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ACADEMY VIETNAM SOCIAL SCIENCE ACADEMY OF SOCIAL SCIENCES LE THANH PHONG MANAGING THE TEACHING STAFF OF PRESCHOOL TEACHERS AT NATIONAL PEDAGOGICAL COLLEGES Major: Educational management Code: 9.14.01.14 THESIS PROGRAM WILL BE EDUCATIONAL SCIENCE Hanoi, 2019 The thesis is completed at: GRADUATE ACADEMY OF SOCIAL SCIENCES SUPERVISOR: Assoc Prof Dr Nguyen Sy Thu Referee 1: Assoc Prof Dr Phan Thanh Long Referee 2: Assoc Prof Dr Nguyen Thi Yen Phuong Referee 3: Dr Nguyen Thi Tuyet Hanh The thesis is protected in front of Board of Doctoral Thesis Examination, Organized at Graduate Academy of Social Sciences At minute, Date Month Year 201 The thesis can be found at: National Library Library of Graduate Academy of Social Sciences CATEGORY Scientific works published Le Thanh Phong (2015), A number of measures to develop teaching staff of Ho Chi Minh City Central Teachers College, Journal of Social Psychology Le Thanh Phong (2018), Current situation of teaching staff of preschool teachers at central pedagogical colleges, Journal of Social Psychology, No 4/2018 Le Thanh Phong (2018), Current situation of managing preschool teacher training staff at central pedagogical colleges, Journal of Social Psychology, number of 5/2018 PREAMBLE The urgency of the research problem In education, the Resolution of the 8th Conference, the Central Executive Committee of the 11th term (Resolution No 29-NQ/TW) on fundamental and comprehensive innovation of education and training to meet the requirements of industrialization and modernization in the context of socialist-oriented market economy and international integration have stated: “Developing pedagogical school system to meet the objectives and require training and retraining of teachers and teachers education managers; prioritize investment in building a number of key pedagogical and technical pedagogical schools; overcome the dispersion situation in the system of teacher training institutions ” The proper assessment of the status of lecturers and proposing solutions for lecturing staff management to train preschool teachers at central pedagogical colleges is an urgent job in the current period The thesis "Managing teaching staff for preschool teachers at central pedagogical colleges" is carried out with the aim of contributing more solutions to implement the educational and training objectives of the school Research purposes and research tasks Purpose of the study The thesis studies theoretical and practical basis of lecturing staff and manages lecturing staff to train preschool teachers at central pedagogical colleges, thereby proposing solutions to manage teaching staff to train preschool teachers at the Central pedagogical college 2.2 Research tasks - Overview of the research on managing staff of universities and colleges - Study the theoretical basis of managing lecturing staff of universities and colleges according to the approach of human resource management and approaching lecturing staff capacity - Assess the situation of lecturing staff management to train preschool teachers at central pedagogical colleges according to human resource management approach and approach faculty staff capacity - Proposing solutions to manage teaching staff to train preschool teachers at central pedagogical colleges in the current context - Testing the necessity and feasibility of the solution "Assessing the teaching staff based on the competence framework" Subjects and scope of research 3.1 Research subjects Managing faculty staff to train preschool teachers at central pedagogical colleges 3.2 The object of research Activities of lecturers train preschool teachers at central pedagogical colleges 3.3 Limits and scope of research (1) Managing subject: The main subject is the Principal of the central pedagogical colleges; other subjects are the subjects coordinating in the management of teaching staff to train preschool teachers at central pedagogical colleges such as vice principals, leaders of pre-school education departments and relevant faculties, and departments related features (2) Scope of research content: Researching the rationale for managing lecturing staff; assess the situation and propose some solutions for lecturing staff management to train preschool teachers at central pedagogical colleges in the current context (3) Scope of research subjects: All lecturers train preschool teachers at central pedagogical colleges (including lecturers with specialization in preschool, education, psychology, ) (4) Scope of study area: The project is conducted at 03 schools (Central Teacher Training College, Nha Trang Central Teachers College, Ho Chi Minh City Central Teachers College) Methodology and research methods 4.1 Methodology (1) System approach: Managing faculty staff is a process under the influence of many different factors, from policies to management and use of lecturers Therefore, the study of the topic must combine elements, different aspects in lecturing staff management and placing elements and aspects in dialectical relations (2) Human resource management approach: Applying the theory of human resource management, that is, managing faculty staff is actually human resource management to serve the training of preschool teachers at pedagogical colleges center Therefore, this management must follow a strict process, from planning to selecting, arranging, training, retraining, using, inspecting and evaluating lecturing staff The thesis uses management functions to determine the content of lecturing staff management in preschool teachers at central pedagogical colleges (3) Approaching from the Party's and state's educational development perspective: Managing lecturing staff must be based on the views of managing faculty staff of the Party and the state, requiring education development 4.2 Research methods In order to solve the purpose, mission, scientific hypothesis, research questions, the thesis will use diversity and scientific coordination of the quantitative research methods and qualitative following (1) Method of theoretical