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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LUU HONG UYEN DEVELOPING THE TEAM OF HOMEROOM TEACHERS IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE APPROACH Specialization: Educational Management Code: 14 01 14 SUMMARY OF DOCTORAL DISSERTATION ON EDUCATIONAL SCIENCE NGHE AN - 2019 INTRODUCTION Reason for choosing the topic Homeroom teacher is the teacher assigned the responsibility to manage and educate a class of students in secondary schools Therefore, homeroom teacher is considered "the soul of the class, a trusted mentor to guide, orient, and help students with their self improvement and personality development", the role of the homeroom teacher in secondary schools has also radically changed The homeroom teachers must take care of the development of their students’ personality so that they not only develop their intellect but also develop both physically and mentally; not only develope in terms of capacity but also in terms of quality When implementing new programs and textbooks, homeroom teachers are also the ones who organize experiential activities for the students The changes in role lead to changes in the pedagogical work of the teachers and put them in front of big challenges Currently, the homeroom teacher work in secondary schools is still limited The main reason is that homeroom teachers have not been systematically trained and fostered with necessary skills Therefore, the development of the team of homeroom teachers in secondary schools according to competence approach has an urgent and long-lasting meaning From the above reasons, the topic: "Developing the team of homeroom teachers in secondary schools according to competence approach" has been selected for the doctoral dissertation, specialized in Education Management Purpose of the study On the basis of theoretical and practical research, solutions for the development of the team of secondary homeroom teachers according to competence approach are proposed, meeting the requirements of basic and comprehensive innovation in secondary education Subject and object of the study 3.1 Subject of the study Homeroom teachers in secondary schools in the current period 3.2 Object of the study Activities to develop the team of homeroom teachers in secondary schools according to competence approach Scientific hypothesis The current homeroom teachers in secondary schools have not yet met the requirements of innovation in secondary education The cause of the above limitation is that the secondary homeroom teachers has not been developed in a scientific manner and in accordance with the reality If solutions to develop the homeroom teachers in secondary schools according to competence approach in all aspects (planning, usage, training, retraining, evaluation, remuneration ) are proposed and implemented, the requirements of quantity, structure and quality of this team can be met Tasks and scope of the study 5.1 Tasks of the study 5.1.1 Researching on the theoretical basis of developing the team of homeroom teachers in secondary schools according to competence approach 5.1.2 Researching on the practical basis of developing the team of homeroom teachers in secondary schools according to competence approach in Ho Chi Minh City 5.1.3 Proposing solutions to develop the team of homeroom teachers in secondary schools according to competence approach; examining the urgency, feasibility and experiment with the suggested solutions 5.2 Scope of the study - Focusing on researching and proposing solutions to develop homeroom teachers in secondary schools according to competence approach with the leading management of the Head of District Education and Training Department and the Principals of secondary schools - Surveying the current situation and testing 01 proposed solution at secondary schools in Ho Chi Minh City, in the 2017-2018 and 2018-2019 school years Methodology and research methods 6.1 Methodology The dissertation uses the following approach points: System - structure approach; competence approach; human resource development approach; practical approach 6.2 Research methods 6.2.1 Group of theoretical research methods This group of methods aims to collect theoretical information to build the theoretical basis of the topic 6.2.2 Group of practical research methods This group of methods aims to collect practical information to build the practical basis of the topic 6.2.3 Mathematical Statistics methods Using statistical formulas to process the collected data, comparing and giving the research results of the thesis The points need to be defensed 7.1 Developing homeroom teachers in secondary schools aims at making this team sufficient in number, synchronous in structure and improved in quality Therefore, in order to effectively develop the team of homeroom teachers in secondary schools, it is necessary to follow competence approach, which is the approach that from building development plans to fostering and assessing the homeroom teachers of secondary schools must base on capacity / capacity framework of this team 7.2 The current homeroom teachers in secondary schools have basically fulfilled their functions and duties but with the requirement of reforming secondary education, there are certain limitations, mainly because this team has not been developed according to competence approach 7.3 Planning to develop a team of homeroom teachers which is