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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGO XUAN DONG MANAGING THE TRAINING ACTIVITIES OF SECONDARY SCHOOL PRINCIPALS IN ACCORDANCE WITH THE ABILITY APPROACH Specialization: Education Management Code: 9140114 SUMMARY OF THE DOCTORAL THESIS IN EDUCATION SCIENCE NGHE AN-2019 INTRODUCTION The necessity of the subject In recent years, the contingent of teachers and education managers of our country has developed in both quantity and quality, with more and more reasonable structures However, with the requirements of the basic and comprehensive innovation of education and training, these staffs are still inadequate in quality, quantity and structure; some of which have not kept up with the requirements of innovation and education development Therefore, along with the training innovation, it is necessary to innovate the training of teachers and education managers, including principals of secondary schools In schools in general, and in secondary schools in particular, principals have a particularly important role, which is considered as the engine to ignite the machine and move on In response to the current requirements of education innovation, principals of secondary schools must have the necessary abilities Therefore, the training of secondary school principals in the current context must focus on forming the necessary abilities; In other words, the training of secondary school principals in the current context needs to be implemented in accordance with the ability approach Currently, the training of education managers in general and secondary school principals in particular is mainly in accordance with the content approach, so the results are still very limited, which especially has not formed the necessary abilities for secondary school principals in order to meet the requirements of education and training innovation Besides, managing the training activities of secondary school principals has inadequacies in planning, organizing, directing and evaluating For the above reasons, the subject of "Managing the training activities of secondary school principals in accordance with the ability approach" has been selected for the doctoral thesis specializing in Education Management Research objectives On the basis of theoretical and practical research on the training of secondary school principals in educational institutions, the thesis proposes some solutions to improve the efficiency of managing the training activities of secondary school principals in accordance with the ability approach Object and subject of research 3.1 Object of research The training activities of secondary school principals in accordance with the ability approach 3.2 Subject of research The managing the training activities of secondary school principals in accordance with the ability approach Hypothesis If we can propose and implement scientific and feasible solutions based on the characteristics of the managing labor and the ability framework of secondary school principals, it is possible to improve the efficiency of managing the training activities of secondary school principals in accordance with the ability approach Research duties 5.1 Studying the literature reviews of managing the training activities of secondary school principals in accordance with the ability approach 5.2 Surveying the situation of managing the training activities of secondary school principals in accordance with the ability approach 5.3 Proposing some solutions to the managing the training activities of secondary school principals in accordance with the ability approach 5.4 Evaluating the efficiency of the proposed solutions by means of experimenting Scope of research Surveying the situation and experimenting a number of solutions of managing the training activities of secondary school principals in accordance with the ability approach in Ho Chi Minh City in the academic year of 2015-2016, 2016-2017 and 2017-2018 Methodology and research methods 7.1 Methodology The thesis uses the following approaches such as the system-structure approach; the activity approach; the ability development approach and the human resource management approach 7.2 Research Methods 7.2.1 Group of theoretical research methods This method group aims at gathering theoretical information to build the theoretical basis of the subject 7.2.2 Group of practical research methods This group of methods aims at collecting practical information to build the practical basis of the topic subject 7.2.3 Group of Mathematical statistical methods This group of methods aims at using statistical formulas to process the collected data, compare and give the research results of the thesis Defense points 8.1 The training of secondary school principals in accordance with the ability approach is the process of making these staffs have the qualities and abilities of managers to meet the requirements of the basic and comprehensive education and training innovation 8.2 The training and the managing the training activities of secondary school principals have primarily focused on the content; not much on forming and developing the necessary abilities of secondary school principals on professional skills, pedagogical expertise and school management skills 8.3 In order to improve the efficiency of managing the training activities of secondary school principals in accordance with the ability approach, it is necessary to synchronously