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THAI NGUYEN UNIVERSITY UNIVERSITY OF EDUCATION HUYNH THI NGOC MAI DEVELOP THE CONTINGENT OF PRINCIPALS FOR LOWER-SECONDARY SCHOOLS IN HO CHI MINH CITY TO MEET THE REQUIREMENTS OF EDUCATIONAL RENOVATION Speciality: Educational Management Code: 9140114 DISSERTATION SUMMARY THAI NGUYEN - 2019 The dissertation is completed at: University of Education - Thai Nguyen University Supervisors: Assoc Prof Dr Ha The Truyen Dr Vu Lan Huong Reviewer 1: ……………………………………… Reviewer 2: ……………………………………… Reviewer 3: ……………………………………… The dissertation will be defended in the university committee: Thai Nguyen University – University of Education Time: ……………… Date: ………………………… The dissertation can be found at: National Library of Vietnam; Thai Nguyen University - Learning Resource Center Library of the University of Education - Thai Nguyen University THE AUTHOR’S PUBLICATIONS RELATED TO THE DISSERTATION TOPIC Huynh Thi Ngoc Mai (2016), "Overview of research on the role and the development of lower-secondary school principals", Journal of Educational Equipment, No 136, December 2016 Huynh Thi Ngoc Mai (2017), "Develop the contingent of lowersecondary school principals to meet the requirements of educational innovation", Journal of Educational Equipment, No 138, February 2017 Huynh Thi Ngoc Mai (2018), "Some theoretical issues about developing the contingent of lower-secondary school principals to meet the requirements of educational innovation", Journal of Education, special issue, September 2018 Huynh Thi Ngoc Mai (2019), "A number of measures to develop the the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational innovation", Journal of Education, No 446, Issue 2, January 2019 INTRODUCTION Reasons for choosing the research topic Globalization and international integration are affecting all aspects of social life and at the same time directly affecting the system of education and training This sets up for education and training the great mission to prepare human resources to meet the country's development requirements Resolution No 29/NQ-TW, dated November 4, 2013 of the Central Party Committee's Secretariat at the Eighth Central Conference of the 11th Central Executive Committee on "Renovate education and training basically and comprehensively to meet the requirements of industrialization and modernization in the context of socialist-oriented market economy and international integration ”clearly defined: "develop the contingent of teachers and managers to meet the requirements of renewing education and training" is one of the key tasks and solutions Developing the contingent of education management staff, especially lower-secondary school principals who are the heads of educational institutions will contribute to determining the mission of education and training, which is to improve intellectual education, train human resources and foster talents for the country Ho Chi Minh City is an economic, financial, commercial and service center of the country and one of the three biggest economic regions in the country This is both a favorable condition promoting the city's education and training to flourish but also a challenge to meet the demand for high-quality human resources with enough knowledge and skills to contribute to building a civilized and integrated city From the above analysis, in the current situation of Ho Chi Minh City, the researcher chose the topic: "Develop the contingent of principals for lower-secondary schools in Ho Chi Minh City to meet the requirements of educational renovation" for a theoretical and practical research, which analyzed the situation in order to find out some measures to develop the contingent of lower-secondary school principals, contributing to improving the quality of lower secondary education in Ho Chi Minh City, meeting the current requirements of renewing education in our country Purpose of the research To propose measures to develop the contingent of lowersecondary school principals in Ho Chi Minh City to meet the requirements of educational renovation, contributing to basic and comprehensive renovation of our country's education today Object and subject of the research 3.1 Subject of the research: Lower-secondary school principals who meets the requirements of educational innovation 3.2 Object of the research: The development of the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation Scientific hypotheses If the measures are proposed and synchronously implemented to develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational innovation, they will contribute to improving the quality of secondary education in Ho Chi Minh City and meeting the current educational innovation requirements Research tasks Study the theoretical basis for developing lower-secondary school principals to meet the requirements of educational renovation; investigate the situation of developing the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of education renovation; propose measures to develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation; organize experiments to determine the necessity and feasibility of the measures Research questions Which management measures can develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the current requirements of education renovation? Scope of the research Measures to develop a contingent of lower-secondary school principals in Ho Chi Minh City; the study area is