching methods; regularlyupdating and improving professional and pedagogical skills to meet the requirements ofeducational reform" [6] On April 29, 2016, the Prime Minister approved the project

"Training and Retraining Teachers and Educational Institution Managers in GeneralEducation to Meet the Requirements of Fundamental and Comprehensive Reform of GeneralEducation for the Period 2016–2020, with an Orientation Towards 2025" [37] This project isconsidered a comprehensive strategy aimed at formal training for new teachers, retraining forteachers who do not meet the standards, and regular professional development to ensureteachers are competent to implement the new general education curriculum (2018 GeneralEducation Curriculum)

With these foundations, practical activities to develop the teaching workforce andpromote TPD have been implemented in diverse ways, achieving many encouragingoutcomes Evaluating the quality of the teaching workforce in the current context ofeducational reform, the Ministry of Education and Training (MOET) has stated that, ingeneral, teachers meet the required quantity, are qualified or overqualified in terms oftraining standards, and have a relatively reasonable structure They demonstrate good moralcharacter, political awareness, a passion for teaching, a sense of responsibility in their work,and actively pursue further education and professional development to fulfill the demandsand responsibilities of their schools However, significant limitations and weaknessesremain among teachers and education managers, such as: Issues regarding the quality,quantity, and structure of the workforce Some individuals are unable to keep pace with thedemands of educational reform and development, lack dedication, or even violateprofessional ethics A portion of teachers possess inadequate professional expertise, areslow to adopt innovative teaching methods, and fail to meet the requirements ofcompetency-based teaching and learning Many teachers, particularly older ones, havelimited proficiency in foreign languages and information technology, which hampers theireffectiveness in management, teaching, and learning (Nguyen Huu Do, 2019) [15] TPDbears partial responsibility for these shortcomings within the teaching workforce

Experience in TPD in Vietnam remains limited, as reflected in several aspects: (i)Inadequate understanding of continuous TPD requirements: The fundamental requirementsfor continuous professional development have not been fully emphasized during the initialteacher training phase at teacher training institutions There is also a lack of strongconnection between the pre-service training stage and the in-service professional practice ofteachers (ii) TPD during the in-service phase of teachers mainly revolves around trainingand retraining activities Although these activities have seen some improvements over time,their overall quality and effectiveness remain low (iii) The role of schools in TPD has notbeen fully realized School leadership, particularly school management boards, has notgiven sufficient attention to TPD within their institutions

The reasons for these shortcomings in TPD stem from various factors, such as “wehave never clarified the concept of TPD” (Lê Bạt Sơn, Phan Thị Ánh Tuyết, 2020) [31] As

a result, the understanding of TPD among school administrators and teachers remainsincomplete There is also a lack of clear regulations and guidelines for TPD, and schooladministrators have not paid sufficient attention to, nor developed the necessary skills for,managing TPD within schools (Nguyễn Hữu Độ, 2014) [14] This reality highlights the

need for systematic research on TPD and its management, particularly TPD at the schoollevel.

With its vast area, diverse regions, and disparities in education quality, workforce,and infrastructure across different areas following the expansion of Hanoi, these havebecome significant challenges for the capital's education sector The issue of developinghuman resources for education (especially the teaching workforce) has been the subject ofmany studies, but a comprehensive solution has yet to be found Particularly, with thedemand for fundamental and comprehensive educational reform, specifically theimplementation of the 2018 general education curriculum, changes in teaching andeducational practices at secondary schools have emerged The question of how to bringabout changes in the teaching workforce, including secondary school teachers, so that theypossess the necessary skills to meet the demands set by these curriculum changes, is anurgent issue that needs to be addressed and resolved

Teacher professional development (TPD) is one of the solutions that can help addressthe challenges facing education in Hanoi It is also an effective pathway to help thesecondary school teaching workforce in Hanoi enhance their adaptability to changes insecondary education and the evolving activities within secondary schools However, forTPD to effectively play its role in improving the quality of the teaching workforce, theremust be effective and efficient solutions in managing TPD activities at all levels ofeducation management, especially at the secondary school level

The above analysis provides the rationale for choosing the thesis topic titled:

“Management of teacher professional development at secondary schools in Hanoi.”

