MINISTRY OF EDUCATION AND TRAININGVIETNAM INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN CHI DUONG DEVELOPING A TEAM OF HIGH SCHOOL TEACHERS BASED ON COMPETENCIES TO MEET THE REQUIREMENTS OF T
Trang 1MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
NGUYEN CHI DUONG
DEVELOPING A TEAM OF HIGH SCHOOL TEACHERS BASED ON COMPETENCIES TO MEET THE REQUIREMENTS OF THE 2018
GENERAL EDUCATION PROGRAM
Specialization : Educational Management
SUMMARY OF THE DOCTORAL THESIS
IN EDUCATIONAL SCIENCES
HANOI, 2024
Trang 2The work was completed at:
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
Scientific supervisors:
1 Assoc Prof Dr Pham Minh Muc
2 Assoc Prof Ngyen Xuan Hai
Reviewer 1: Associate Professor, PhD Duong Thi Hoang Yên
Reviewer 2: Associate Professor, PhD Nguyen Thi Yen Phuong
Reviewer 3: Associate Professor, PhD Pho Đuc Hoa
The thesis will be defended before the Institute-level Thesis EvaluationCommittee meeting at the Vietnam Institute of Educational Sciences, 101 Tran
Hung Dao, Hanoi
At hour day month 2024
The thesis can be found at:
- Library of Vietnam Institute of Educational Sciences
- National Archives and Library Center
2
Trang 31 Reason for choosing the topic
In the current context, integration and globalization have become the trends of theera, leading to rapid changes in education These inevitable changes demand that theposition and role of teachers be elevated to a new height and a new mission Numerousperspectives and opinions exist on this issue, but the role and position of teachers areundoubtedly evolving Teachers are no longer mere transmitters of knowledge but arealso responsible for organizing and directing educational and teaching activities toachieve the goal of shaping students' personalities
In particular, the implementation of the 2018 General Education Programhighlights the need for fundamental changes in the position, role, and responsibilities ofteachers
Currently, Hai Duong Province has 55 high schools Among these, there are
157 management staff and 2,768 teachers (as of May 2023) All teachers in privateschools are on contractual terms One hundred percent of the management staff andteachers meet the required training standards, with 80.9% of management staff and 24%
of teachers exceeding the standards outlined in the Education Law No 43/2019.However, according to the regulations of the Ministry of Education and Training(MoET) regarding the teacher-to-class ratio, there is still a shortfall of 0.25 teachers perclass Furthermore, due to historical factors, there are significant limitations regardingthe structure of the teaching workforce, age demographics, professional qualifications,and particularly their capacity to implement the 2018 General Education Program
From this reality, the topic “Developing the High School Teaching Workforce in
Hai Duong Province Based on Competency to Meet the Requirements of the 2018 General Education Program” was selected as the subject of this dissertation.
2 Objectives and Requirements
Based on research into the teaching workforce, theories on teacher competency,competency-based workforce development, and an analysis and evaluation of thecompetency status of high school teachers in Hai Duong Province, this dissertation aims
to propose solutions to develop the high school teaching workforce in Hai DuongProvince based on competency to meet the requirements of the 2018 General EducationProgram
3 Research Subjects and Objects
3.1 Research Subjects: The high school teaching workforce.
3.2 Research Objects: The development of the high school teaching workforce in Hai
Duong Province based on competency
4 Scientific Hypothesis
The development of the high school teaching workforce based on competency tomeet the requirements of the 2018 General Education Program reveals severallimitations and shortcomings Therefore, proposing and applying feasible andappropriate solutions for developing Hai Duong Province’s high school teachingworkforce based on a human resource development approach will help ensure sufficientquantity and improve the quality of the teaching workforce This, in turn, will contribute
to the effective implementation of the 2018 General Education Program
5 Research tasks
Trang 4- Study the theoretical foundations for developing the high school teaching workforcebased on competency to meet the requirements of the 2018 General Education Program.