research (2) Methods of summarizing practical experience (3) Method of investigation and survey by questionnaire (4) Methods of in-depth interviews (5) Expert method (6) Methods of testing research results (7) Statistical methods of research and assay results 4.3 Scientific hypothesis Managing the teaching staff of preschool teachers at central pedagogical colleges in the past period has many shortcomings in managing goals, contents and methods, leading to limitations on management efficiency There are many factors affecting the management of faculty, in which the most influential factor is the planning, training and use of faculty members; interest in Party and state policies on the development of teaching staff for preschool teachers If proposing and testing reasonable solutions in teaching staff training of preschool teachers at central pedagogical colleges according to the approach of human resource management, it is possible to improve quality and efficiency manager 4.4 Research questions (1) What is the study of faculty staff training pre-school teachers at central pedagogical colleges? What is the theoretical basis for lecturing staff training for preschool teachers? (2) What is the current status of managing staff training pre-school teachers at central pedagogical colleges? What are the factors influencing the management of lecturing staff training preschool teachers at central pedagogical colleges? (3) What solutions can improve the effectiveness of staff teaching staff training for preschool teachers at current central pedagogical colleges? Does choosing a solution for successful testing contribute to improving the effectiveness of managing faculty staff to train preschool teachers at today's central pedagogical colleges? New contributions of the thesis In theory, the thesis has built a theoretical framework for managing teaching staff to train preschool teachers at central pedagogical colleges, in which the content of teaching staff training for preschool teachers is developed in schools Central pedagogical college, characteristics of lecturers train preschool teachers at central pedagogical colleges In practice, the dissertation has analyzed the practice of specific characteristics, situation and factors affecting lecturing staff, managing teaching staff to train preschool teachers at central pedagogical colleges Since then, the thesis has proposed practical solutions and feasibility of innovating the management of teaching staff to train preschool teachers at central pedagogical colleges The meaning of the thesis (1) In terms of reasoning Management of lecturers in central pedagogical colleges has not been conducted in Vietnam, especially in the current context Research results of the thesis contribute to some theoretical issues for the management of lecturers of central pedagogical colleges (2) About practice Research results of the dissertation are used as reference for research and learning, and help managers at 03 central pedagogical colleges have more reference channels to innovate management work in the future Structure of the thesis First of all is the introduction Next, the thesis is structured into 04 chapters as follows: Chapter Overview of research on management of trainers for preschool teachers at central pedagogical colleges Chapter Theoretical basis for management of teaching staff for preschool teachers at central pedagogical colleges Chapter Practical research results on management of trainers for preschool teachers at central pedagogical colleges Chapter Solutions to manage teaching staff for preschool teachers at central pedagogical colleges Finally, conclusions, recommendations, references and appendices Chapter RESEARCH OVERVIEW STAFF MANAGEMENT 1.1 Research on human resource management Human resources should be understood as the overall labor potential of a country or a locality, ie the prepared labor force (at different levels) willing to participate in a certain labor job are skilled workers (or ability in general), by way of meeting the requirements of the mechanism of labor restructuring, economic structure towards industrialization and modernization [24] One of the basic benefits of human resource management is to get the right people in the right place in the right time for the leader Therefore, it is important to select and train competent leaders, managers, and employees to meet the organization's goals and tasks at the present and future time [104] Human resource management has components, including: Determining job duties; Attract, select; educate; Evaluate employee performance; Salary management; Developing labor relations; Human resource statistics; Implementing the law; Encourage change [13] 1.2 Research on faculty members In all ages, along with learners, the role of teachers is always a pillar in education Lecturers are the most powerful factor affecting the academic achievement of learners [113] The capacity of teachers is the most important strength, teachers are seen as the key to quality and success in education [105] The most important approach to managing teaching staff is to know and be able to anything in the five basic core: knowledge, skills, qualities, attitudes and beliefs The success of universities depends entirely on the development and management of lecturing staff [93] Knowledge, organizational capacity and management of pedagogical activities, scientific and technological research, professional activities and social activities of lecturers are important factors reflecting their qualifications and capabilities The typical model of the trainer is generalized into the integration of educators, experts (researchers, scientists), social and cultural activists, managers (schools, classrooms) ) [22] 1.3 Research on management of pedagogical teaching staff Managing the staff is the management of high quality human resources Managers must implement all stages from planning, selection, use, training, retraining, evaluation, remuneration and creating an effective working environment Religious and democratic policies in schools are also one of the