appropriate to the school's size and teachers' capabilities; building a team of core homeroom teachers who can spread strength and support colleagues; organizing to train homeroom teachers according to the capacity framework; assessing the team of homeroom teachers according to the capacity framework and implementing adjustments and improvements; creating an environment and favorable conditions for the homeroom teachers to develop their capacity to work on class management are the main solutions to effectively develop homeroom teachers in secondary schools according to competence approach Contributions of the dissertation 8.1 Supplement and perfect the theoretical issues of the topic, on the basis of clarifying the overview of the research and basic concepts; in particular, consider the position, the role, the requirements on the quality and capacity of homeroom teachers in secondary schools; as well as develop this team in a new approach 8.2 Build the capacity framework for homeroom teachers in seconday schools in the context of education reform 8.3 The comprehensive survey on the reality of developing the team of secondary homeroom teachers in Ho Chi Minh City has brought about an objective assessment of this team as a practical basis for proposing solutions of the topic 8.4 The proposed solutions of the topic are not only able to be applied to the development of the team of secondary homeroom teachers according to competence approach in Ho Chi Minh City, they can also be applied to develop the secondary homeroom teachers according to competence approach in other areas, across the country 8.5 The dissertation has built a program for fostering homeroom teachers in secondary schools according to competence approach with scientific groundwork and feasibility The thesis structure Besides the introduction, conclusion, recommendations, references, research appendices, the dissertation consists of 03 chapters: Chapter 1: Theoratical basis of developing the team of homeroom teachers in secondary schools according to competence approach Chapter 2: Practical basis of developing the team of homeroom teachers in Ho Chi Minh City's secondary schools according to competence approach Chapter 3: Solutions to developing the team of homeroom teachers in secondary schools according to competence approach Chapter THEORATICAL BASIS OF DEVELOPING THE TEAM OF HOMEROOM TEACHERS IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE APPROACH 1.1 OVERVIEW OF THE STUDIED ISSUES 1.1.1 Studies on homeroom teachers in secondary schools In foreign countries, there are researches by Qi Shi & Leuwerke W.C, Rhodes L.N, Tsenkharla M.S, Tharby A, Wang G In Vietnam, there are researches by Nguyen Van Ho, Ha Nhat Thang, Nguyen Duc Quang, Phan Thanh Long, Bui Thi Loan These projects have clarified the position, the role, functions and duties of homeroom teachers in secondary schools 1.1.2 Studies on developing the team of homeroom teachers in secondary schools In foreign countries, there are researches by Ross McGill, Kokemuller N, Black P & Wiliam D, Bredeson P.V, Lieberman A and Little JW In Vietnam, there are researches by Nguyen Thanh Binh, Nguyen Viet Hung and Ha The Truyen, Mac Van Trang These studies have made the necessary and the content, the solution for developing a team of homeroom teachers in secondary schools The research results as well as the unresolved issues of domestic and foreign scientists are an important foundation for building a theoretical basis for the implementation of the dissertation topic 1.2 SOME BASIC CONCEPTS 1.2.1 Homeroom teachers 1.2.1.1 Teachers Teachers are people who teach and educate students; a core force of education and training, a central figure in the schools, along with the managing officers to determine the quality of education and training, contribute to the implementation of educational goals 1.2.1.2 Homeroom teachers Homeroom teachers are the ones who are responsible to the Principal for the situation of learning and training of students in a class; keep regular relationships between the Administrators and the students; at the same time, they ensure the unity of the school, family and social forces 1.2.1.3 Core homeroom teachers Core homeroom teachers are teachers who successfully complete the class management work in schools; at the same time, they are able to organize activities to foster and develop the capacity to work as homeroom teachers for colleagues; detect situations and problems arising in class management work and find solutions 1.2.2 The team of homeroom teachers 1.2.2.1 Team In the field of education, the term “team” is used to refer to different groups of people who are distinguished from each other by functions in the education system For example: the team of teachers, the team of lecturers, the team of school management staff 1.2.2.2 The team of homeroom teachers Thus, the team of homeroom teachers is a collection of people working in secondary schools, directly taking on the task of teaching and educating in the schools, their same task is to implement the goal of secondary education 1.2.3 Developing the team of homeroom teachers 1.2.3.1 Development Development is the upward movement of things Every development has its origin and follows a certain way 1.2.3.2 Developing the team of homeroom teachers Developing the team of homeroom teachers is to ensure that this team is sufficient in number and synchronous in terms of structure (age, gender, qualifications) and improved in quality, meeting the requirements of innovation in education In the current context, developing the team of homeroom teachers plays a crucial role 1.2.4 Developing the team of homeroom teachers according to competence approach 1.2.4.1.Competence The concept of competence used in the dissertation is understood as the implementation capacity, which is the possession of knowledge, skills, attitudes and personality characteristics that a person needs to meet the requirements of a specific task; in other words, to know (how-how), not only know and understand (know-what) 1.2.4.2 Competence approach In the dissertation, competence approach is considered under the perspective of human resource development This approach is based on the requirements, characteristics and performance of employees (human resources) in each job position Specifically, in this case it is the homeroom teacher in secondary schools 1.2.4.3 Developing the team of homeroom teachers according to competence approach Developing the team of homeroom teachers in secondary schools according to competence approach is a standardized method of integrating the elements of knowledge, skills and attitudes to create a standardized competence system of homeroom teachers in secondary schools 1.3 HOMEROOM TEACHERS IN SECONDARY SCHOOLS IN THE CURRENT BACKGROUND 1.3.1 Difficulties and challenges of current homeroom teachers Currently, homeroom teachers in secondary schools are facing the following difficulties and challenges: Difficulties and challenges from work pressure; Difficulties and challenges from social changes; Difficulties and challenges from the change of the students 1.3.2 Role of homeroom teachers Homeroom teachers in secondary schools have the following roles: homeroom teacher is the person on behalf of the principal to comprehensively manage the students of a class in the secondary school; they are the representative for the rights and legitimate aspirations of the students, the "bridge" between the classes with the principal and subject teachers; the "link" between the school and the family and social organizations, they organize and coordinate educational forces 1.3.3 Functions and duties of homeroom teachers Homeroom teachers in secondary schools have the following functions and tasks: Planing educational activities; Implementing educational activities according to the built plans; Coordinating closely with forces and organizations inside and outside the schools to educate students; Commenting, evaluating and classifying the students at the end of the term and at the end of the school year; Making regular or irregular reports on the situation of the class with the Principal 1.3.4 The content of homeroom teacher work The content of homeroom teacher work includes: Planning class management; Building homeroom classes; Organizing learning activities for students in homeroom classes; Organizing comprehensive educational content for the students; Coordinating with forces to educate students in homeroom classes; Evaluating the results of educating students in homeroom classes 1.3.5 Competency framework of homeroom teachers Based on the position and role; the mandates; the contents, the working methods, the difficulties and challenges of homeroom teachers as mentioned above, a competency framework for homeroom teachers includes the following basic criteria: 1) Teacher quality; 2) Professional competence; 3) Classroom management capacity; 4) Education capacity for students; 5) Additional competence 1.4 ISSUES ON DEVELOPING THE TEAM OF HOMEROOM TEACHERS IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE APPROACH 1.4.1 The need to develop THE team of homeroom teachers according to competence approach Class management work in secondary schools currently does not meet the development requirements of education and society; many teachers are lacking in knowledge and skills to work as homeroom teachers; disciplinary violations of secondary school students tend to increase and develop more complicated; a group of teachers is not ready with class management work 1.4.2 Orientation of developing the team of homeroom teachers according to competence approach Developing the team of homeroom teachers in secondary schools should be based on the following orientations: 1) Developing the team of homeroom teachers in secondary schools on the basis of developing the team of teachers at secondary level and the whole education system; 2) Developing the team of secondary homeroom teachers must be based on the actual needs of each secondary education institution; 3) Developing the team of secondary homeroom teachers must be comprehensive; 4) Developing the team of secondary homeroom teachers is to make this team always qualified and creative in the best implementation of the school's goals; 5) The results of the construction and development of the homeroom teachers team in secondary schools need to pay attention to the advancement needs, the practical interests of the teachers; 6) Developing the team of secondary homeroom teachers is the responsibility of each secondary school, the educational management levels and the education and training field 1.4.3 The content of developing the team of homeroom teachers according to competence approach The content of developing the team of homeroom teachers according to competence approach includes: making plans to develop the team of homeroom