- Analyze the current status of the teaching workforce, competency-based workforcedevelopment, and factors influencing the development of high school teachers in HaiDuong Province This includes evaluating successes, limitations, and their causes toserve as a basis for proposing solutions for developing the high school teachingworkforce in the province
- Propose competency-based development solutions for the high school teachingworkforce to meet the requirements of the 2018 General Education Program and assessthe necessity and feasibility of these solutions through experiments and trials
6 Research scope
- The dissertation examines theoretical issues related to competencies, the competencyframework for high school teachers, and competency-based workforce developmentthrough a human resource management approach
- Survey Subjects: 230 individuals, including 6 management staff from the Hai DuongDepartment of Education and Training, 30 management staff from 20 public highschools, and 194 teachers
- Survey Area: The research selects 20 representative high schools, including urbanschools, suburban schools in areas with industrial zones, and schools in remote districts
- Research Period: Analysis of the current situation during the academic years 2021–
2022 and 2022–2023
7 Research approach and methods
7.1 Research Approach
The dissertation employs the following approaches: competency-based approach, human
resource management approach, professional competency standard approach, and interdisciplinary scientific approach.
7.2 Research Methods
7.2.1 Theoretical Research Methods
7.2.2 Practical Research Methods
7.2.3 Additional Supporting Methods
8 Arguments to defend
8.1 Ensuring both the quantity and quality of the teaching workforce (evaluating teacher
quality based on competency) plays a crucial role in enhancing the quality of high schooleducation within the national education system in general and in Hai Duong Province inparticular Thus, effectively developing the high school teaching workforce serves as anessential foundation for improving teaching quality and meeting the requirements of the
2018 General Education Program
8.2 Developing the high school teaching workforce based on competency has a
systematic impact on key factors such as planning, recruitment, utilization, training, andprofessional development Evaluating and screening the teaching workforce based oncompetency, implementing policies, and creating a motivating work environment aredecisive elements
8.3 A high school teaching workforce that meets competency-based structural,
quantitative, and qualitative standards will significantly improve the overall quality ofhigh school education and effectively implement the 2018 General Education Program
4
Trang 59 Contributions of the dissertation.
9.1 Establishes a theoretical framework for developing the high school teaching
workforce based on competency to meet the requirements of the 2018 General EducationProgram
9.2 Evaluates the current status of the high school teaching workforce and their
competency-based development in Hai Duong Province concerning the requirements ofthe 2018 General Education Program
9.3 Proposes competency-based development solutions for the high school teaching
workforce in Hai Duong Province to meet the requirements of the 2018 GeneralEducation Program
10 Structure of the dissertation.
CHAPTER 1 THEORETICAL BASIS FOR DEVELOPING THE HIGH SCHOOL TEACHING WORKFORCE BASED ON COMPETENCY TO MEET THE REQUIREMENTS
OF THE 2018 GENERAL EDUCATION PROGRAM
1.1 Overview of Research
1.1.1 Research on Human Resource Development
Many authors, both domestic and international, have studied human resourcedevelopment Paul Hersey and Ken Blanchard presented theoretical issues related tohuman resource development Beng, Fischer, and Dornhusch (1995) argued that humanresources encompass the entirety of professional qualifications accumulated byindividuals, which have the potential to generate future income According to Phan VanKha and Nguyen Loc (2011), in "Vietnamese Educational Science from the ReformPeriod to Present," besides the systematic approach mentioned earlier, the authors alsointroduced a dialectical approach American sociologist Leonard Nadle studied andproposed a human resource management model, highlighting the relationships and tasksinvolved in managing human resources H Koontz emphasized that "Management is anessential activity that ensures the coordination of individual efforts to achieve group(organizational) goals The objective of management is to create an environment whereindividuals can achieve group objectives with minimal time, money, material, andpersonal dissatisfaction."
In summary, extensive research has been conducted both domestically andinternationally on the concept and theories of human resource development
1.1.2 Research on the Teaching Workforce
Numerous studies, both domestic and international, have explored teacherdevelopment and outlined the requirements for teachers, including:
(i) Knowledge and skills related to the subject being taught
(ii) Knowledge and skills related to teaching, learning, and educational activities.(iii) Preparing future teachers to adapt to socio-economic, cultural, and educationalchanges and equipping them with creativity to face these challenges
(iv) Ensuring continuity between initial training and ongoing professional development
in teacher workforce construction
Trang 6(v) Professional competencies of teachers, including transforming general humanknowledge into knowledge teachers must know, then into knowledge to be taught,and finally into knowledge for learners to acquire.