aspects of lecturing staff management [136] Teachers of pedagogical universities are facing many challenges in the form of unresponsive infrastructure, lack of research environment and problems of salaries, allowances and labor relations [ 120] The faculty development program is planned activities that focus on strengthening and extending the skills, improving the techniques and conceptual skills of teachers so that they can possess the capabilities necessary to handle complex situations and perform better jobs, in order for teachers to improve their knowledge, skills, attitudes and behaviors [123] Teachers of pedagogy "female machines" that produce teaching staff need to be one step ahead of preparing necessary qualities in the new context, so that there is also the capacity to influence teachers in training process, organizing the implementation of training activities for teachers and education managers The new context sets a requirement for competencies for pedagogical teachers to meet the requirements of: Professional quality; About professional capacity and pedagogical skills; Scientific research capacity; Capacity to build a democratic educational environment; Capacity to develop social relations [29] Proposing to build a professional personality model of teachers of pedagogic schools, developing teaching staff development strategies, management and operation innovation of teachers' schools themselves are quite interested in research [58 ] CONCLUSION OF CHAPTER Through studying the research projects related to the topic of many domestic and foreign authors, the thesis found: First, for the direction of human resource management research, projects in the world affirmed that human resource management is a leading issue in the construction and development of organizations, is a decisive factor determine the existence and development of the organization Based on different interpretations and approaches, the authors have given different definitions, codified the development process according to historical periods, along with changes in the functions of human resource management , and examine the nature, roles, goals and components of human resource management In the country, the research also emphasizes the important role of human resources - the most crucial point of national internal resources The authors have examined the nature, cultural context, constituent components, factors affecting human resource management as well as practical experience in developing human resources of countries and in the country , contributing to enriching the scale tool for human resource management in Vietnam, helping organizations understand the components of human resource management practices, thereby having appropriate strategies to improve organizational performance Secondly, for the research direction of lecturing staff, the works all emphasize the role of lecturing staff in universities, this is the most powerful factor affecting the academic achievement of learners, the key of quality and educational success in any education system of any society Many works of foreign authors have provided a detailed system of contents related to roles, quality, lecturing staff management approaches at the micro and macro level in the context of the whole process demand and the explosion of knowledge In the country, the research also clarifies the issues of faculty quality, requirements and evaluation criteria that new generation lecturers need to meet in the context of globalization and international integration Third, for the direction of research on pedagogical faculty management, the works assume that in higher education institutions, the development programs of lecturers are considered very important These are planned activities that focus on enhancing and expanding the 10 The preschool teacher at the same time must well the function of the mother, teacher, physician, artist and friend of preschool children Special studies have shown that, in the pedagogical skills system of preschool teachers, in addition to the common points with the skills of teachers of other grades there are also characteristics of preschool level 2.1.3 Concept of teaching staff for preschool teachers The teaching staff of preschool teachers is understood to be a collection of teachers of preschool teacher training, including specialized teaching of preschool pedagogy, lecturers of basic subjects such as psychology and education , politics, Vietnamese, sports, information technology, foreign languages They work together, sticking together through material and spiritual benefits within the framework of the law and the specific characteristics of each school 2.2.4 Duties of teachers of preschool teacher training at the central pedagogical college The contingent of teachers of preschool teachers at central pedagogical colleges must perform diverse and complex tasks and tasks with basic contents such as teaching, scientific research, participation in international cooperation activities and ensuring the quality of higher education, participating in class work, advisors on learning and learning, improving professional and professional qualifications, participating in management work, party work, unions and other tasks assigned 2.1.4 Qualities and professional capacity of preschool teacher training teachers of central pedagogical colleges in current education innovation The quality and professional capacity of lecturers training preschool teachers at central pedagogical colleges clearly manifest in basic aspects such as professional qualities (political quality, morality, lifestyle), professional and professional competencies (professional qualifications, pedagogical and foreign language skills, application of information technology, design and organization of teaching, evaluation of teaching results, development of training programs creating and fostering teachers and education managers, consultants, learners' support, scientific research capacity (implementing projects and projects, publishing research results and learning materials, guide scientific research), build