2 Research Objectives

To propose management measures for teacher professional development (TPD) atsecondary schools in Hanoi, contributing to enhancing the teaching workforce's ability tomeet the demands set by the reforms in general education and secondary education

3 Subjects and objects of the study

4.2 Practical research

- Survey and analyze the current status of TPD at secondary schools in Hanoi

- Survey and analyze the current status of TPD management at secondary schools inHanoi

- Identify the issues that have arisen or are currently being faced in TPD and TPDmanagement at secondary schools in Hanoi

4.3 Propose new solutions

Propose management measures for TPD that can address the issues identified in TPDand its management at secondary schools in Hanoi Test and verify the effectiveness ofsome of the proposed TPD management measures at secondary schools

5 Scientific hypothesis

Teacher professional development (TPD) at secondary schools plays a crucial role inenhancing teachers' ability to meet the demands of current educational reforms However,TPD at secondary schools in Hanoi still faces many limitations due to the ineffectivemanagement of TPD at these schools

If the school management boards (SMBs) at secondary schools in Hanoi implementmanagement measures for TPD in the following directions: (1) Creating a shift in theawareness of administrators and teachers about TPD (2) Identifying and harmonizing theprofessional development needs of teachers (3) Properly and fully implementing themanagement cycle for TPD (4) Organizing TPD based on a school-based managementapproach (5) Conducting objective evaluations and creating an environment that motivatesand supports TPD for teachers, then the existing issues in TPD at secondary schools inHanoi will be addressed

(6) What interventions should school management boards at secondary schools inHanoi implement to make TPD truly beneficial for each teacher at their school?

7 Scope and limitations of the study

- Based on general theoretical issues related to TPD, this thesis focuses on the theory

of TPD organized/led by schools and specifically examines the management of TPD by theschool management boards (SMBs) at secondary schools

- Practical research is conducted at 30 secondary schools (from differentdevelopment regions of Hanoi) during the academic years from 2019–2020 to 2022–2023

8 Research approach and methods

8.2.1 Theoretical research methods

8.2.1.1 Method of theoretical analysis and synthesis

8.2.1.2 Method of classification and systematization

8.2.2 Practical research methods

8.2.2.1 Survey method using questionnaires

8.2.2.2 In-depth interview method

8.2.2.3 Expert method – Delphi Technique

8.3 Mathematical statistics methods

9 Points to defend

First, the reform of secondary education presents new challenges and requirementsfor secondary schools’ teachers, thereby creating and developing the professionaldevelopment needs of these teachers

Second, the current professional development of teachers at secondary schools stillfaces numerous issues that need to be addressed in order to fully realize its role in enhancingteachers’ responsiveness to the demands of secondary education reform

Third, the management of teachers’ professional development for teachers atsecondary schools should aim to make teacher professional development activities effectiveand useful for each teacher Therefore, it needs to be managed in the following directions:(i) Creating a change in the awareness of school administrators (SBG) and teachers aboutteacher professional development; (ii) Identifying and harmonizing the teachers’professional development needs of teachers; (iii) Implementing a complete and correctmanagement cycle in teacher professional development management; (iv) Organizingteacher professional development with a school-based management approach; (v) Providingobjective evaluations and creating an environment and motivation for teacher’ professionaldevelopment among teachers

10 New contributions of the thesis

- Contributes to the systematization and theoretical development of teacherprofessional development and it’s management; establishes a theoretical framework foreffective teacher professional development management at secondary schools (LSS)

- Clearly identifies the issues that need to be addressed in teacher professionaldevelopment and teacher professional development management at secondary schools inHanoi

- Proposes practical and feasible measures for managing teacher professionaldevelopment at secondary schools in Hanoi, contributing to improving the quality of thecity's secondary school teaching staff to meet the requirements of secondary schoolseducation reform (specifically, the implementation of the 2018 General Education Programfor secondary schools)