teachers in secondary schools according to competence approach; Selecting and using the team of homeroom teachers according to competence approach; Training and fostering the team of homeroom teachers according to competence approach; Evaluating the team of homeroom teachers according to competence approach; Setting up a favorable environment for the team of homeroom teachers according to competence approach so they can promote their role well 1.4.4 Subjects of developing the team of homeroom teachers according to competence approach The two subjects having a direct influence on the development of the team of homeroom teachers in secondary schools according to competence approach are the Head of District Education and Training Department and the Principal of the secondary school 1.4.5 Factors affecting the development of homeroom teachers according to competence approach 1.4.5.1 Objective factors Objective factors include: Basic and comprehensive renovation of Education and Training; Request for development of teachers and education managers in the current period; Guidelines and policies for education and teachers; Economic, political, social environment 1.4.5.2 Subjective factors Subjective factors include: The willingness to take on the task of class management; Self-development ability, self-improvement of secondary school homeroom teachers; Awareness and capacity of the managers of District Education and Training Department, Secondary schools Chapter PRACTICAL BASIS OF DEVELOPING THE TEAM OF SECONDARY HOMEROOM TEACHERS IN HO CHI MINH CITY ACCORDING TO COMPETENCE APPROACH 2.1 OVERVIEW OF THE POPULATION, ECONOMIC - SOCIAL AND EDUCATION SITUATION OF HO CHI MINH CITY 2.1.1 Population situation The increase in population in newly established districts in the peri-urban areas leads to the expansion of the schools/ preschool classes, general education and the development of the teachers at these levels, including the teachers of secondary schools 2.1.2 Socio-economic situation Socio-economic condition also greatly influences the development of Education and Training of Ho Chi Minh city in both aspects: advantages and disadvantages The advantage is that, with strong economic potential, the city has conditions to invest in education and training development The difficulty is that the development of education and training is not outside the general context of many challenges of the city 2.1.3 Education situation In the past 44 years, since the day of national unification, Education and Training of Ho Chi Minh city has constantly been developing, always being the first flag of the country, gaining many important achievements, meeting the requirements of improving people's intellectual standards, training human resources and fostering talents; effectively serving the industrialization and modernization of the country and helping the city to develop and integrate with other countries in the region and the world In the coming years, Education and Training of the City will develop in the following directions: Fundamentally renovating the management of Education and Training; Strongly and synchronously renovating basic elements of Education and Training; Developing teachers and educational managers; Increasing investment resources and renewing education finance mechanism The above conditions not only directly affect the development of education and training of the city in general but also directly affect the development of teachers, including the team of local homeroom teachers in particular 2.2 Organizing to survey the current situation 2.2.1 Survey objective The objective of the survey is to clarify the situation of developing the team of homeroom teachers in secondary schools in Ho Chi Minh City according to competence approach to establish the practical basis of the topic 2.2.2 Survey content The content of the survey focuses on the following three main issues: 1) Surveying the current situation of homeroom teachers in secondary schools; 2) Surveying the current situation of developing homeroom teachers in secondary schools; 3) Surveying the current situation of factors affecting the development of homeroom teachers in secondary schools 2.2.3 Survey objects and area 2.2.3.1 Survey area For district units 13 2.3.3 Curent situation of homeroom teachers' competency Table 2.23 General assessment of the homeroom teachers’ capacity No Competencies Educational managers (163) standard _ level X deviation 1.1 Professional and academic competence Academic competence 3,25 0,71 1.2 Professional competence 2.1 Class management competence Competence of 3,30 developing class management plan 2.2 Competence of managing students' learning activities 2.3 2.4 2.5 Teachers (248) _ X standard level deviation 3,38 0,70 0,69 3,32 0,72 0,69 3,36 0,69 3,27 0,70 3,39 0,70 Competence of managing the students 3,26 0,71 3,37 0,69 Competence of organizing and administrative managing the classes 3,31 0,70 3,42 0,68 Competence of managing classroom facilities and equipment 3,25 0,70 3,37 0,69 0,70 3,39 0,69 3,21 3.1 Educating students competence Competence of building 3,29 the class 3.2 Competence of organizing educational activities 3,28 0,69 3,44 0,67 3.3 Competence of special education 3,27 0,70 3,39 0,67 3.4 Competence of 3,24 0,73 3,37 0,69 14 No Competencies Educational managers (163) standard _ level X deviation Teachers (248) _ X standard level deviation organizating and coordinating