a democratic educational environment (develop and implement grassroots democracy regulations, develop learning environment) p and research), the ability to 11 develop social relationships (development of relations with civil society organizations and educational institutions, develop relations with the professional community) 2.2 Management and model of human resource management 2.2.1 Management Management is the purposeful, planned activity or impact of the manager to the manager in an organization to accomplish the goals set out in the Events of certain environmental fluctuations 2.2.2 Human resource management model Nadler's human resource management model is a suitable model to serve as a basis for studying the theoretical framework and using solutions to manage university staff, especially the management faculty staff training teachers at central pedagogical colleges in the current period 2.3 Management of trainers to train preschool teachers at central pedagogical colleges 2.3.1 Concept of teaching staff management Managing faculty staff is managing human resources in the field of education and training, including planning, recruitment, use, retraining, assessment and implementation of remuneration policies to create lecturing staff in sufficient quantity, synchronous in terms of structure (organization, age, gender), ensuring quality (qualifications, qualities, capabilities), creating a quality cultural environment, implementing Good requirements for education and training development in each period of national development 2.3.2 The concept of managing the teaching staff of preschool teachers at central pedagogical colleges Managing teaching staff training preschool teachers at central pedagogical colleges can understand the stages of planning, recruitment, use, training, assessment, implementation of remuneration and construction policies setting up a working environment to create lecturers with sufficient quantity, synchronous structure, quality assurance, creating a quality cultural environment, well fulfilling the requirements of education and training innovation and planning development direction of the central pedagogical colleges, which takes into account the characteristics of the curriculum framework as well as the output standards of the preschool education sector 12 2.3.3 Contents of management of trainers for preschool teachers at central pedagogical colleges (1) Planning teaching staff (2) Recruitment of teaching staff (3) Using teaching staff (4) Training and retraining to improve the qualification of lecturers (5) Evaluating faculty (6) Remuneration policy and create a working environment 2.3.4 Subjects manage the contingent of trainers to train preschool teachers at central pedagogical colleges The central management entity for teaching staff training preschool teachers at central pedagogical colleges is the Ministry of Education and Training Subjects of management at the university teaching staff train preschool teachers at central pedagogical colleges as the principals of schools 2.4 Factors affecting the management of teaching staff for preschool teachers at central pedagogical colleges 2.4.1 Subjective factors (1) The leadership and direction of Party committees, school leaders (2) Development strategy plan of each school (3) Leadership and management capacity of leadership and management staff (4) Passion, the sense of responsibility of teachers at work (5) Consensus of lecturers (6) Prestige, school brand (7) Remuneration policy 2.4.2 Objective factors (1) Economic, political, scientific and technological environment (2) Cultural and educational environment CONCLUSION OF CHAPTER In this chapter of the thesis, the concepts of preschool teacher training teachers at central pedagogical colleges, faculty members train preschool 13 teachers at central pedagogical colleges and management Teachers train preschool teachers at central pedagogical colleges The study has approached the management of teaching staff to train preschool teachers according to management functions Since then determine the content of teaching staff training pre-school teachers at central pedagogical colleges including planning, recruitment, use, training, retraining, remuneration, inspection and assessment concretize mechanisms and policies to create a favorable environment for lecturers to work and create This chapter of the thesis also studied and analyzed the factors affecting the management of teaching staff training preschool teachers at central pedagogical colleges including subjective factors (leadership and direction) of Party committees, school leaders, strategic development plans of each school, leadership and management capacity of leaders and managers, passion, sense of responsibility of teachers in work, consensus of teaching staff, prestige, school brand, remuneration policy, objective factors (economic, political, scientific and technological environment; cultural environment , education) Chapter PRACTICAL RESEARCH RESULTS ON MANAGEMENT TEAM TEACHER TRAINING PRESCHOOL TEACHERS AT THE COLLEGES 3.1 Research organization (1) Object to study The lecturer consists of 330 people at 03 central pedagogical colleges, equally allocated to schools, each school has 110 lecturers Student body consists of 99 people at 03 central pedagogical colleges The number of research students is distributed equally to schools, each school has 33 students and students (2) Study area Research conducted at 03 schools: - Central Teacher Training College - Nha Trang Central College of Education - Ho Chi Minh City Central Teachers College 14 3.2 Research Methods (1) Method of theoretical research (2) Practical research methods - Methods to summarize practical experience - Methods of investigation and survey - Methods of in-depth interview: Objective interview: 15 people are the Board of Directors and experts in the field of pre-school at 03 schools in the area of research and civil servants at the Ministry of Education and Training, University of Education Ho Chi Minh City - Expert method: During the implementation