limited to a number of representative universities for socio-economic regions in Ho Chi Minh City such as District 2, District 5, District 7, District 9, District 12, Thu Duc District, Binh Thanh District, Tan Phu District, Hoc Mon district, Cu Chi district and Binh Chanh district Argument of protection 8.1 Developing the contingent of lower-secondary school principals to meet the requirements of education renovation is one of the important, urgent and long-term strategic tasks to meet the requirements of fundamental and comprehensive education and training renovation, international integration, contributing to the socio-economic development of the city 8.2 The research on developing the contingent of lowersecondary school principals to meet the requirements of education renovation needs to clarify the strengths and weaknesses of the situation and the development of principals 8.3 The development of the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation in the context of educational renovation needs to be carried out in the direction of ensuring adequate quantity, standardization of quality, synchronized structure, and suitability with the conditions of socioeconomic development of Ho Chi Minh City Methodology and research methods 9.1 Methodology: historical-logical approach; systematic approach; practical approach; standard approach; human resource management approach 9.2 Research methods: group of theoretical research methods; group of practical research methods; other support methods 10 New contributions of the thesis - Supplement and develop the theory of developing lowersecondary school principals according to human resource management approach and standardization - Analyze and assess the situation of the contingent of lowersecondary school principals in Ho Chi Minh City in the current period Propose and confirm the effectiveness of the proposed measures to develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the current requirements of educational renovation - The measures proposed in the thesis will help the education administration agencies and policy makers formulate regulations and policies for lower-secondary school principals in accordance with the local education development requirements; help institutions of training and fostering educational management officials develop programs and organize fostering lower-secondary school principals in particular and educational managers in general 11 The thesis structure - Chapter Theoretical basis for developing lower-secondary school principals to meet the requirements of educational renovation - Chapter Actual situation of developing the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation - Chapter Measures to develop the contingent of lowersecondary school principals in Ho Chi Minh City to meet the requirements of educational renovation Chapter THEORETICAL BASIS FOR DEVELOPING LOWERSECONDARY SCHOOL PRINCIPALS TO MEET THE REQUIREMENTS OF EDUCATIONAL RENOVATION 1.1 Literature Review 1.1.1 Research on developing human resources for education management Foreign research has affirmed the role of society in educational development and the impact of education on society and, importantly, on human resources of education Studies have also shown that if the head manager has the adequate qualifications and competence to combine the functions and the management rules and principles, the quality and efficiency of the human resources in that organization will certainly be enhanced Domestic research has shown the theoretical basis of management and state management activities to develop human resources in general and educational human resources in particular The studies have stated the requirements and methods of developing human resources and the core issues in training, using and developing human resources in a socialistoriented market economy in Vietnam 1.1.2 Research on developing secondary school principals Foreign research with the aim of looking for ways to improve the leadership and management quality of school administrators to ensure the best implementation of the mission of training human resources for socioeconomic development of each country Overseas staff development models all emphasize the training, retraining, selection, appointment and use of principals in parallel with developing principals' standards, approaching the needs and constant changes of society in order to train principals to meet the leadership and management role of the school, ensuring the school's success Domestic studies confirm the need to continue developing school principals in a comprehensive manner in terms of political quality and lifestyle ethics; professional qualifications and pedagogical skills; school leadership and management capacity Many principal development models focus on three main issues: quantity, quality and structure The development needs to integrate the process of making the principal contingent be capable of adapting to the changes of society and the education sector itself 1.2 Some basic concepts of the research topic 1.2.1 Management Management is an oriented and structured impact process that selects from the possible impacts, based on information about the state of the object and the environment in order to keep the functioning of the object stable and make it grow to the set goal 1.2.2 Education managers Education management officer is a managing officer working in an educational management agency or in an