(vi) Enhancing theoretical and practical understanding in educational science trainingand development, ensuring the conversion of knowledge into a system ofpedagogical skills
1.1.3 Research on Teaching Workforce Development
Building and developing the teaching workforce has been prioritized by nationsworldwide as a fundamental aspect of educational reform, national renewal, anddevelopment Numerous studies on managing and developing teaching staff have beenconducted regionally and globally Notable authors include Eleonora Villegas-Reimers(1998), Glatthorn (1995), Ganser (2000), Felding and Schalock (1985), Cochran-Smithand Lytle (2001), Walling and Lewis (2000), Cobb (1999), Kettle and Sellars (1996),Kalelestad and Olweus (1998), Youngs (2001), Grosso de Leon (2001), Guzman (1995),McGinn and Borden (1995), Tattlo (1999), Darling-Hammond (1999), Loucks-Horsleyand Matsumoto (1999), Borko and Putnam (1995) These studies highlight theimportance of ensuring sufficient teaching staff, maintaining high-quality training,achieving structural balance, providing ongoing training and professional development,and fostering a motivational environment for teachers to advance and performeffectively
1.1.4 Issues for the Dissertation to Address
- Systematize theoretical issues related to developing the high school teachingworkforce based on competency and, on this basis, establish a theoreticalframework for developing high school teachers in Hai Duong Province to meetthe requirements of the 2018 General Education Program
- Analyze the competency status of high school teachers in Hai Duong Provinceand the current state of teacher workforce development to effectively implementthe 2018 General Education Program
- Propose competency-based development solutions for the high school teachingworkforce in Hai Duong Province in the current context
1.2 Some key concepts
1.2.1 Human Resources and Human Resource Development
- Human Resources: For the purposes of this dissertation, human resources are defined as the collective human capacity (e.g., management staff, teachers, employees) characterized by professional activities aimed at meeting the requirements of a specific organization or socio-economic structure.
- Development: Development refers to the process of quantitative growth and qualitative transformation of existing entities or phenomena, which, while established, remain incomplete and require further enhancement to meet new environmental and contextual demands.
- Human Resource Development: This is the process of changing the quantity, quality, and structure of human resources to better meet the diverse requirements of socio-economic systems It includes ensuring sufficient numbers, high quality, and a balanced structure with advanced professional and technical qualifications to accomplish tasks effectively.
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Trang 71.2.2 Competency and Competency Framework
- Competency: Competency is a combination of individual psychological attributes suited to the specific requirements of a professional activity, enabling the individual to complete tasks effectively.
- Professional Competency of High School Teachers: This refers to the combination
of knowledge, skills, and professional attitudes required by high school teachers to carry out teaching and educational activities effectively, ensuring the achievement of high school education goals.
- Competency Framework: The competency framework for high school teachers encompasses a set of content and requirements for one or several activities necessary to fulfill the role of an educator in teaching and educational contexts For each specific role, corresponding competencies are required These competencies are grounded in the core knowledge, values, and culture of each teacher, forming a comprehensive new competency that differentiates individual teachers.
1.2.3 High School Teachers and the High School Teaching Workforce
High School Teachers: These are individuals tasked with teaching and educating students in high schools They meet the required training standards, holding a bachelor's degree in education or equivalent, along with a teaching skills certification.
High School Teaching Workforce: This refers to the collective group of individuals responsible for teaching in high schools They possess the necessary qualifications, professional ethics, competencies, and training standards, including a bachelor's degree
in education in their respective fields and a teaching skills certification.
1.2.4 Developing the High School Teaching Workforce Based on Competency
Based on the above definitions, developing the high school teaching workforce
based on competency can be understood as: “The process of planning, recruiting,
utilizing, evaluating, and screening; training and fostering; and implementing policies and creating working environments that management entities employ to enhance the professional ethics, qualifications, and skills of high school teachers This ensures that the teaching workforce meets competency standards required for specific job positions
in each school.”
1.3 Competency framework for high school teachers to meet the requirements of the 2018 general education program
1.3.1 Basis for Constructing the Competency Framework for High School Teachers
1.3.1.1 Functions and Responsibilities of High School Teachers
1.3.1.2 Professional Competency Standards for High School Teachers
1.3.1.3 Characteristics of Pedagogical Work for High School Teachers
1.3.1.4 The 2018 General Education Program for High Schools
2018 General Education Program is designed to align with its overarching
goal: “On the foundation of comprehensive and harmonious education in morality,
intellect, physical fitness, and aesthetics, the general education program defines the required competencies and qualities for students at each level of education Each subject's program sets forth specific requirements in terms of knowledge, skills, and attitudes, aiming to develop specialized subject-specific competencies alongside other qualities and skills at every grade level This serves as a commitment to quality
Trang 8assurance across the education system and at each institution, providing the basis for directing, monitoring, and evaluating the quality of general education.”