process, the thesis has asked for prestigious experts in the field of research, as experienced managers, leading scientists Experts have commented to standardize the concepts of tools, research methods, how to conduct research, research content, data analysis direction The thesis has consulted 04 Principals, 01 Professor, 03 Associate Professors, 05 scientists at 03 schools in the study area and Ho Chi Minh City University of Education (3) Statistical methods of research and assay results 3.3 Current situation of teaching staff of central pedagogical colleges (1) Professional competence of lecturers Survey data shows that the majority of respondents agree (an average of 3.96) on indicators of professional qualifications of lecturers Experts believe that lecturing staff of central pedagogical schools have good professional capacity, formal and intensive training However, the ability to access new knowledge, innovate scientific thinking, foreign language and computer skills still needs to be fostered to meet the requirements of education innovation (2) Scientific research capacity of faculty Survey data shows that "Scientific research capacity of lecturing staff" is assessed at the agreed level of 3.5 This shows that fostering scientific research capacity has not been focused in lecturing staff management (3) Capacity to build a democratic educational environment and develop social relations of faculty Indicators are rated at normal levels This shows that "building a democratic educational environment and developing social relations of lecturing staff" should be focused on training in lecturing staff 15 management When interviewing, managers and experts all said that there should be a specific plan to fostering lecturers in developing this capacity In the age of technology 4.0, the construction of democratic educational environment and the development of social relations of lecturers are of great significance This will help the staff to affirm the prestige and professional position in modern society (4) The quality of the teaching staff The quality indicators of lecturers are highly appreciated This result once again affirms that the profession is still a noble profession, respected by the society The personality of teachers is still long-lasting, is still the determining factor of the success or failure of educational institutions 3.4 Current situation of management of trainers for preschool teachers at central pedagogical colleges 3.4.1 Planning faculty Most of the opinions are that school leaders are interested in planning lecturing staff However, planning orientations face difficult core issues, leading to schools not being boldly implementing planning plans 3.4.2 Recruitment of trainers The recruitment process basically ensures the law, flexible application, information on recruitment of teachers is publicized according to different channels (the website of the school, the mass media ), combine using different techniques to recruit, decentralize recruitment to the department, faculty However, the calculation of admission results is being applied flexibly into practice, not yet determined the capacity framework for each position to be recruited, not yet recruited many good candidates, there is no mechanism to attract talented people , the role of the Department in the recruitment has not been defined, decentralized clearly 3.4.3 Use of teaching staff Using lecturers has many inadequate contents such as not using the capacity of lecturers to share experiences and knowledge among schools in the same area This poses practical management measures to build lecturers and experts in the field of preschool pedagogy 3.4.4 Training and retraining of teaching staff Schools pay much attention to training and developing lecturing staff However, to meet the requirements in the new situation, the training and 16 retraining of lecturing staff still need to renew the implementation measures to improve the quality of lecturing staff 3.4.5 Evaluation of faculty members Most lecturers are assessed at the level of fulfilling the tasks and successfully completing the tasks, conducting annual lecturers assessment in accordance with regulations, quantitative evaluation criteria, public and public assessment information Collecting and evaluating information is carried out scientifically, assessment results reflect the basic tasks of lecturers, serving as a basis for considering emulation, appointment, and participation in training and retraining However, the evaluation criteria not reflect all the quality in the performance of the teachers' tasks, the assessment method is still one-way, not yet diversified, the evaluation results are not really motivating for teachers to strive for, overcome defects 3.4.6 Remuneration policy and create a working environment The schools shall strictly comply with the law on salaries and allowances for teachers' seniority, position allowances, vocational allowances, social insurance regimes, health insurance and unemployment insurance The issue of policy innovation and creating a democratic and solid working environment, promoting the development of lecturing staff will still be an urgent content in managing teaching staff at schools With the special occupational nature and current salary and allowance regime, the education sector cannot attract high-quality human resources In recent years, along with the increasing enrollment of teachers in pedagogical schools, the situation of "bleeding" outside of teachers is gradually becoming an issue that needs attention and solutions overcome 3.5 Current situation of factors affecting the management of trainers for preschool teachers at central pedagogical colleges Passion, the sense of responsibility of teachers in the work that has the greatest impact on building the quality and capacity of faculty members, is a decisive factor in managing faculty Remuneration policies of the state, prestige and brand of the school are essential contents according to the development trend of the labor market, the trend of economic and cultural integration of the world In