- The research results of the dissertation can be used as material for specializedtraining programs on "teacher professional development" for teachers and schooladministrators, as well as reference material for teacher training institutions

11 Structure of the thesis

In addition to the introduction, conclusion and recommendations, the thesis isstructured into three chapters:

Chapter 1: Theoretical foundations of managing teacher professional development atsecondary schools

Chapter 2: Current situation of teacher professional development and its management

at secondary schools in Hanoi

Chapter 3: Measures for managing teacher professional development at secondaryschools in Hanoi

Chapter 1 THEORETICAL FOUNDATIONS OF MANAGING TEACHER PROFESSIONAL

DEVELOPMENT AT SECONDARY SCHOOLS 1.1 Overview of research on the topic

1.1.1 Research on teacher professional development

1.1.1.1 Research on teacher professional development as a requirement for the process of educational change

1.1.1.2 Research on programs and methods for teacher professional development

1.1.2 Research on management of teacher professional development

1.1.2.1 Research on policies for teacher professional development

1.1.2.2 Research on the management of teacher professional development in schools

1.1.3 Comments from the overview results

1.1.3.1 Summary of findings on teacher professional development and its management 1.1.3.2 Key issues for the thesis to address

Firstly, the essence, functions, and characteristics of teacher professional

development; the methods (including forms/models of teacher professional development);and the factors influencing teacher professional development, particularly those affectingteachers’ participation levels in teacher professional development activities

Secondly, teacher professional development at schools: the key components of

teacher professional development within the school context; effective teacher professionaldevelopment that meets the professional development needs of secondary school teachers(with a case study in Hanoi); and support for teachers in enhancing their ability to meet thedemands of educational reforms, specifically the requirements of the 2018 GeneralEducation Curriculum

Thirdly, the management of teacher professional development in schools (with a

focus on secondary schools), emphasizing how to ensure that TPD is effective andgenuinely beneficial for teachers

1.2 Concepts

1.2.1 Teacher professional development

Teacher professional development is the process of fostering changes in teachers' professional work through activities aimed at enhancing their qualities, professional knowledge, and skills This process increases teachers’ adaptability to the demands and changes in the teaching profession, thereby improving student learning outcomes and the overall quality of education in schools.

1.2.2 Management of teacher professional development

Management of teacher professional dvelopment is the process of leveraging, selecting, organizing, and utilizing resources and actions by management entities to bring about necessary changes or desired outcomes in activities that develop teachers' qualities, professional knowledge, and skills This management process supports teachers in enhancing their adaptability to the demands and changes in the teaching profession, thereby improving student learning outcomes and the overall educational quality of the school.

1.2.3 Management of teacher professional development in schools

Management of teacher professional development in schools refers to the process of managing professional development activities organized by the school and supporting

activities provided by the school for individual teachers or teacher groups This process aims to develop teachers' professional qualities, knowledge, and skills, enabling them to better adapt to the demands and changes of the teaching profession and the evolving dynamics of the school Ultimately, this enhances student learning outcomes and the overall quality of education in the school.

1.3 Context of educational reform and challenges for secondary school teachers

1.3.1 Context of educational reform

1.3.1.1 Globalization and international integration in education

1.3.1.2 The fourth industrial revolution and its impact on education and training

1.3.1.3 Reform of General education curriculum

1.3.1.4 Decentralization and increased autonomy for educational institutions

1.3.2 Challenges for secondary school teachers

1.3.2.1 Challenges from the pressure of technology integration in education

1.3.2.2 Challenges to the rold of secondary school teachers

1.3.2.3 Challenges to the teaching practices of secondary school teachers

1.4 Teacher professional development in secondary schools

1.4.1 Requirements for the professional work of secondary school teachers

Secondary school teachers are responsible for educating and teaching the secondaryschool curriculum at schools (primarily at secondary schools or schools that includesecondary education) and must meet the required standards for secondary school teachers asset by regulations The professional requirements for secondary school teachers are reflected

in regulations regarding their duties, ethics, and professional competence in teaching andeducational skills

1.4.2 The role of professional development for secondary school teachers

1.4.2.1 Professional development helps build a highly competent secondary school teaching staff.

1.4.2.2 Professional development not only attracts secondary school teachers to the profession but also create motivation for them to love their job, be committed to their work, and stay dedicated to their career in the long term

1.4.2.3 Professional development has a positive/impactful effect on the formation and development of learning activities and self-education for secondary school students.