1.3.2 Competency framework for high school teachers to meet the requirements of the
2018 general education program
1.3.2.1 Competencies of High School Teachers
Components of High School Teachers' Competencies
Based on the approaches discussed in the aforementioned studies on high schoolteachers’ competencies, this research identifies the following competency components:(1) Competencies for implementing professional ethics for educators (2) Competencies
in teaching and educational activities (3) Subject-specific professional competencies (4)Competencies for researching and developing curricula and learning materials (5)Competencies in communication and social interaction (6) Competencies for creating aneducational environment and fostering relationships between school, family, and society.(7) Competencies for personal development
1.3.2.2 Proposed Competency Framework for High School Teachers
Standard 1: Understanding and applying the policies, guidelines, laws of the Partyand the State, and the requirements of the education sector and local authorities inmiddle and high school education
Standard 2: Mastering the knowledge of assigned teaching subjects and being capable
of developing teaching and educational plans that foster students' qualities andcompetencies
Standard 3: Effectively applying teaching methods, especially active teachingmethods, to enhance students' qualities and competencies and encourage active studentengagement
Standard 4: Using methods for assessing students' learning outcomes, discipline, andprogress to foster their qualities and competencies
Standard 5: Providing psychological and career counseling for students andintegrating such activities into teaching and education
Standard 6: Building cooperative relationships with parents, organizations, andrelevant individuals to support student education
Standard 7: Developing and implementing personal professional development plans.Standard 8: Applying information technology effectively in teaching and educationalactivities
Standard 9: Utilizing foreign languages to connect, share, and exchange educationalexperiences with colleagues domestically and internationally
Standard 10: Participating in scientific research and publishing innovations related toteaching and educational activities
1.4 Contents of developing the high school teaching workforce based on competency to meet the 2018 general education program
1.4.1 Decentralized Management in Developing the High School Teaching Workforce Based on Competency
In this dissertation, the principal is directly responsible to the Department of Education and Training (DoET) and the Department of Internal Affairs for drafting the planning of the high school teaching workforce in their respective schools This includes the job position proposal aligned with the DoET's strategic plan for high school education and the
8
Trang 9strategic development plan of their respective high schools After the workforce planning and job position proposal are approved by the DoET and endorsed by the Department of Internal Affairs, the principal is responsible for devising the implementation plan and proposing measures to execute the approved plans.
1.4.2 Components of Developing the High School Teaching Workforce Based on Competency
1.4.2.1 Building the Development Plan for the High School Teaching Workforce Based
on Competency
a- Assessing the teaching workforce (quantity, structure, quality in terms of trainingqualifications, professional competencies, etc.)
b- Determining the demand for teachers based on workforce development goals
c- Identifying solutions, timelines, and necessary conditions for workforce development
1.4.2.2 Teacher Recruitment
Teacher recruitment consists of two stages: recruitment and selection
- Teacher recruitment is the process of attracting capable individuals from varioussources
- Teacher selection is the process of reviewing and choosing individuals who meet therequired standards to become teachers
1.4.2.3 Utilization of Teachers
Effective utilization of teachers involves reasonable assignment of teaching tasks,ensuring that the right person is assigned the right job based on their abilities, strengths,gender, and working conditions This approach maximizes individual contributions,demonstrates effective management, and ultimately enhances job performance Duringthe process of teacher utilization, managers must show respect, adopt a proper attitude,and treat teachers fairly and objectively They should foster a sense of responsibility,promote democracy, listen to collective feedback, prioritize collective interests overindividual benefits, and focus on common goals
1.4.2.4 Training and Professional Development of High School Teachers Based on Competency
Professional development is the process of updating outdated or missingknowledge, providing individuals with opportunities to systematically consolidate andexpand their existing professional skills and knowledge to work more effectively.Training and professional development aim to equip teachers with the necessaryknowledge, skills, and behaviors to perform their teaching and educational duties at thehighest level
Organizing teacher training and professional development should be based oncompetency standards that meet the requirements of educational reform and theimplementation of the 2018 General Education Program It should also align with thestrategic development goals of individual schools Training and professionaldevelopment are critical factors in improving the overall quality of the teachingworkforce and their professional competencies
1.4.2.5 Evaluation and Screening of High School Teachers Based on Competency
a- Inspection
Inspection involves collecting professional records and reviewing teachers’performance in teaching and educational tasks This serves as the foundation for
Trang 10evaluating, providing feedback, or adjusting teacher behavior to achieve the highestwork efficiency.