implement the solutions from raising the awareness to in-school training together with self-study and self-training, Meantime, it is important to renovate the contents, the forms and the methods of the training programs New contributions of the thesis 9.1 Formulating a theoretical framework of managing the training activities of secondary school principals in accordance with the ability approach 9.2 Objectively assessing the situation of the training and the managing the training activities of secondary school principals in accordance with the ability approach in Ho Chi Minh City 9.3 The proposed solutions help education manager educating and training institutions to develop programs and operate the training of secondary school principals in particular and education managers in general 10 Structure of the thesis In addition to the introduction, the conclusion and recommendations, the thesis is structured into chapters: Chapter 1: The literature reviews of managing the training activities of secondary school principals Chapter 2: The situation of managing the training activities of secondary school principals in accordance with the ability approach in Ho Chi Minh city Chapter 3: The solutions to the managing the training activities of the secondary school principals in accordance with the ability approach in Ho Chi Minh City Chapter THE LITERARURE REVIEWS OF MANAGING THE TRAINING ACTIVITIES OF SECONDARY SCHOOL PRINCIPALS 1.1 OVERVIEWS 1.1.1 International research In some countries around the world, many authors have studied the issues on training education managers, training education managers in accordance with the ability approach and managing the training activities of education managers in accordance with the ability approach These are the studies by such authors as Davis S Darling D, Hammond L., LaPointe M., Mayerson D., Boyatzis et al and Whetten & Cameron 1.1.2 Domestic research In Vietnam, the studies have focused on the following issues: the necessity to train education managers in general, and school principals in particular; the objectives, the requirements, the contents, the methods, the forms of training school principals and the managing the training activities of school principals in accordance with the ability approach These are the works by the authors such as Dang Quoc Bao, Tran Ba Hoanh, Bui Minh Hien, Dang Ba Lam, Mac Van Trang, Dang Thanh Hung, Pham Do Nhat Tien, Nguyen Cong Giap 1.2 BASIC CONCEPTS OF THE SUBJECT 1.2.1 Principals and secondary school principals 1.2.1.1 Principals Principals are the ones who are responsible for managing schools’ activities and are appointed and recognized by an authorized state agency 1.2.1.2 Secondary school principals Secondary school principals are the ones who are responsible for managing secondary schools’ activities and are appointed and recognized by the Heads of Education and Training Departments 1.2.2 Training and training activities 1.2.2.1 Training Training is the process of improving professional qualifications, knowledge and professional skills on a regular basis It is a process of ability improving on the basis of trained skills and knowledge 1.2.2.2 Training activities Training activities are the activities of changing and updating the knowledge that is deficient or outdated, supplementing the professional expertise, further training or strengthening professional skills according to the thematic topics 1.2.3 Ability and ability approach 1.2.3.1 Ability Ability is a combination of the three components: knowledge, skills and professional attitudes that an individual needs to possess in order to fulfill the missions and the tasks of a standardized profession in certain conditions 1.2.3.2 Ability approach Ability approach is an output approach, stating the outcome - the abilities or skills that learners want to achieve at the end of each learning period in a particular subject 1.2.4 Managing and managing the training activities of secondary school principals in accordance with the ability approach 1.2.4.1 Managing Managing is the process of directional impacts of managers on managees in order to create the cooperation of the members in an organization to effectively use the potentials in order to achieve the set objectives 1.2.4.2 Managing the training activities of secondary school principals in accordance with the ability approach The managing of the training activities of secondary school principals in accordance with the ability approach is the process of planning, organizing, directing and examining the training activities of education manager training institutions to supplement the knowledge, improve the abilities, the qualifications and the personalities for secondary school principals 1.3 SECONDARY SCHOOL PRINCIPALS IN THE CONTEXT OF THE GENERAL EDUCATION INNOVATION 1.3.1 The context of the education innovation Along with the innovation of the whole education and training sector, the general education has been reformed basically and comprehensively in all aspects: the objectives, the contents, the programs, the methods and the forms of education and the education management These innovations have affected the activities of training secondary school principals in accordance with the ability approach 1.3.2 Roles of secondary school principals in the context of the general education innovation Secondary school principals are the ones who lead, manage, implement the education policies and guidelines