1.4.2.4 rofessional development brings about positive changes not only for individual teachers but also for the education system as a whole, at both the micro and macro levels.

1.4.3 Characteristics of professional development for secondary school teachers

1.4.3.1 Professional development for secondary school teachers is a dynamic learning process

1.4.3.2 Professional development for secondary school teachers is a long-term process 1.4.3.3 Professional development for secondary school teachers takes place within specific contexts.

1.4.3.4 Professional development for secondary school teachers is a collaborative process

1.4.4 Professional development activities for secondary school teachers

1.4.4.1 Goals of professional development for secondary school teachers

1.4.4.2 Content of professional development for secondary school teachers

1.4.4.3 Stakeholders in professional development for secondary school teachers

1.4.4.4 Forms of professional development for secondary school teachers

1.4.4.5 Assessment and evaluation of professional development outcomes for secondary school teachers

1.5 Management of professional development for secondary school tSeachers

1.5.1 Objectives of managing professional development for secondary school teachers

The goal of managing professional development for teachers is to ensure that it isgenuinely useful for each teacher in the school, thereby enhancing their professional

competencies and adapting to changes in the teaching profession Therefore, the objective of

managing professional development at secondary schools is to make the professional development programs organized or led by the school effective in bringing about positive changes in teachers, enabling them to meet the requirements of the school and the educational system.

1.5.2 Requirements for managing professional development for secondary school teachers

1.5.4 Content of managing teacher professional development at secondary schools

1.5.4.1 Identifying the professional development needs of secondary school teachers 1.5.4.2 Organizing diverse forms of professional development for teacher

1.5.4.3 Identifying and overcoming barriers in teachers’ professional development

1.5.4.4 Creating a supportive professional development environment for teachers

1.5.4.5 Evaluating the results of teacher professional development management

1.6 Factors affecting teacher professional development and its management at secondary schools

1.6.1 The development of the socio-economic context

1.6.2 Changes in secondary education

1.6.3 Decentralized management of education and changes in school management

1.6.4 Understanding and organizational capability of school management on teacher professional development

1.6.5 Teachers’ perceptions and attitudes towards professional development

Conclusion of Chapter 1

Chapter 2 CURRENT SITUATION OF TEACHER PROFESSIONAL DEVELOPMENT AND ITS MANAGEMENT AT SECONDARY SCHOOLS IN HANOI

2.1 Overview of secondary education and the workforce of secondary school teachers

in Hanoi

2.1.1 Secondary education in Hanoi

According to statistics from the Hanoi Department of Education and Training [30], as

of the second semester of the 2021-2022 academic year, the city had 659 secondary schoolswith more than 522,000 students

2.1.2 Secondary school teacher workforce in Hanoi

As of now, the entire education and training sector in Hanoi has 155,323 staffmembers, including administrators, teachers, and employees across various educationallevels The percentage of teachers meeting the standard qualifications in differenteducational levels is as follows: 100% for primary and secondary school teachers, 53.5%for preschool teachers, 93.8% for primary school teachers, 75.6% for secondary schoolteachers, 21.3% for high school teachers, 39.8% for vocational education teachers, and16.5% for continuing education teachers This qualified workforce is an importantresource for the sector to implement reforms and improve the quality of education in asubstantive and effective manner, aligning with advanced, globally integrated educationalstandards [30]