b- Evaluation
Evaluation is the process of making judgments and assessments regarding thequalifications, competencies, and ethics of teachers Teacher evaluations can takevarious forms, including assessments by management staff, peer reviews, self-assessments, or a combination of these methods Inspection and evaluation are closelyinterrelated processes Inspection provides information for evaluation, and evaluationrelies on the results of inspections Together, they form a unified process of inspectionand evaluation
1.4.2.5 Incentive Policies and Creating a Motivational Environment for Teachers Based on Competency
These policies reflect the actions taken by management entities towards specificgroups through various measures to achieve desired objectives They include:
+ Spiritual incentives: Promotions, certificates of merit, commendations, etc.+ Material incentives: Salaries, housing, land, bonuses, etc
The working environment encompasses all factors that directly influence anindividual’s psychology, activities, organizational development, and personal growth,including the enhancement of individual competencies A positive working environment
is highly valued, as it enables individuals to perform their roles and responsibilitieseffectively
1.5 Factors Influencing the Development of High School Teachers in the Current Context
1.5.1 Rapid Development of Science and Technology
1.5.2 State and Education Sector Management Mechanisms and Policies.
1.5.3 Reputation and Branding of Educational Institutions
The dissertation also presents and analyzes factors influencing the development
of the high school teaching workforce based on competency, such as state and sectormanagement mechanisms and policies, the reputation and branding of educational
10
Trang 11institutions, the pedagogical environment, the qualifications of management staff, themanagement structure, and the cognitive level of the teaching workforce.
CHAPTER 2
CURRENT STATUS OF DEVELOPING THE HIGH SCHOOL TEACHING WORKFORCE IN HAI DUONG PROVINCE BASED ON COMPETENCY TO MEET THE REQUIREMENTS OF THE 2018 GENERAL EDUCATION
PROGRAM 2.1 Socio-economic Development Characteristics of Hai Duong Province
2.1.1 Physical geography and socio-economics
2.1.2 Overview of Educational Development in Hai Duong Province
2.2 Introduction to the Study of the Current Status
2.2.1 Objectives
To survey and evaluate the current status of high school teachers' competenciesand the development of the high school teaching workforce in Hai Duong Provincebased on competency
2.2.2 Survey Content
- Assessing the current status of the high school teaching workforce, including the
structure and training levels of teachers
- Evaluating the competency levels of high school teachers.
- Examining the development status of the high school teaching workforce in Hai
Duong Province based on competency to meet the requirements of the 2018 GeneralEducation Program
- Evaluating the influence of various factors on the development of the high school
teaching workforce in Hai Duong Province based on competency
2.2.3 Organization of the Survey
2.2.3.1 Object, location and time of survey
- The dissertation surveyed 194 teachers, 30 management staff from 20 highschools, and 6 provincial-level management staff in Hai Duong Province
- Data were collected from the academic years 2021–2022 and 2022–2023
Trang 122.3 Results Of The Survey On The Current Status Of High School Teachers, Their Competencies, And Workforce Development Based On Competency In Hai Duong Province
2.3.1 Current Status of Management and Teaching Staff in High Schools in Hai Duong Province
Hai Duong Province currently has 55 high schools, comprising 157 managementstaff and 2,768 teachers (as of May 2023) All teachers in private schools are on acontractual basis
100% of management staff and teachers meet the required standards, with 80.9% ofmanagement staff and 24% of teachers exceeding the training standards set by theEducation Law No 43/2019
Regarding the structure of the teaching workforce:
- Gender ratio: Female teachers account for 61%, while male teachers account for
39% (1,803 teachers) This indicates that the number of female teachers is nearly doublethat of male teachers, reflecting a gender imbalance at the high school level
+ Educational qualifications
+ Doctoral degree holders: Over 1%, approximately 30 teachers
+ Master’s degree holders: On average nearly 23%, approximately 635 teachers.+ Bachelor’s degree holders: Approximately 76%, or 2,103 teachers
+ Teacher-to-class ratio: 2.00 teachers per class, lower than the provincial staffingquota (2.05), the Ministry of Education and Training's requirement (2.25), and thenational average (2.19)
These statistics reveal imbalances in the teaching workforce across all criteria: + Regarding thr educational qualifications, although 100% of teachers hold at least
a bachelor's degree, with 24% holding a master's degree or higher, a closer examinationreveals several inconsistencies The majority of teachers with master’s degrees specialize
in educational management, while those with degrees in pedagogy are limited.Particularly, the number of teachers with master's degrees in subject-specific teachingmethodologies is very small This indicates that, although many teachers have obtainedadvanced degrees, their practical utility in daily teaching and educational tasks remainssignificantly limited