in an educational institution Under the influence of education innovation, the roles of secondary school principals have changed substantially 1.3.3 Functions of secondary school principals in the context of the general education innovation 1.3.3.1 Functions of secondary school principals Principals have the functions of leading, managing, coordinating and serving the community 1.3.2.2 Duties and powers of secondary school principals Secondary school principals have the following main duties and powers: developing and organizing the school system; implementing the resolutions of the School Council; making plans for school development; establishing the professional divisions, the office divisions and the advisory councils in schools; managing teachers and staffs; managing students and students’ activities organized by the schools; managing school finance and property; implementing the State’s policies and regulations to teachers, staffs and students; having training to improve the qualifications and professional skills and getting the benefits according to the policies and regulations prescribed by law 1.3.4 The ability framework of secondary school principals in the context of the general education innovation The principals’ ability framework includes: the political and ethical qualities, the lifestyles; the professional and pedagogical ability; the leading and managing ability; the ability of social relations and public relations; and the ability of career development and self-development 1.4 THE TRAINING ACTIVITIES OF SECONDARY SCHOOL PRINCIPALS IN ACCORDANCE WITH THE ABILITY APPROACH 1.4.1 The importance of the training activities of secondary school principals in accordance with the ability approach It is of special importance to train secondary school principals in accordance with the ability approach Through the training activities, it is possible to form the necessary personalities and abilities for secondary school principals to meet the requirements of the general education innovation 1.4.2 The components of the training activities of secondary school principals in accordance with the ability approach The components of the training activities of secondary school principals in accordance with the ability approach include: the objectives; the programs, the contents and the training materials; the methods and forms of training; the location and time of training; the teachers and learners 1.5 THE MANAGING THE TRAINING ACTIVITIES OF SECONDARY SCHOOL PRINCIPALS IN ACCORDANCE WITH THE ABILITY APPROACH 1.5.1 The necessity of managing the training activities of secondary school principals in accordance with the ability approach To meet the standardized output of the training activities of secondary school principals, improve the efficiency of the training activities of secondary school principals in accordance with the ability approach encourage and develop the capacity of self-training in accordance with the ability approach of each secondary school principal, it is necessary to manage the training activities of secondary school principals in accordance with the ability approach 1.5.2 The contents of managing the training activities of secondary school principals in accordance with the ability approach The contents of managing the training activities of secondary school principals in accordance with the ability approach include: making plans for training, establishing the system of human resources to participate in training secondary school principals in accordance with the ability approach, managing lecturers and the teaching activities of training secondary school principals in accordance with the ability approach, directing the reform of the training programs of secondary school principals in accordance with the ability approach, examining and evaluating activities of training secondary school principals in accordance with the ability approach 1.5.3 The subjects to manage the training activities of secondary school principals in accordance with the ability approach The subjects to manage the training activities of secondary school principals in accordance with the ability approach are District People's Committees and Heads of Education and Training Departments; in which the Heads of Education and Training Departments bear the full responsibility(the direct system) under the direction of the District People's Committees 1.6 THE FACTORS AFFECTING THE MANAGING THE TRAINING ACTIVITIES OF SECONDARY SCHOOL PRINCIPALS IN ACCORDANCE WITH THE ABILITY APPROACH 1.6.1 The objective factors The objective factors include: the globalization and international integration; the social and economic conditions; the concern of the authorities of all levels, the system of legal documents on the ability standards for secondary school principals; the management mechanisms and policies of the State and those of the education sector on organizing the training activities of secondary school principals in accordance with the ability approach 1.6.2 The subjective factors The subjective factors include: the prestige and branding of training institutions; the teaching-learning environment; the qualifications and the needs for training of learners; the professional qualifications of teachers Chapter THE CURRENT SITUATION OF MANAGING THE TRAINING ACTIVITIES OF SECONDARY SCHOOL PRINCIPALS IN HO CHI MINH CITY 2.1 OVERVIEWS OF THE NATURAL, SOCIO-ECONOMIC AND SECONDARY SCHOOL EDUCATION CONDITIONS IN