educational forces 3.5 Competence of building an educational environment 3,30 0,70 3,39 0,69 3.6 Competence of school psychology counseling for students 3,26 0,71 3,37 0,69 4.1 Additional competence Ability to understand students 3,27 0,70 3,39 0,70 4.2 IT and foreign language competencies 3,24 0,73 3,37 0,69 4.3 Self-improvement ability 3,28 0,69 3,44 0,67 From the results of table 2.23 The following comment can be drawn: The competence of homeroom teachers in the survey area is not high The number of competences assessed at fairly low level is not much Therefore, in order to effectively develop the team of homeroom teachers, it is necessary to strengthen the training of the groups of skills for them, with special attention paid to the competencies which are also underestimated through the survey, such as: professional and academic competence; capacity to manage students' learning activities; competence of organizing and coordinating educational forces; competence of counseling school psychology for students; information technology and foreign language competencies 2.4 CURRENT SITUATION OF DEVELOPING HOMEROOM SECONDARY TEACHERS IN HO CHI MINH CITY In this content, the dissertation has clarified: The real situation of the awareness of the need to develop a team of homeroom teachers according to competence approach; Current situation of developing plans for the development of 15 homeroom teachers according to competence approach; Current situation of selecting and using homeroom teachers according to competence approach; Current situation of training and fostering the team of homeroom teachers according to competence approach; current situation of assessing the team of homeroom teachers according to competence approach; current situation of establishing a favorable environment for homeroom teachers to promote their role well; current situation of factors affecting the development of homeroom teachers 2.5 INTERNATIONAL EXPERIENCE ON HOMEROOM TEACHER WORK The dissertation presented international experiences of China, Japan, the United States and Australia on homeroom teacher work 2.6 GENERAL EVALUATION OF THE CURRENT SITUATION From the survey results of the current situation, the dissertation assessed the strengths, limitations of the homeroom teachers and the development of the team of homeroom teachers in the survey area; thereby clarified the cause of the situation Chapter SOLUTIONS TO DEVELOPING THE TEAM OF HOMEROOM TEACHERS ACCORDING TO COMPETENCE APPROACH 3.1 PRINCIPLES FOR PROPOSING SOLUTION Proposing solutions to develop the team of homeroom teachers according to competence approach needs to be based on the following principles: Ensuring objective; Ensuring practicality; Ensuring system; Ensuring efficiency; Ensure feasibility 3.2 SOLUTIONS TO DEVELOPING THE TEAM OF HOMEROOM TEACHER IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE APPROACH 3.2.1 Planning to develop the team of homeroom teachers in line with the school's size and teachers' capacity 3.2.1.1 The goal of the solution Proposing a way to plan the development of the team of homeroom teachers, which is suitable to the school's scale and best promotes the capacity of teachers in class management work 3.2.1.2 The content of the solution The plan to develop the team of teachers in general and homeroom teachers in secondary schools in particular must first be based on local educational development needs At the same time, it must be based on the capacity of the homeroom teachers 16 3.2.1.3 How to implement the solution Establishing bases to plan for the development of homeroom teachers; Organizing plans to develop homeroom teachers following a certain process; Concretizing the plan to develop the homeroom teachers for each academic year based on the capacity of each teacher 3.2.1.4 Conditions for implementing the solution Secondary school managers must master the local education development plan, the capacity of class management work of each teacher; At the same time, it is necessary for them to master the process of planing for the development of homeroom teachers in secondary schools 3.2.2 Building a team of core homeroom teachers who can spread strength and support colleagues 3.2.2.1 The goal of the solution Proposing the content and method of building a team of core homeroom teachers to work as a "leader" for implementing class management work in secondary schools 3.2.2.2 The content of the solution Building a team of core homeroom teachers is to form in each secondary school a team of teachers who has the capacity to class management work; who is capable of fostering professional skills to work as homeroom teachers for other teachers; who is willing to undertake class management work in difficult, "problematic" classes 3.2.2.3 How to implement the solution Bringing the policy of building a team of core homeroom teachers into the school development strategy and school year plan; Assigning the responsibility to build a team of core homeroom teachers for a Vice-Principal in charge; enacting policy of encouragement for the core homeroom teachers who well promote their role in improving the effectiveness of class management work; Regular checking and evaluating, drawing experience on building a team of core homeroom teachers; Creating opportunities for any teacher in the school to strive to become a core homeroom teacher 3.2.2.4 Conditions for implementing the solution Secondary school managers must