2.3.2 Current Status of the Necessity of Competencies for High School Teachers in Hai Duong Province
To evaluate the necessity of competencies for high school teachers in Hai Duong Province, the dissertation assessed the situation based on the 10 standards proposed in the competency framework for high school teachers
Table 2.1 Summary of the Necessity of Competency Standards for High School
Teachers in Hai Duong Province
1 Competency in implementing professional ethicsfor educators 3.17 Good
2 Competency in mastering the knowledge ofassigned teaching subjects 2.62 Good
3 Competency in applying effective teachingmethods 2.39 Average
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Trang 134 Competency in assessment and evaluation alignedwith competency-based learning 2.56 Good
5 Competency in psychological counseling andcareer guidance for students 2.62 Good
6 Competency in building relationships with parentsand relevant stakeholders 2.99 Good
7 Competency in personal development 2.53 Good
8 Competency in applying ICT in teaching 2.60 Good
9 Competency in foreign languages and informationsharing 2.37 Average
10 Competency in conducting educational scientificresearch 2.39 Average
From the summary table above, it can be seen that among the 10 competencystandards for high school teachers in Hai Duong Province, only one standard is rated asapproaching the "very necessary" level, namely Competency in implementingprofessional ethics for educators, with an average score of 3.17 Six standards are rated
at an average level, but they barely exceed the "average" threshold The remaining threestandards are at the "average" threshold However, a deeper analysis of individualcompetency components reveals that some competencies have reached the "verynecessary" level, while others have only marginally surpassed the "unnecessary" level.These results indicate that management staff and teachers have not fully recognized thenecessity and importance of the competencies that teachers should possess Interviewfindings also confirm that they have not yet met the competency requirements necessaryfor implementing the 2018 General Education Program Therefore, training andprofessional development for teachers is an urgent task for developing the high schoolteaching workforce in Hai Duong Province based on competency
2.3.3 Evaluation Results of the Current Status of High School Teacher Development
in Hai Duong Province
Based on the theoretical framework for developing the teaching workforce based
on competency, the dissertation evaluates the following aspects: workforce planning,recruitment and utilization of teachers, training and professional development, inspectionand evaluation of teachers based on competency, and the implementation of policies andcreation of motivational environments to support teacher development
2.3.3.1 Current Status of Workforce Planning for High School Teachers Based on Competency in Hai Duong Province
2.3.3.1 urvey Results on Workforce Planning for High School Teachers Based on Competency in Hai Duong Province
Through the survey process, feedback from management staff and teachersregarding the current status of workforce planning for high school teachers in Hai DuongProvince based on competency indicates that workforce planning in schools across theprovince has not received adequate attention and has not been integrated with the JobPosition Scheme The results of the current status of workforce planning are presented inthe table below:
Trang 14Bảng 2.14 Evaluation Results from Management Staff and Teachers on the Current Status of Workforce Planning for High School Teachers Based on Competency in Hai
Duong Province
1 Current Status of Workforce Planning for High School Teachers Based on
Competency in Hai Duong Province 2.62 Good
2 Current Status of Recruitment and Utilization of High School Teachers Based
on Competency in Hai Duong Province 3.06 Good
3 Current Status of Professional Development for High School Teachers Based on
Competency in Hai Duong Province 2.02 Average
4 Current Status of Evaluation and Screening of High School Teachers Based on
Competency in Hai Duong Province 2.31 Average5
Current Status of Policy Implementation and
Creation of a Motivational Environment for
High School Teachers in Hai Duong
recruitment and utilization—achieved a relatively good level The remaining aspects only reached an average level, with professional development for high school teachers based on competency to meet the requirements of the 2018 General Education Program receiving the lowest average score
2.5 Current Status of Factors Influencing High School Teacher Development Based
on Competency in Hai Duong Province
Table 2.21 Current Status of Factors Influencing the Development of High School
Teachers Based on Competency in Hai Duong Province
1 The rapid development of science and
technology (S&T) and international integration 2.97 6
2 State and education sector management
mechanisms and policies on educational
human resource development 3.37 3
3 Reputation and branding of educational
14