HO CHI MINH CITY On the basis of analyzing the natural, socio-economic and secondary school education conditions of Ho Chi Minh City, the thesis has shown the impacts of these conditions on the training and managing the training activities of secondary school principals in the area 2.2 ORGANIZING THE SURVEY ON THE SITUATION 2.2.1 The objectives to survey the situation The objectives of the survey is to assess properly and objectively the situation of the training and the managing the training activities of the secondary school principals in Ho Chi Minh City 2.2.2 The objects and the surveying time Education managers at all levels, lecturers participating in teaching the training courses, staffs and learners (Principals, Vice Principals of secondary schools) The surveying time: academic years 2016-2017, 2017-2018, 2018-2019 2.2.3 The contents of surveying the situation The contents of the survey have focused on the following three main issues: 1) The current situation of the training activities of secondary school principals in Ho Chi Minh City; 2) The current situation of the managing the training activities of secondary school principals in Ho Chi Minh City; 3) The current situation of the factors affecting the managing the training activities of secondary school principals in Ho Chi Minh City 2.2.4 The surveying methods In the thesis, the surveying methods have been used such as: the investigations by means of questionnaires, the interviews and statistical methods to process collected data 2.3 THE CURRENT SITUATION OF THE TRAINING ACTIVITIES OF SECONDARY SCHOOL PRINCIPALS IN HO CHI MINH CITY The thesis has examined the surveyed objects’ awareness of the current situation of the importance of the training activities of secondary school principals; 13 3.2.2 Organizing specialized divisions in charge of training secondary school principals in accordance with the ability approach 3.2.2.1 The objective of the solution The objective of the solution is to propose ways to efficiently organize specialized divisions in charge of training secondary school principals in accordance with the ability approach 3.2.2.2 The content of the solution The Departments of Education and Training need to set up specialized divisions These divisions includes: Heads of the departments, specialists in charge of education and finance whom are directly led by the Heads Participants in specialized divisions in charge of training secondary school principals in accordance with the ability approach (as collaborators) can be lecturers of the training courses 3.2.2.3 How to implement the solution Develop the operational regulations of the specialized divisions in charge of training secondary school principals in accordance with the ability approach Specify the operational contents of the specialized divisions in charge of training secondary school principals in accordance with the ability approach Improve the abilities of the members of specialized divisions in charge of training secondary school principals in accordance with the ability approach 3.2.2.4 The conditions for implementing the solution There must be complete agreement from the managers to the implementing staffs; There must be the insurance of adequate legal bases, facilities and human resources; Participants in specialized divisions in charge of training secondary school principals in accordance with the ability approach must have the necessary abilities and personalities 3.2.3 Improving the contents and the programs of training secondary school principals in accordance with the ability approach 3.2.3.1 The objective of the solution The objective of the solution is to propose ways to improve the contents and programs of training secondary school principals in accordance with the ability approach 3.2.3.2 The content of the solution Determine the contents of the training programs according to the social needs and those of the learners such as the strategy developing, the human resource 14 management, the financial management, the system of information of education management, the evaluation in education On the basis of reviewing the general education program, it is important to identify the problems for the principals when managing education according to the new program The training of secondary school principals in accordance with the ability approach needs to meet the requirements of the new program 3.2.3.3 How to implement the solution Analyze the current program of training secondary school principals Propose a program to train secondary school principals in accordance with the ability approach 3.2.3.4 The conditions of implementation Managers must have the skills to develop the program of training secondary school principals in accordance with the ability approach There must be resources (human resources, material resources, and financial resources) for developing the program of training secondary school principals in accordance with the ability approach 3.2.4 Renovating the methods and forms of training secondary school principals in accordance with the ability approach 3.2.4.1 The objective of the solution The objective of the solution is to provide the methods and forms of training secondary school principals in accordance with the ability approach in the most effective ways 3.2.4.2 The content of the solution The methods and forms play an important role in training secondary school principals in accordance with the ability approach