educational institution in order to administer, guide, and organize the implementation of decisions of educational leaders of the agency or institution 1.2.3 Development Development is the change, the advancing growth and the impact that changes something in the direction of increasing in quantity, structure and especially quality to meet the requirements and objectives, conforming to the rules, aiming to improve in the period of industrialization and modernization of the country and international integration 1.2.4 Developing a contingent of lower-secondary school principals to meet the requirements of educational innovation Developing the contingent of lower-secondary school principals that meet the requirements of educational innovation is to create the impact that makes the contingent change in an upward direction, that is building a contingent both in quantity, quality and synchronous structure in order to improve the quality and capacity of managing educational activities This is a broader meaning than the school administration capacity of principals to meet education renovation requirements 1.3 Some theoretical issues about lower-secondary school principals 1.3.1 Characteristics of lower-secondary school principals The striking characteristics of principals are virtue and talent, in which the ability to develop an educational environment that meets constantly changing social requirements is important 1.3.2 Position and role of lower-secondary school principals Lower-secondary school principals are legal representatives of the state, having administrative and professional responsibilities and authority, being responsible to the superior management agencies for making management decisions, controlling the elements in the school system in order to accomplish the objectives and tasks of education and training 1.3.3 Opportunities and challenges for lowersecondary school principals In the context of globalization and international integration, secondary school principals have to face such difficulties and challenges as: ensure the requirements of school modernization and democratization in the process of international integration; ensure the requirements of basic and comprehensive renovation of general education; manage the changes of the school in the current context for sustainable development of the school 1.4 Some theoretical issues on developing secondary school principals 1.4.1 The purpose of developing the contingent of lower-secondary school principals The development of lower-secondary school principals is a radical and comprehensive change process aimed at perfection at a high degree It is also the process of constant change in quality and quantity to help the contingent thrive in all aspects, meeting the urgent requirements for the development of education and training of each locality 1.4.2 Principles of developing lower-secondary school principals to meet the requirements of educational renovation - Satisfy the requirements of educational renovation of the lowersecondary school principals - Satisfy the requirements of renewing the role of lowersecondary school principals - Base on the quality situation of the management staff of the lower-secondary schools 1.4.3 Perspectives and requirements of developing lower-secondary school principals to meet the educational innovation requirements There are many perspectives; however, from the perspective of development goals, there are three basic groups: (i) develop a lowersecondary school principal contingent focusing on individual principals, (ii) develop the lower-secondary schools principal contingent with a focus on school development and (iii) develop lower-secondary school principals on the basis of harmonizing the needs and interests of the principal and the school's overall goals The requirements for developing lower-secondary school principals that meet the requirements of educational innovation are quantity, quality and structure 1.4.4 The contents of developing secondary school principals meeting the requirements of educational renovation The contents of developing a contingent of lower-secondary school principals to meet the requirements of educational renovation include: plan on developing the contingent of lower-secondary school principals; select, appoint and use the contingent of lower-secondary school principals; decentralize state management in education for lower secondary education; foster a contingent of lower-secondary school principals; assess the capacity of lower-secondary school principals; build a working environment, create motivation to develop the contingent of lower-secondary school principals; assign, arrange, use and implement policies for the lower-secondary school principals 1.5 Factors affecting the development of lower-secondary school principals to meet the requirements of educational renovation - Objective factors: economic, social, scientific and technological environment; management of governments at all levels; management elements of vertical leadership; management elements of the local educational management apparatus - Subjective factors: elements of school management; the needs and self-development capacity of lower-secondary school principals and other factors 1.6 International experience in developing secondary school principals The lessons and experiences of the countries are always linked to their educational development strategy and requirements of educational innovation