2.2 Research design on the current situation

2.2.1 Research purpose

The purpose of this study is to investigate the current situation of teacher professionaldevelopment (PTNNGV) and the management of teacher professional development insecondary schools in Hanoi; analyze and evaluate these situations to identify the issues thathave been and are being faced with teacher professional development and its management insecondary schools in Hanoi

2.2.2 Research model, sample and methods

Sample size (N)

Current status of teacher professional

development at secondary schools 0.761 420

Current status of teacher professional

development at secondary schools 0.780 420

Scales of measurement

Reliability coefficient Cronbach's Alpha

Sample size (N)

Factors affecting teacher professional

development (TPD) and its management at

Views of school administrators and teachers in secondary schools on the concept

of professional development for teachers

The responses from the interview participants revealed several similarities anddifferences in their understanding of teacher professional development The similarities intheir views on TPD include: (1) teacher professional development is related to the teacher'sdevelopment needs and the need for self-improvement to avoid stagnation in professionalknowledge and skills; (2) linking teacher professional development with lifelong learning tocontinuously meet the demands of the teaching profession; (3) teacher professionaldevelopment is always associated with development goals, with the ultimate aim being tobring about changes in students, meeting their diverse needs

Views of school administrators and teachers in secondary schools on the concept

of formal and informal professional development for teachers

Teacher professional development (TPD) is carried out both formally and informally,with formal TPD typically organized as internal activities within the school or externalactivities organized by outside agencies TPD is usually conducted formally under theguidance of various providers, while informal TPD is more clearly seen as an internalprocess but is sometimes not specifically labeled as a TPD activity

2.3.1.2 Professional development needs of secondary school teachers in Hanoi.

Table 2.3 shows that teachers at the surveyed secondary schools have high professionaldevelopment needs in all seven areas, with an average score of 4,23

2.3.2 Actual implementation of teacher professional development goals at secondary schools in Hanoi

The statistical data in Table 2.4 shows that the implementation of TeacherProfessional Development (TPD) goals at secondary schools in Hanoi is at an average level,with an overall average score of 2,77 (on a scale where an average score falls between 2,61and 3,4)

2.3.3 Actual implementation of teacher professional development content at secondary schools in Hanoi

2.3.3.1 Development of professional values and qualities of teachers

The data in Table 2.5 shows that, when participating in Teacher ProfessionalDevelopment (TPD), the professional values and qualities of teachers are rated quite

positively, with an average rating score of 3,67.

2.3.3.2 Development of professional skills and expertise

According to the data in Table 2.6, the development of professional skills andexpertise is not rated as highly as the development of professional qualities The averagerating for this area is only 3,35

2.3.3.3 Development of competence in creating a safe and healthy educational environment

The data in Table 2.7 indicates that the competence of teachers in secondaryschools in Hanoi to create a safe and healthy educational environment is relatively good

2.3.3.4 Development of competence in building relationships between school, family and society

Survey results show that the evaluation of this competence among teachers atsecondary schools in Hanoi is only at an average level (with an average rating of 3,49).Specifically, the competence to coordinate between family, school, and society forconducting teaching activities or promoting ethics and lifestyle education is rated at 3,52and 3,62 These collaborative activities are also not carried out regularly or cohesively

2.3.3.5 Development of competence in professional development orientation for teachers

In theory, when participating in career development programs, teachers should havestrong competence in guiding their own professional development However, in practice, thesurvey results from secondary schools in Hanoi indicate that this competence amongteachers is only at an "average" level (with an overall average score of 3,48)

2.3.3.6 Development of competence in adapting and responding to environmental changes

The results in Table 2.10 show that the competence to adapt and respond toenvironmental changes is rated the lowest among the professional competencies of teachers

at secondary schools in Hanoi (with an overall average score of 3,01)

2.3.3.7 Development of competence in building school culture and responding to social roles and responsibilities

According to the data in Table 2.11, the development of career competenciespositively impacts the development of "School Culture Building Competence" amongteachers at secondary schools in Hanoi, with this competency being rated higher, with anoverall average score of 3,65