Renovating the forms of training needs flexibility in using the training forms that are suitable for the ability approach, in personalizing the learning process, in focusing on the outputs and in choosing appropriate ways to test and evaluate learners 3.2.4.3 How to implement the solution Select the methods and forms of training secondary school principals in accordance with the ability approach to meet the ability development requirements Implement the use of the methods and forms of training secondary school principals in accordance with the ability approach to meet the ability development requirements in a certain process 15 3.2.4.4 The conditions of implementation Lecturers in charge of teaching /training secondary school principals must have knowledge and skills in order to apply positive training methods and forms Secondary school principals (objects of training) must have high selfawareness and self-study and self-train abilities 3.2.5 Developing a set of standards as the basis to objectively evaluate the training activities of secondary school principals in accordance with the ability approach 3.2.5.1 The objective of the solution The objective of the solution is to develop a set of standards as the basis to objectively evaluate the training activities of secondary school principals in accordance with the ability approach 3.2.5.2 The content of the solution However, in order to objectively evaluate the training activities of secondary school principals in accordance with the ability approach, it is necessary to develop a set of standards and use it in evaluating the results of training secondary school principals in accordance with the ability approach 3.2.5.3 How to implement the solution Develop a set of standards for evaluating the training activities of secondary school principals in accordance with the ability approach Organize the evaluation of the results of training secondary school principals according to the set of standards Improve the set of standards for evaluating the training activities of secondary school principals in accordance with the ability approach 3.2.5.4 The conditions for implementing the solution The subjects to manage the training activities of secondary school principals in accordance with the ability approach must have knowledge and skills to develop and use the set of standards to evaluate the results of training secondary school principals in accordance with the ability approach There must be resources to serve the evaluation of the results of training secondary school principals according to the developed set of standard 3.2.6 Organizing a system of conditions to effectively manage the activities of training secondary school principals in accordance with the ability approach 3.2.6.1 The objective of the solution The objective of the solution is to propose ways to organize a system of 16 conditions to effectively manage the training activities of secondary school principals in accordance with the ability approach 3.2.6.2 The content to implement the solution The conditions for the effective management of the training activities of secondary school principals in accordance with the ability approach are essentially the resources, from the human resources, the facility resources to the financial resources 3.2.6.3 How to implement the solution Develop the ability to manage the training activities of secondary school principals in accordance with the ability approach for those with responsibilities Develop school facilities and teaching equipment in synchronous and modern ways Promote the application of Informatics Technology in the training activities of secondary school principals in accordance with the ability approach 3.2.6.3 The conditions for implementing the solution There are the human resources that meet the requirements of the managing the training activities of secondary school principals in accordance with the ability approach There are the facilities and the financial resources to meet the requirements of the managing the training activities of secondary school principals in accordance with the ability approach 3.3 THE SURVEY ON THE NECESSITY AND FEASIBILITY OF THE PROPOSED SOLUTIONS 3.3.1 The objective of the survey The objective of the survey is to collect the information to evaluate the necessity and feasibility of the proposed solutions, based on which the inappropriate solutions will be adjusted and the reliability of the highly appreciated solutions will be confirmed 3.3.2 The content and the methods of the survey 3.3.2.1 The content of the survey The content of the survey concentrates on the two issues: The first issue: Whether or not are the proposed solutions really necessary for the managing the training activities of secondary school principals in accordance with the ability approach? 17 The second issue: Whether or not are the proposed solutions really feasible for the managing the training activities of secondary school principals in accordance with the ability approach in the current conditions? 