in each historical period Conclusion for Chapter The thesis has reviewed and systematized the research works on developing resources and education management human resources in general, and developing lower-secondary school principals in particular according to the capacity-based approach; supplemented and clarified concepts related to the topic, identified the elements and contents of developing the principal contingent to build the theoretical framework for the research topic The development of lower-secondary school principals is the most important human resource development, making a decisive contribution to the development of education and training 10 - Survey method Base on the theoretical framework for the lower-secondary school principal contingent and developing the lower-secondary school principal contingent to formulate a survey questionnaire: Administer the questionnaires to the survey participants, make them accurate and officially carry out the survey and collect the questionnaires for processing the results There are 03 groups of respondents: Group 1: Teachers of lower-secondary schools Group 2: Management officials of lower-secondary schools Group 3: Leaders of Offices of Professional Knowledge, Human Resources and Education Quality Accreditation under the Department of Education and Training; District-level People's Committees; Departments of Home Affairs, Leaders and specialists of Departments of Education and Training of districts 2.2.6 Research location and survey samples The research location is the lower-secondary schools in Ho Chi Minh City with target groups: 250 lower-secondary school teachers; 250 administrators (principals and vice principals) of lower-secondary schools; 175 leaders of Offices of Professional Knowledge, Human Resources and Education Quality Accreditation under the Department of Education and Training; leaders of district-level People's Committees; leaders of Department of Home Affairs, leaders and specialists of Departments of Education and Training of districts The total number of respondents is 675 2.3 The actual situation of the lower-secondary school principal contingent in Ho Chi Minh City An overview of the current situation of ethical, political qualities and professional management capacity of the lower-secondary school principals in Ho Chi Minh City shown in the chart shows that to develop the lower-secondary school principal contingent, their professional qualifications and pedagogical skills should be fostered more 11 Figure 2.1 Situation of ethical, political qualities and professional competence of lower-secondary school principals in Ho Chi Minh City Figure 2.2 The level of satisfying the quality and capacity standards and work practices of the principal contingent 2.4 Actual situation of developing the contingent of lower-secondary school principals in Ho Chi Minh City The current situation of the six contents of secondary school principal development in Ho Chi Minh City and the correlation between the contents are shown in the following chart: 12 Figure 2.3 The level of implementing the contents secondary school principal development in Ho Chi Minh city 2.5 Evaluate the influence of the factors on the development of lower-secondary school principals to meet the requirements of educational renovation There is a difference of 0.01 in the influence level of factors on the development of secondary school principals in Ho Chi Minh City Figure 2.4 Influence level of factors on the development of lowersecondary school principals in Ho Chi Minh City 2.6 Assess the status of developing secondary school principals to meet the requirements of educational renovation - The districts in Ho Chi Minh City have fully implemented the activities of developing lower-secondary school principals in their localities on the basis of the theory of human resource development The results of the actual situation survey show that generally most respondents rated the quality of the contingent at above-average level and a number of activities were assessed at Fair level (according to the results of the status survey on activities of managing lower-secondary school principals in Ho Chi Minh City) - The current situation of the lower-secondary school principal contingent in Ho Chi Minh City has not yet reached a high level for some 13 criteria in the general education institution principal standards In addition, the fact that some school principals have limited qualifications and school management capacity in updating new issues of legal knowledge, human resource management and finance leads to confusion and mistakes in management, direction and administration Conclusion for chapter Regarding the actual situation of developing the lower-secondary school principal contingent in Ho Chi Minh City, the results of the survey can be summarized as follows: - The lower-secondary school principal contingent has good political qualifications and professional ethics, which proves that the locality has paid great attention to propagating and training political qualifications and professional ethics for the teaching staff in general and the education managers in particular, who will play a key role in well performing local political duties The above reality survey results are the solid basis for proposing measures to develop lower-secondary school principals in Ho Chi Minh City to meet the current educational renovation requirements Chapter MEASURES TO DEVELOP