2.3.3.8 Development of teacher’s foreign language proficiency and information technology application competence

The survey results in Table 2.12 indicate that teachers’ ability to "communicate incommonly used foreign languages and read subject-related teaching materials or educationalscience documents in common foreign languages" at secondary schools in Hanoi is ratedrelatively low, with an average score of only 3,10 Only the competence in proficientlyusing teaching software, specific subject-related applications, and guiding students ineffectively obtaining information and extracting knowledge from the Internet is rated at arelatively good level

2.3.3.9 Development of teachers’ soft skills

The data in Table 2.13 indicate that soft skills are essential in professionalenvironments, including secondary schools in Hanoi The proficiency level of teachers insoft skills is rated relatively high, with an average score of 3,8

2.3.4 Regardingg the role of stakeholders in teachers’ professional development at secondary schools in Hanoi

The statistical results in Table 2.14 reveal the following:

- The role of stakeholders

The role of stakeholders in teachers' professional development (TPD) at secondaryschools is generally assessed at an average level, with an overall average score of 3,03

- Teachers’ role

In theory, teachers participating in TPD activities should have a clear orientationtoward their professional development goals However, the survey results from secondaryschools in Hanoi indicate that this orientation among teachers is only rated at a "below-average" level

- The school’s role

The school’s role as a stakeholder is most evident in organizing activities to enhanceteachers’ professional competencies, such as conducting training, providing professionaldevelopment workshops, offering peer counseling and guidance, and facilitating experiencesharing through seminars and discussions with experts However, most of these activitiesare carried out as part of plans set by local secondary education management authorities(e.g., participation in programs organized by the Department or District of Education andTraining) Activities proactively initiated by the schools themselves remain limited

2.3.5 Regarding the implementation of teachers’ professional development forms at secondary schools in Hanoi

Data from Table 2.15 shows that the participation of secondary school teachers inHanoi in various forms of professional development is at an average level (borderlineweak), with an average score of 2,66

2.3.6 Regarding the implementation of assessment and evaluation of teachers’ professional development outcomes at secondary schools in Hanoi

The data in Table 2.16 indicates that the extent to which methods are applied toevaluate the outcomes of teachers’ professional development activities at secondary schools

in Hanoi has an overall average score of 3,63, which falls within the range of fairly frequentimplementation

2.4 Current status of managing teachers’ professional development at secondary schools in Hanoi

2.4.1 Regarding the implementation of the goals for managing teachers’ professional development at secondary schools in Hanoi

To evaluate the current status of implementing the goals for managing teachers’professional development (TPD) at secondary schools in Hanoi, the thesis organizes asurvey focusing on two aspects:

(1) The current status of defining the goals of TPD management at these schools;(2) The level of goal implementation in TPD management at secondary schools(based on the criteria for effective TPD)

2.4.1.1 Regarding defining the goals of teachers’ professional development at secondary schools

Table 2.17 Survey results on defining the goals of teachers’ professional development

at secondary schools in Hanoi Orde

r

Requirements for the goals of teachers’

Average score Rank

1 The school has clearly defined the goal ofprofessional development for teachers. 420 3,80 1

2 The goal of teacher professional development islinked to the school’s development strategy. 420 3,63 2

3

The goal of teacher professional development is

defined with consideration of both the goals for

teachers and the goals for the school

420 3,36 4

4

The goal of teacher professional development is

defined in alignment with the goals of reforming

secondary education

420 3,42 3

Source: PhD candidate's compilation of survey results

The data in Table 2.17 shows that the identification of career development goals forteachers at secondary schools in Hanoi is evaluated as quite good

2.4.1.2 Regarding the level of implementation of career development management goals for teachers at secondary schools

Table 2.18 Level of implementation of career development goals for teachers at

secondary schools Criteria and indicators of effective teacher career

Average score Rank Average

420 2,58 3

Focus Clearly define the objectives of teacher

professional development at the school andexplain why pursuing these objectives isnecessary

420 3,03 4

3,26

Align the objectives of teacherprofessional development with theadministration's expectations for changes

in the teaching staff

420 3,24 3