3.3.2.2 The method of the survey and the evaluating scale Exchanging the information by means of the questionnaires with the evaluating levels +) Very necessary, necessary, not necessary +) Very feasible, feasible, not feasible, 3.3.3 Surveyed objects Education managers and specialists of the Education and Training Service and the Education and Training Department, principals of some secondary schools in the district and a number of lecturers participating in teaching the training courses 3.3.4 Survey results on the necessity and feasibility of the proposed solutions The results of the survey show that the participants highly appreciate the necessity and the feasibility of solutions More than 97% of the participants evaluate the solutions as very necessary and necessary as well as very feasible and feasible Moreover, the necessity and feasibility of the solutions are closely related to each other 3.4 EXPERIMENTING THE SOLUTION MANAGING THE TRAINING ACTIVIES OF SECONDARY SCHOOL PRINCIPALS IN ACCORDANCE WITH THE ABILITY APPROACH” 3.4.1 The overview of the experiment 3.4.1.1 The objective of the experiment The objective is to identify the efficiency, the feasibility and the necessary conditions to implement two of the proposed solutions 3.4.1.2 The hypothesis of the experiment It is possible to improve knowledge and skills for secondary school principals, contribute to the efficiency of school management if the solutions “Improving the contents and the programs of training secondary school principals in accordance with the ability approach” and “Renovating the methods and forms of training secondary school principals in accordance with the ability approach” are applied 3.4.1.3 The content and the method of the survey i) The content of the survey Because of the timing condition, we have decided to organize the experiment on the two solutions “Improving the contents and the programs of training secondary 18 school principals in accordance with the ability approach” and “Renovating the methods and forms of training secondary school principals in accordance with the ability approach” because they are closely related to each other ii) The way to carry out the experiment The experiment is done once with the same group of subjects in accordance with the following model Pre- impact evaluation Solutions or Impacts Post- impact evaluation O1 X O2 The results are measured by comparing the difference between the post-impact (TN) results and the pre-impact results ( the input) When there is a difference (expressed through | O2-O1 |> 0), we can draw the conclusion that the two selected solutions for experimenting have improved the school management ability for secondary school principals 3.4.1.4 The standard and the evaluating scale of the experiment Experimental results are evaluated based on the two criteria: knowledge and skills of school management of secondary school principals 3.4.1.5 The location, the time and the sample of objects of the experiment i) The location of the experiment At School of Education Training of District 7, Ho Chi Minh City ii) The time From May 2018 to July 2018 iii) The sample of objects The experimental sample is a the training class for secondary school principals at School of Education Training of District 7, Ho Chi Minh City 3.4.1.6 Processing the experiment results We use the following parameters to process the collected data: the arithmetic mean, the variance, the standard deviation, the coefficient of variation 3.4.2 Analysis of the experiment results 3.4.2.1 Analysis of the input results We have surveyed the input level of the knowledge and the skills of the experimental objects Based on the analysis of the survey results, we can come to the conclusion that the initial level of the knowledge and the skills of the experimental objects is still low In order to improve the efficiency of school management, they need to be fully trained on the knowledge and skills 19 3.4.2.2 Analysis of the results of the quantitative experiment i) The results on the knowledge level of the objects after the experiment Table 3.8 Table of the frequency of distribution F for the number of the objects who get Xi after the experiment Scores Quantity 45 _ 10 X 8 7.38 Combining the results of Table 3.6 and Table 3.8, we have set up Table 3.9 Table 3.9 Table of the frequency of the input results and post-experimenting resultson the knowledge of the objects The number of Quantity measurement Preexperimenting Experimenting Quantity Parameters Standard Variance deviation _ X Coefficient variability 45 6.24 3.78 1,94 31,08 45 7.38 2.73 1.65 22,35 From the results in Table 3.9, it is possible to set the table of the frequency of distribution f i , the table of the frequency of accumulation f i  and draw the diagrams of the frequency of accumulation f i  and the charts of the frequency of distribution f i Table 3.10 The frequency of distribution f i and the frequency of accumulation f i  on the knowledge of the experimental objects before and after the experiment Xi 10  Pre experimenting (n = 45) fi fi  Fi 4,44 100 15,55 95,56 17,77 80,01 11 24,44 62,24 8,88 37,80 13,33 28,92 11,11 15,59 4,44 4,44 45 100 Post experimenting(n = 45) fi fi  Fi 2,22 100 13,33 97,78 17,77 84,45 17,77 66,68 20,00 48,91 17,77 28,91 11,11 11,11 277 45 20 Figure 3.4 The diagram of the frequency of distribution f i on the knowledge of the experimental objects before and after the experiment Figure 3.5 The diagram of the frequency of accumulation f i  on the knowledge of the experimental objects before and after the experiment From the above results, the following comments can be drawn: +) The average score of the experiment is higher than the average score of the pre- experimenting: 7.38> 6.24; 21 +) The coefficient of variation of the experiment is smaller than the coefficient of variation of the pre- experimenting: 22.35