THE LOWER-SECONDARY SCHOOL PRINCIPAL CONTINGENT IN HO CHI MINH CITY TO MEET THE EDUCATIONAL RENOVATION REQUIREMENTS 3.1 Orientation for developing education and training of Ho Chi Minh City Implement the Resolution of the Party Congress, Action Program and Decision of Ho Chi Minh City People's Committee on planning the development of education and training in Ho Chi Minh City: Education and training development is a national policy; investment in education development must be oriented towards improving the education quality comprehensively at all educational levels and grades Ensure that the contingent of teachers and educational administrators is sufficient in number, meet professional standards and have good moral qualities, have a reasonable structure, meet the teaching and learning requirements of all educational levels and grades and suit local economic, political and social situations Specific targets for lower secondary education by the end of 2020 are to ensure sufficient numbers of administrators, teachers satisfying the standards prescribed at all 14 educational levels and disciplines, with 50% of teachers at all levels reach above-standard qualifications With the viewpoints, objectives, tasks and solutions for basic and comprehensive renovation of education as well as the role and position of the lower-secondary school principals to meet the requirements of educational innovation and local characteristics In Ho Chi Minh City, the orientation of developing a contingent of lowersecondary school principals in Ho Chi Minh City must ensure sufficient quantity, proper structure and adequate quality to meet the requirements of education renovation 3.2 Principles of proposing measures: Principles of ensuring inheritance, practicality, systematism, efficiency and feasibility 3.3 Propose measures to develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation 3.3.1 Concretize the standards of the general education institution principals to develop the lower-secondary school principals to meet the requirements of education innovation 3.3.1.1 Purpose and significance of the measure Concretize the standard of general education institution principals into legal documents for each principal to raise awareness, build specific action plans to improve their school leadership and management Leaders at all levels have a basis for checking and evaluating the effectiveness of management, which is the basis for developing and renewing training and retraining programs, choosing candidates for appointment and promoting the principals to develop 3.3.1.2 Content and method of implementing the measure Establish a Research Committee, who will concretize the standards of general education institution principals into a Job Description Framework of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation Direct and organize research activities to identify the contents to be applied in each criterion of the standards, propose job descriptions, gather feedback, make amendments and issue the implementation documents 3.3.1.3 Conditions for implementing the measure Mobilize the contingent of experienced scientists, leaders and educational managers to take part in drafting and commenting to complete the standards and ask for specific instructions for 15 implementation in accordance with the requirements of renovating education and training in each period 3.3.2 Organize the elaboration, periodic review and supplementation for the planning of managerial officials and lower-secondary school principals in each period 3.3.2.1 Purpose and significance of the measure Detect early virtuous, talented and promising young cadres for manager planning Supplement and adjust the planned manager source, which is the basis for planning the principal contingent development in accordance with each period 3.3.2.2 Content and method of implementing the measure Local advisory agencies in charge of performing the state management of education and training must assume the prime responsibility for coordinating in determining the planning number, planning criteria and selection criteria Direct the organization of conferences with the participation of the committee, leaders and all officials, teachers, school staff to publicize standards, disseminate related documents, synthesize nominations, discuss, analyze, evaluate, recommend and vote for the planning of the title of principal Disclose the approved planning results for supervision and for individuals to make plans for self-training, selection and appointment according to regulations Periodically review, supplement and adjust the planning accordingly 3.3.2.3 Conditions for implementing the measure It is forecast that changes in mechanical population growth will lead to the size of the school network, and hence the management staff Party committees and school leaders must pay attention and be fully aware of staff planning work, with a strategic, fair and objective vision for the common development of the school and the education sector 3.3.3 Thoroughly decentralize the state management in education for lower secondary schools in the direction of creating initiative for the Department of Education and Training 3.3.3.1 Purpose and significance of the measure Specifically assign functions, tasks, powers of each level as well as the relation process, coordination regulations in the state management of education for lower secondary education to promote autonomy, selfresponsibility