addition, the consensus of lecturers, economic, political, scientific, technological, cultural and educational environments also has certain indirect impacts on faculty staff management 17 CONCLUSION OF CHAPTER In this chapter 3, the thesis has focused on analyzing (1) The quality and capacity of faculty members to train preschool teachers at central pedagogical colleges, (2) Current situation of managing training staff preschool teachers at central pedagogical colleges, (3) Current situation of factors affecting management of teaching staff to train preschool teachers at central pedagogical colleges Regarding the quality and capacity of lecturers training pre-school teachers at central pedagogical colleges, both other groups pointed out that lecturers train preschool teachers at central pedagogical colleges having the basic quantity, structure and quality to meet current practical requirements; have a personality, quality, good morality, a simple lifestyle, a spirit of law observance, solidarity and consensus in the collective; have professional capacity and good teaching capacity; actively innovating teaching methods; enhance practice and practice in teaching However, it is necessary to pay attention to increasing the number of professors with professional doctorate and expertise; At the same time, we are interested in assessing the quality and capacity of lecturing staff to see more clearly the nature of lecturing staff's quality, especially the capacity of scientific research, building training programs; Teachers have specialized access to many different majors so it will make it difficult for the policy of active and integrated teaching in the coming period; Professional practice skills are slowly reformed to fit the needs of society in preschool education The reality of teaching staff training for preschool teachers at central pedagogical colleges has many positive points Recruitment strictly complies with legal regulations, publicity, transparency, fairness, decentralization, decentralization to the subject group; pay attention to the criteria of recruiting teachers to ensure quality, to perform tasks; Flexible recruitment policies Training and retraining are paid attention to, investment in many funds, diversified forms, initially interested in overseas training and retraining Arrangement, use and evaluation of lecturers are carried out regularly, in accordance with regulations, contributing to creating a safe environment for lecturers to work The working environment of democracy and policies is paid in accordance with regulations, in time, the emulation and commendation work is well- 18 done, the content is public, mobilizing the criticism of the teachers is organized good organization The management of lecturing staff of schools is still limited In terms of planning, schools have not yet built the teaching staff development strategy in the period from 2016 onwards In terms of recruitment, schools have not yet developed a job placement scheme to determine the number and standards of faculty capacity; There are no policies to attract high qualified lecturers and foreign lecturers Regarding training and retraining, schools have not focused on developing experts and scientists; The Department's activities have not promoted the leading role in managing and promoting professional activities Regarding the assessment of lecturing staff, the schools still give teachers inadequate as the evaluation criteria are not clear, only assessing quantitatively, not qualifying; the evaluation process, the frequency of evaluation is low; The purpose of evaluation is mainly for reviewing and emulating at the end of the school year; The evaluation method is still simple and one-way due to the evaluation system, the evaluation perspective in legal documents is still general Regarding remuneration policies and creating a working environment, schools show that the income of lecturing staff is still low, the work of honoring and rewarding lecturers has not created an environment for lecturers to have faith and love for jobs The root cause of the limitations in the management of lecturing staff comes from the unified management mechanism, the capacity of managers from the school level to the faculty level, not clearly oriented and there are not many mechanisms to encourage development specialize Research results of influencing factors show that subjective and objective factors affect the management of teaching staff to train preschool teachers at central pedagogical colleges Subjective factors tend to impact, affecting more objective factors 19 Chapter SOLUTIONS FOR MANAGEMENT OF TEAM TEACHER TRAINING PRESCHOOL TEACHERS AT THE COLLEGES 4.1 Principles for proposing solutions to manage teaching staff for preschool teachers at central pedagogical colleges (1) Principles to ensure systematic (2) Principles to ensure inheritance (3) Principles to ensure practicality (4) Principles to ensure feasibility and efficiency (5) Principles to ensure legality 4.2 Solution to manage teaching staff of preschool teachers at central pedagogical colleges 4.2.1 Develop a management plan for teaching staff according to the development strategy of the school (1) Forecasting the trend of developing teaching staff based on the scale of preschool teacher training (2) Develop planning process for trainers for preschool teachers 4.2.2 Recruitment of trainers to train preschool teachers by job position and capacity framework (1) Determining the project of job placement, job description, capacity framework for lecturing staff to train preschool teachers (2) Develop a set of recruitment criteria for the job positions of the teaching staff of preschool teachers according to the competence framework (3) Improving recruitment capacity (knowledge, skills, attitudes) for recruitment workers (4) Building a website about recruitment (5) Evaluate motives and attitudes of candidates (6) Using the form of recruiting faculty members, enhancing professional practice, communication practices in recruitment 4.2.3 Renovating training and retraining to develop pedagogical