really care and direct the work of building a team of core homeroom teachers; self-design or be provided with official document about the core homeroom teachers' standard and instruct the evaluation of the core homeroom teachers in accordance with the standard 17 3.2.3 Organizing training for the team of homeroom teachers according to the competence framework 3.2.3.1 The goal of the solution Determining the purpose, requirements, content and methods of fostering homeroom teachers according to the competence framework; contributing to improve the quality of fostering teachers and educational administrators in general, homeroom teachers in particular 3.2.3.2 The content of the solution Fostering homeroom teachers according to the competence framework is based on the capacity framework of homeroom teachers in secondary schools to conduct the training process 3.2.3.3 How to implement the solution Specifying the purpose and requirements of fostering homeroom teachers according to the competence framework; Developing training program for homeroom teachers following capacity framework; Organizing training for homeroom teachers following a certain process; Directing and evaluating results of fostering homeroom teachers according to capacity framework; Experiencing to improve the training of homeroom teachers according to the competence framework 3.2.3.4 Conditions for implementing the solution Secondary school managers must understand the purpose, requirements, content, methods and forms of fostering homeroom teachers; At the same time, material and financial facilities for fostering homeroom teachers according to capacity framework must be ensured 3.2.4 Evaluating homeroom teachers according to the competence framework and making adjustments and improvements 3.2.4.1 The goal of the solution Determining the purpose, requirements, content and method of assessing homeroom teachers according to the competence framework; contributing to innovate the assessment of the team of teachers and educational managers in general and the homeroom teachers in secondary schools in particular 3.2.4.2 The content of the solution Assessment of homeroom teachers in secondary schools according to the competence framework is not only to assess the performance of the functions and tasks of homeroom teachers but also, more importantly, to assess the capacity of implementing class management tasks of homeroom teachers Innovating assessment of homeroom teachers according to capacity framework is an important step in assessing teachers in general, assessing homeroom teachers in particular: 18 3.2.4.3 How to implement the solution Clearly defining the purpose, request assessment of homeroom teachers according to capacity framework; Selecting the evaluation content which is the capacity that the homeroom teachers need to possess or need to be trained to possess; Using a variety of methods to assess homeroom teachers according to the competence framework; Organizing assessment of homeroom teachers following a strict process; Using the assessment results to serve the development of homeroom teachers in the next stages 3.2.4.4 Conditions for implementing the solution Secondary managers must understand the purpose, requirements, content and methods of assessing homeroom teachers according to the competence framework 3.2.5 Creating an environment and favorable conditions for homeroom teachers to develop their capacity to conduct class management tasks 3.2.5.1 The goal of the solution Proposing the purpose, requirements, content, ways to create a favorable environment for homeroom teachers in secondary schools to develop their capacity to work on class management 3.2.5.2 The content of the solution The factors that make up the favorable working environment of homeroom teachers include: The interest of the school leaders in the work of class management and homeroom teachers; regimes and policies for homeroom teachers (labor norms; funding support; studying and training to improve qualifications ); working conditions of homeroom teachers Favorable working environment also includes high requirements for homeroom teachers 3.2.5.3 How to implement the solution Raising awareness for teachers and managers about the meaning and importance of class management work in secondary schools; Directing activities of building school culture in secondary schools; Organizing the contest "Excellent homeroom teacher"; Providing the requirement for each teacher to strive for; Developing and perfecting policies for homeroom teachers, core homeroom teachers 3.3 RELATIONSHIP AMONG PROPOSED SOLUTIONS The solutions have a close relationship with each other, affect each other, form a system of synchronous impacts on the development of homeroom teachers according to competence approach However, each solution has different functions and tasks 19 3.4 Surveying the urgency and feasibility of solutions 3.4.1 Purpose of the survey The purpose of the survey is to collect evaluation information on the urgency and feasibility of the proposed solutions for developing the team of teachers according to competence approach, based on which to adjust unsuitable solutions and affirm the reliability of the solutions that many people appreciate 3.4.2 Content and method of the survey 3.4.2.1 Content of the survey The survey focuses on two main issues: First: Are the proposed solutions really necessary for current development of the team of homeroom teachers according to capacity approach? Secondly: In the current condition, are the proposed solutions feasible for developing the team of homeroom teachers according to competence approach? 