of the principal, contributing to improving the effectiveness of managing educational activities at secondary school 16 3.3.3.2 Content and method of implementing the measure Renew thinking about decentralizing lower secondary education management at district level; elaborate and perfect legal documents and policies for lower secondary education; consolidate the local system of state management agencies in charge of education; complete the inspection mechanism to ensure the decentralization of state management of education and autonomy for lower-secondary schools 3.3.3.3 Conditions for implementing the measure When implementing the Party and State's guiding documents on the decentralization of education management in the locality, it is necessary to apply the documents appropriately and flexibly in each local reality 3.3.4 Renew the method of appointment and rotation of lower-secondary school principals according to management decentralization 3.3.4.1 Purpose and significance of the measure Promote good qualities, competence and strengths of individuals; build the contingent of lower-secondary school principals up to the standards of general education institution principals Promote the development of lower-secondary school principals in Ho Chi Minh City 3.3.4.2 Content and method of implementing the measure The Department of Education and Training shall assume the prime responsibility and coordinate with the Department of Home Affairs in performing the procedure, ensuring accuracy, objectivity and compliance with regulations Appoint according to the approved planning list and the method of examination for titles based on the individual qualifications and competencies as well as the need for appointing principals of the lower-secondary school 3.3.4.3 Conditions for implementing the measure Advisory staffs in charge of cadre work must master the principles and regularly update new knowledge about cadre work; coordinate well according to the procedure and decentralized management; be cautious in assessing, selecting and bravely employing capable and young cadres to develop 3.3.5 Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation 3.3.5.1 Purpose and significance of the measure The training and retraining work contributes to promoting the 17 capacity and qualifications to meet the requirements of education innovation, ensuring the effective introduction, selection and appointment of lower-secondary school principals, promoting contingent to develop 3.3.5.2 Content and method of implementing the measure Conducting surveys to identify contents and apply appropriate training forms Diversify forms of training and retraining Create a favorable environment for the planned source of principals and administrators to selftrain regularly Annually, assess the situation and investigate learning needs to build an implementation plan, and at the same time check and assess the results of training and retraining; compare and draw experience to gain practical effects in training and retraining 3.3.5.3 Conditions for implementing the measure Provide financial support, increase the rate and clearly define the spending level for the training and fostering activities of the unit There are policies to support self-study activities in terms of time, self-study materials and especially timely recognition and commendation for individuals who have achieved good results Training and retraining programs meet the requirements of educational renovation and practical learning needs in different periods 3.3.6 Manage the inspection and evaluation of lower-secondary school principals according to the standards of general education institution principals 3.3.6.1 Purpose and significance of the measure Inspect and evaluate principals in order to grasp the situation of performing assigned tasks, which will serve as a basis for the arrangement, use, appointment, promotion, training and retraining to meet the requirements of educational renovation and the implementation of policies for school principals 3.3.6.2 Content and method of implementation Develop specific inspection and evaluation plans, set up inspection and evaluation objectives, set specific goals and objectives, decide means to measure final results accurately and scientifically At the end of each semester and at the end of the school year, the principals will evaluate themselves; teachers will evaluate principals; superiors evaluate principals; local governments and parents evaluate principals (by votes); combine with examinations and assessments in special subjects by the Education Administration agencies 3.3.6.3 Conditions for implementing the measure In order to have consistency in inspection and evaluation, the Department of Education and Training needs the unified direction for all 18 the district Departments of Education and Training to implement Consistency here is shown at the time of evaluation, form of evaluation, content and level of evaluation 3.3.7 Complete the city-specific preferential policy to motivate the development of lower-secondary school principals 3.3.7.1 Purpose and significance of the measure To promote the capacity of each individual, the policies and preferential policies with particular characteristics are the great attraction force to promote the effectiveness of the development of the principal contingent The special preferential policy will ensure a fair and favorable promotion opportunity for the principal