skills of trainers for preschool teachers 20 (1) Develop regulations on training and retraining of trainers for preschool teachers (2) Develop plans for training and retraining each academic year (3) Organizing conferences, seminars, expanding international cooperation on child care skills (4) Enhancing the application of teaching methods on child care 4.2.4 Building a network of core trainers on pre-school teacher training (1) Change the perception of leadership in schools and faculties (2) Planning a core team of lecturers (3) Develop a plan to discover core faculty members (4) Signing a plan to build a network of faculty members 4.2.5 Evaluate the faculty of preschool teacher training based on the competence framework (1) Change of thinking, conceptualization according to capacity framework (2) Develop a system of criteria for evaluating teaching staff according to the competence framework (3) Using a combination of different assessment methods based on the set of criteria according to the competency framework of the faculty 4.2.6 Building pedagogical environment and innovating motivational policies based on the current orientation of education innovation (1) Clearly define the school development strategy and objectives (2) Innovating leadership style (3) Education and orientation of needs and motivations of trainers for preschool teachers (4) Increase income and sources of income on the basis of promoting internal resources, expanding the scope of training (5) Enhance the provision of facilities, minimum working conditions 4.3 Test the necessity and feasibility of the proposed solutions - Test content: Testing solutions for managing lecturing staff to train preschool teachers at central pedagogical colleges - Results of test results The proposed solutions to manage teaching staff to train preschool teachers at central pedagogical colleges have contents suitable to practice 21 in schools, can be applied in a certain period of time to innovate , improve the effectiveness of lecturing staff management 4.4 Testing solutions - Test content: Develop and apply measures "Assessing the teaching staff for preschool teachers based on the competence framework" - Test results: (1) Test results have adjusted the names of the levels of lecturing staff assessments in accordance with the provisions of law: removing the classification name as emulation soldiers, advanced workers (because this is a form of emulation), instead of successfully completing the task, completing the task well At the same time, the results also adjust the essence of the faculty ratio at the rating level: reduce the percentage of teachers who successfully complete the task, increase the percentage of teachers who complete the task and not complete the task (2) Survey results of 100 lecturers: 100% agree with the practical criteria CONCLUSION OF CHAPTER In chapter 4, based on the determination of 05 principles: (1) Principles to ensure systemativeness, (2) Principles to ensure inheritance, (3) Principles to ensure practicality, (4) Nguyen The principle of ensuring feasibility and efficiency, (5) Principles to ensure legality, the thesis has proposed 06 closely related solutions including: (1) Developing teaching team planning according to the school's development strategy; (2) Recruitment of trainers to train preschool teachers according to job positions and capacity frameworks; (3) Innovating training and retraining to develop pedagogical skills of trainers for preschool teachers; (4) Building a network of core trainers on preschool teacher training; (5) Evaluating teaching staff to train preschool teachers based on the competence framework; (6) Building pedagogical environment and motivating innovation policies based on the current orientation of education innovation Experimental results show that the solutions have a high degree of necessity and feasibility, are practical and can be applied in a certain period of time The solution of "Evaluating the teaching staff for preschool teachers based on the competence framework" successfully tested at Ho Chi Minh City Central Teachers College in the 2017-2018 school year also shows the reality of the proposed solution 22 CONCLUDE Based on the research results of the chapters, the thesis concludes some contents as follows: (1) In terms of reasoning: - The thesis has built characteristics of lecturing staff to train preschool teachers at central pedagogical colleges, characteristics and requirements of the quality and capacity of faculty members to train preschool teachers in colleges central pedagogy Love for career, love for children, professional skills in child care, practice enhancement, practice at preschools, modern education methods are specific characteristics of lecturers training pre-school teachers Central pedagogical colleges - Managing faculty staff to train preschool teachers at central pedagogical colleges, including basic stages of planning, attracting and recruiting, arranging use, training, retraining, treatment and examination price and concretize mechanisms and policies to create a favorable environment for lecturers to work and create The ultimate goal of managing lecturing staff to train preschool teachers at central pedagogical colleges is to ensure sufficient quantity, strong in quality and uniform in structure, meeting requirements and goals of delivery development of the school At the same time, the management of lecturing staff is also affected by objective and subjective factors in the trend of education innovation, market economy, international integration (2) Practical survey results: - Both groups mentioned that lecturers train pre-school teachers at central pedagogical colleges with the quantity, structure and quality of lecturing staff to meet the current practical requirements of the University Teachers have good personality, quality, morality, simple lifestyle, high spirit of law observance, solidarity and consensus in the collective Professional capacity, good teaching capacity; actively study, improve qualifications, innovate teaching methods; enhance practice