3.4.2.2 Survey method and evaluation scale Done by questionnaires, with rating levels +) Not urgent; Less urgent; Relatively urgent; Pretty urgent and Very urgent +) Not feasible; Less feasible; Relatively feasible; Fairly feasible and Very feasible 3.4.3 Subjects of the survey In order to understand the urgency and feasibility of the proposed solutions, we surveyed the subjects: Head, Deputy Head of District Department of Education and Training; Principal, Vice Principal of Secondary School; Chief Specialists of secondary school; Teachers of several secondary schools in districts (District 4,6,7,8 and Can Gio District, Ho Chi Minh City) A total of 411 people 3.4.4 Survey result on the urgency and feasibility of proposed solutions Survey result shows that respondents have a high appreciation of the urgency and feasibility of the proposed solutions In which, 100% of opinions are very urgent (level 5) and quite urgent (level 4) This assessment proves that the proposed solutions have the urgency and feasibility in developing the team of homeroom teachers according to competence approach There is a strong correlation between the urgency and feasibility of the solutions 3.5 TESTING 3.5.1 Organizing test 3.5.1.1 Test purpose In order to determine the effectiveness, feasibility and conditions required to implement one of the proposed solutions 20 3.5.1.2 Experimental hypothesis It is possible to strengthen knowledge and skills of class management work for homeroom teachers, contribute to improve the effectiveness of the development of homeroom teachers according to competence approach, if the following solution is applied: Organizing training for homeroom teachers according to capacity framework 3.5.1.3 Content and methods of the test i) Test content Because of the time conditions, we only selected one solution to experiment: organizing training for homeroom teachers in secondary schools according to competence framework ii) Test method The experiment was conducted once, on the same target group, according to the following model Test before impact Solution or impact Test after impact O1 X O2 The result was measured by comparing the difference between the post-impact and the pre-impact (inputs) results When there is a difference (expressed through | O2-O1 |> 0, it can be concluded that the chosen solution brings efficiency to the development of homeroom teachers in secondary schools according to competence approach 3.5.1.4 Standard and evaluating scale for the test Test results were evaluated based on two criteria: knowledge and skills of class management work of homeroom teachers 3.5.1.5 Location, time and object samples of the test i) Location Four secondary schools in District 6, Ho Chi Minh City ii) Time At the beginning of the first term of the 2018-2019 school year: Survey input and cary out the test iii) Object samples of the test 124 homeroom teachers of secondary schools in District 6, Ho Chi Minh City 3.5.1.6 Handling test results We used the following parameters to process the collected data: average, variance, standard deviation, coefficient of variation 3.5.2 Analyzing test results 3.5.2.1 Analyzing input results We examined the level of input on knowledge and skills of homeroom teachers Based on the analysis of the survey results, we draw a comment: The 21 initial level of knowledge and skills of homeroom teachers is still low In order to improve the efficiency of the development of homeroom teachers according to competence approach, they need to be fully trained in knowledge and skills 3.5.2.2 Analyzing test results on quantitative side i) Results of homeroom teachers’ knowledge level after the test Table 3.8 F Frequency distribution table on the number of teachers who get Xi after the experiment score _ Number X 10 124 15 20 28 26 16 15 7.33 Combining input results and table 3.8, we set up table 3.9 Table 3.9 Frequency table of input and post test results about the homeroom teachers’ knowledge Parameters Time Before testing After testing Quantity 124 124 _ X Variance 6.16 7.33 3.43 2.65 Standard deviation 1,85 1.62 coefficient of variation 30,03 22,10 From the results in Table 3.9, it is possible to set the f i frequency distribution table, f i  frequency of accumulation and draw lines of cumulative frequency f i  , f i frequency distribution chart Table 3.10 f i frequency distribution f i  frequency of accumulation about knowledge of homeroom teachers before and after the experiment Before the test (n = 124) After the test (n =124) Xi fi fi fi  fi  Fi Fi 4,83 100 19 15,32 95,17 3,22 100 25 20,16 79,85 15 12,09 96,78 27 21,77 59,69 20 16,12 84,69 16 12,90 37,92 28 22,58 68,57 13 10,48 25,02 26 20,96 45,99 12 9,67 14,54 16 12,90 25,03 10 4,83 4,83 15 12,09 12,09 124 100 124 100  22 Chart 3.1 f i Frequency distribution of knowledge of homeroom teachers before and after the experiment Chart 3.2 f i Accumulation frequency of knowledge of homeroom teachers before and after the experiment From the above results, the following comments can be drawn: +) The average score after the experiment is higher than the average before the experiment: 7,33> 6,16; +) The coefficient of variation after the experiment is less than the coefficient of variation before experiment: 22.10