contingent, which is the core foundation for generating creativity and promoting development 3.3.7.2 Content and method of implementing the measure Implement timely and properly the policies according to the current documents on salary and bonus policies, showing the city's development policy on education and income adjustment coefficients increase according to the schedule; welfare policy should be higher than now within the implementation conditions of the city; training policies and promotion opportunities Draft documents on city-specific policies for lower-secondary school principals Set up an advisory board, conduct research, collect comments, organize scientific seminars, and finalize official documents on the advisory contents Propose competent leaders and managers to issue implementation decisions 3.3.7.3 Conditions for implementing the measure Staff members in charge of financial affairs must have a firm grasp of financial principles and current regulations on employee remuneration in order to bravely give advice Mobilize a contingent of experts to research, draft peculiar policies and revise the policies before submitting them to the competent authorities for approval and promulgation 3.4 The relationship between the measures to develop lower-secondary school principals The measures to develop the lower-secondary school principal contingent in Ho Chi Minh City proposed in this thesis are closely related Each measure is inheritable, systematic, scientific and orients, facilitates or serves as a basis for implementing the remaining measure 3.5 Experiment the necessity and feasibility of the measures 3.5.1 Carry out the experiment 19 - To assess the necessity and feasibility of the management measures to "Develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation" proposed in the thesis - Conduct a test of the necessity and feasibility of the proposed measures in the thesis - Test subjects and samples: Conduct the experiment on groups of subjects: 450 teachers of lower-secondary schools; 350 managers (principals and vice principals) of lower-secondary schools; 150 Leaders of District-level Departments of Professional Knowledge, Human Resources, Testing and Quality Control under the Department of Education and Training; Leaders of District People's Committees; Leaders of Department of Home Affairs, Leaders and Specialists of District-level Department of Education and Training The total number of the participants is 950 - Experiment scope: 180 lower-secondary schools - The method used to test the necessity and feasibility of the management measures is the method of consulting experts with questionnaires and interviews Use questionnaires to consult experts on the necessity and feasibility of measures to “Develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational renovation" with 04 levels from high to low for each measure For each questionnaire, there was an open question for experts to give their other opinions about the measures in terms of their necessity and feasibility 3.5.2 Experiment results 20 Figure 3.1 The necessity of measures to develop the lower-secondary school principal contingent in Ho Chi Minh City The results claim that the proposed measures in the thesis are very necessary in the management process Figure 3.2 The feasibility of measures for developing the contingent of lower-secondary school principals in Ho Chi Minh City The results confirm the proposed measures in the thesis are highly feasible Figure 3.3 Correlation between necessity and feasibility of the measures to develop the lower-secondary school principal contingent in Ho Chi Minh City The correlation between the necessity and the feasibility of the measures to develop the lower-secondary school principal contingent in Ho Chi Minh City is directly proportional but unequal 3.6 Experiment on the measures to develop the contingent of lowersecondary school principals in Ho Chi Minh City 21 The experimented measure: "Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation” The purpose of the experiment is to verify the effectiveness of the measure of managing lower-secondary school principals in improving the quality of the lower-secondary schools principal contingent in Ho Chi Minh City The experiment and the comparison of pre-experiment and postexperiment results were conducted on the same group of 24 principals, 36 vice-principals and 120 teachers of Cu Chi District, Ho Chi Minh City Under the influence of the experimented measure of developing lower-secondary schools principals, the management skills of the secondary school principals have changed significantly, thereby confirming the high effectiveness of the measure Figure 3.3 Compare school management skills of the lower-secondary school principals before and after the experiment Under the influence of the measure "Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation", the school has witnessed significant changes; hence, it can be concluded that the measure of developing the lower-secondary schools principal contingent in the experiment has been effective in improving the quality of lowersecondary school management 22 Figure 3.4 The degree of change in lower-secondary schools’ activities before and after the experiment The results before and after the experiment show that there were noticeable changes from a fair to a good level and from much to very much This means that the experimented measure to develop lowersecondary