and practice in teaching; initially attach training with local social needs However, the advanced educational method in the world has not been approached synchronously, so the quality of lecturing staff understands and uses the method is not high; Teachers have access to many different majors so it will make it difficult for the policy of active and integrated teaching in the coming period; Slow professional practice skills have been renewed to fit 23 the needs of the society in preschool education training, lecturing staff train preschool teachers, although they have increased but failed to meet the quality requirements Lecturers teach a lot of time to study science to improve their qualifications The number of experienced lecturers decreases gradually, the number of young lecturers has not yet developed the expertise to inherit Teachers 'methods, forms of assessment of students' academic results, students are also traditional - Regarding the current status of lecturing staff management, the object group is managers and lecturers who think that there are many positive points Recruitment strictly complies with legal regulations, publicity, transparency, fairness, decentralization, decentralization to the subject group; pay attention to the criteria of recruiting teachers to ensure quality, to perform tasks; Flexible recruitment policies Training and retraining are paid attention to, investment in many funds, diversified forms, initially interested in overseas training and retraining Arrangement, use and evaluation of lecturers are carried out regularly, in accordance with regulations, contributing to creating a safe environment for lecturers to work The working environment of democracy and policies is paid in accordance with regulations, in time, the emulation and commendation work is well-done, the content is public, mobilizing the criticism of the teachers is organized good organization - Management of lecturing staff of schools still has some limitations The work of arranging and using lecturers in the training process still has many issues to be solved such as the many teaching modules have not been arranged with lecturers with specialized expertise as required by the job placement scheme do; the training and retraining work is slow to innovate, low quality, and fostering methods have not kept up with the content requirements; schools have not yet built the teaching staff development strategy in the period from 2016 onwards because the schools are waiting for the Ministry's conclusions about the planning of the pedagogical school network and the impacts of the Law on Vocational Education Schools have not developed a job placement scheme to determine the number, standards, job descriptions and job positions of each lecturer Recruitment has not attracted high qualified lecturers due to lack of specific criteria in recruiting lecturers, and no specific mechanism to attract talents, attracting foreign lecturers Training and retraining of faculty staff has not focused on developing solid staff, experts and 24 scientists; activities of the Division have not promoted the leading role in managing and promoting professional activities; There are not many lecturers who have received overseas training scholarships The work of honoring and rewarding lecturers has not created an environment for lecturers to have faith and love for jobs The assessment of lecturing staff is still inadequate as the evaluation criteria are not clear, only quantitative evaluation, not qualitative evaluation; the evaluation process, the frequency of evaluation is low; The purpose of evaluation is mainly for reviewing and emulating at the end of the school year; The assessment method is still simple and one-way due to the evaluation system, the assessment perspective in the current legal documents is still general; schools also have not been boldly innovating thinking and thinking because of easy collisions, causing disunity; Culture, thinking, jealousy, queuing still exist in a faculty section The root cause of the limitations in the management of lecturing staff comes from the unified management mechanism, the capacity of managers from the school level to the faculty level, not clearly oriented and there are not many mechanisms to encourage development specialize On the basis of acknowledging and analyzing the current situation of managing faculty staff training preschool teachers at central pedagogical colleges, the thesis proposes solutions that are closely related, including: (1) Building planning the management of teaching staff according to the school's development strategy; (2) Recruitment of trainers to train preschool teachers according to job positions and capacity frameworks; (3) Innovating training and retraining to develop pedagogical skills of trainers for preschool teachers; (4) Building a network of core trainers on preschool teacher training; (5) Evaluating teaching staff to train preschool teachers based on the competence framework; (6) Building pedagogical environment and motivating innovation policies based on the current orientation of education innovation (3) Test results show that the solutions have a high degree of necessity and feasibility, are practical and can be applied in a certain period of time The solution of "Assessing the faculty of preschool teacher training based on competence framework." Successfully tested at Ho Chi Minh City Central Teachers College also shows the practicality of the proposed solution export ... lecturer Recruitment has not attracted high qualified lecturers due to lack of specific criteria in recruiting lecturers, and no specific mechanism to attract talents, attracting foreign lecturers... works published Le Thanh Phong (2015), A number of measures to develop teaching staff of Ho Chi Minh City Central Teachers College, Journal of Social Psychology Le Thanh Phong (2018), Current... capabilities necessary to handle complex situations and perform better jobs, in order for teachers to improve their knowledge, skills, attitudes and behaviors [123] Teachers of pedagogy "female machines"