schools principal: "Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation" has high efficiency in improving the quality of lower-secondary school principals and the operation quality of the secondary school in Ho Chi Minh City Conclusion for chapter Based on theoretical and practical research to develop the contingent of lower-secondary school principals to meet the requirements of educational innovation, we have proposed seven measures to develop the lower-secondary school principal contingent in Ho Chi Minh City meeting the requirements of renovating education: - Concretize the standards of the general education institution principals to develop the lower-secondary school principals to meet the requirements of education innovation; - Organize the elaboration, periodic review and supplementation for the planning of managerial officials and lower-secondary school principals in each period; - Decentralize the state management in education for lower secondary schools in the direction of creating initiative for the Department of Education and Training; Innovate methods of appointment and rotation of secondary school principals according to management decentralization; 23 - Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation; - Manage the inspection and evaluation of lower-secondary school principals according to the standards of general education institution principals; - Complete the city-specific preferential policy to motivate the development of lower-secondary school principals The survey results show that the measures to develop the lowersecondary schools principal contingent are urgent and feasible in accordance with the conditions of Ho Chi Minh City We have conducted an experiment on the measure "Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation" The experiment results have confirmed the effectiveness of the measures to develop the contingent of lower-secondary school principals in Ho Chi Minh City to meet the requirements of educational innovation CONCLUSIONS AND RECOMMENDATIONS Conclusion 1.1 The dissertation has contributed to clarifying the theoretical basis for the issue of developing lower-secondary school principals, emphasizing the role of lower-secondary school principals before the request for educational renovation, factors that affect the development of lower-secondary school principals and the need to develop the contingent in the context of fundamental and comprehensive innovation in education and training 1.2 Through surveys, statistics and analysis of data on economic, social and cultural conditions, population characteristics and parameters of education and training with specific characteristics of Ho Chi Minh City, the thesis has depicted a quite comprehensive and authentic picture of the situation of lower-secondary school principals on all aspects of quantity, quality and structure 1.3 Based on the theoretical and practical research, we have proposed measures to develop lower-secondary school principals to meet Ho Chi Minh City's educational renovation requirements: - Concretize the standards of the general education institution principals to develop the lower-secondary school principals to meet the requirements of education innovation; 24 - Organize the elaboration, periodic review and supplementation for the planning of managerial officials and lower-secondary school principals in each period; - Decentralize the state management in education for lower secondary schools in the direction of creating initiative for the Department of Education and Training; Innovate methods of appointment and rotation of secondary school principals according to management decentralization; - Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation; - Manage the inspection and evaluation of lower-secondary school principals according to the standards of general education institution principals; - Complete the city-specific preferential policy to motivate the development of lower-secondary school principals The results of expert consultation show that the measures to develop the lower-secondary schools principal contingent are urgent and feasible in accordance with the conditions of Ho Chi Minh City This is further confirmed by the results of the experiment on the measure: "Direct the training and retraining of lower-secondary school principals and planned source managers to meet the requirements of educational renovation" Recommendations 2.1 For the Ministry of Education and Training 2.2 For the training and retraining institutions for educational managers 2.3 For City Party Committee, People's Committee and relevant departments of the city, People's Committee of urban districts, rural districts and related departments 2.4 For Department of Education and Training of Ho Chi Minh City 2.5 For the District-level Departments of Education and Training ... Chi Minh City Implement the Resolution of the Party Congress, Action Program and Decision of Ho Chi Minh City People's Committee on planning the development of education and training in Ho Chi Minh. .. SCHOOL PRINCIPALS IN HO CHI MINH CITY TO MEET THE REQUIREMENTS OF EDUCATIONAL RENOVATION 2.1 Overview of the economy - society and education in Ho Chi Minh City Ho Chi Minh City is the largest city... Ho Chi Minh City such as District 2, District 5, District 7, District 9, District 12, Thu Duc District, Binh Thanh District, Tan Phu District, Hoc Mon district, Cu Chi district and Binh Chanh district