Summary of the thesis of educational science doctor: Managing lower secondary teachers’ in-service training activities towards competency approach

Basing on theoretical study of managing lower secondary teachers’ in-service training activities towards competency approach and current analysis of this issue in provinces surrounding Hanoi, the author proposed management measures to improve the quality of lower secondary teachers, meeting goal of the basic and comprehensive renewal of our lower secondary education in the current period.

MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES TRAN ĐANG KHOI MANAGING TEACHERS’ TRAINING ACTIVITIES AT LOWER SECONDARY EDUCATION TOWARDS COMPETENCY APPROACH SUMMARY OF THE THESIS OF EDUCATIONAL SCIENCE DOCTOR Special: Education Management Code: 9.14.01.14 HANOI – 2019 The Thesis was completed at: VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES Scientific instructors: A Prof Dr NGO QUANG SON VIETNAM ACADEMY FOR ETHNIC MINORITIES Dr TRAN VAN HUNG VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES Reviewer 1: Reviewer 2: Reviewer 3: The thesis was presented to The Institute-level Thesis Evaluation Board at Vietnam Institute of Educational Sciences, 101 Tran Hung Dao Street, Hanoi Based on Decision number 2019 At on 2019 Being able to search for the thesis at: - The National Library - The library of Vietnam Institute of Educational Sciences INTRODUCTION The rationale for choosing the research topic Teachers played an important part, sometime being seen as a decisive role of education quality Active teaching methods always considered learners as center However, the main character in modern schools was still teachers, because the quality of education couldn’t be higher than teachers’ quality in an educational system Teachers’ quality was mainly expressed through professional competency On the other hand, teachers’ competency was not constant, needed to improve continuously Teachers are required to improve themselves, develop professional capacity and mainly through their training in the context of current society and education system as well The fundamental concept of teachers’ training is the philosophy of "lifelong learning" There are many approaches to fostering teachers, and competency-based approach is of great attention According to this approach, some urgent issues were: which competencies should be trained for students at universities of education, which professional competencies needed for teachers, process to develop teachers’ professional competencies in activities of professional training/assessment, determining objectives, contents, methods and forms of teachers’ training in previous researches In Law of Education and other documents of the Party and State, teacher's role is highly appreciated in terms of quality assurance in the educational system However, the current quality of our teachers was with limitations The Instruction 40-CT/TW [1] of the Party clearly stated that "In front of the new requirement of the educational development in period of industrialization and modernization, teachers and educational managers have limitations and shortcomings such as shortage of teachers, especially in remote, isolated and ethnic minority areas; inadequate teachers’ professional quality; educational managers’ competency did not meet development requirements of the educational cause” In addition, the current renewal of education and curriculum/textbooks have got a great impact on fostering and managing teachers’ training activities, in which key issues need to address were: to train necessary knowledge and skills, scope of in-service trainings and ways to organize these trainings Lower secondary education is the following stage after primary education level in the national education system, including grade to grade It provides basic knowledge and skills Graduating from this level, major students keep further study, others can finish education and directly enter the labor market, participate in country's workforce Managing lower secondary teachers’ training played an important role in improving teachers’ professional competency and thereby improving education quality at this level Teachers’ competency-based management was a main trend, being applied in many countries, including developed countries such as the US, Europe, Russia, Australia, Korea and countries with socio-economic conditions similar to Vietnam such as China and Thailand There have been many domestic and foreign scientific researches on this issue However, there has not been any specific research on managing lower secondary teachers’ in-service training activities towards competency approach Therefore, the author decided to choose the dissertation topic "Managing lower secondary teachers’ in-service training activities towards competency approach” Aims of the study Basing on theoretical study of managing lower secondary teachers’ in-service training activities towards competency approach and current analysis of this issue in provinces surrounding Hanoi, the author proposed management measures to improve the quality of lower secondary teachers, meeting goal of the basic and comprehensive renewal of our lower secondary education in the current period Object and subject of the study 3.1 Object Managing teachers at lower secondary schools 3.2 Subject Lower secondary teachers’ in-service training activities towards competency approach Scientific hypothesis Starting from the hypothesis that teachers' competencies at lower secondary schools surrounding Hanoi were still with limitations; basing on theoretical study and current management of lower secondary teachers’ in-service training activities towards competency approach; then management measures of this activity will be suggested with scientific, necessary and feasible features; and if these management measures are applied into secondary schools in the surrounding provinces, quality and effectiveness of this activity will be improved, then improving lower secondary teachers’ professional competency and quality, meeting the cause of renewing the current basic and comprehensive secondary education Tasks of the study 5.1 Studying theoretical base on managing lower secondary teachers’ in-service training activities in surrounding provinces towards competency approach 5.2 Surveying status of implementing and managing lower secondary teachers’ inservice training activities in surrounding provinces towards competency approach 5.3 Proposing management solutions for the lower secondary teachers’ inservice training activities towards competency approach 5.4 Evaluating management solutions for the lower secondary teachers’ inservice training activities towards competency approach with important features such as necessity and feasibility 5.5 Experimenting several management solutions for lower secondary teachers’ in-service training activities towards competency approach at schools in surrounding provinces in Hanoi Scope of study The objective of the thesis is to study theoretical base and management status of lower secondary teachers’ in-service training activities in surrounding provinces in Hanoi, then propose management solutions to improve the management quality of the lower secondary teachers’ in-service training activities towards competency approach Due to limited conditions, the author only selected provinces out of 10 provinces surrounding Hanoi, namely: Vinh Phuc, Hai Duong and Thai Nguyen The selection satisfys representative method towards criteria: Geographical conditions; Regional conditions; Conditions on levels of economic development - education (difficult, medium, favorable) are applied to ensure the reliability of the results of studying the situation of the problem These conditions were used to ensure feasibility of research findings Methodology and research methods 7.1 Methodology • Systematic-structure approach • Historical-logical approach • Practical approach • Approach based management functions 7.2 Methods 7.2.1 Theoretical methods: To analyze, synthesize, compare, systematize and generalize basic contents and main relating documents 7.2.2 Practical methods - Doing survey through questionnaire - Interview experts - Experiment - Maths statistics method: Likert scale mainly has levels of evaluation Excel, SPSS software is used to process data Recommended arguments • Managing lower secondary teachers’ in-service training activities towards competency approach is meaningful in terms of theory, basing on research findings of trained competencies, competencies and professional capacity, and development of lower secondary teachers' professional competency through in-service training activities and its management; • Managing lower secondary teachers’ in-service training activities towards competency approach is meaningful in terms of practical implications for teachers’ inservice training activities in general and for lower secondary teachers in particular in surrounding provinces in Hanoi; • Managing lower secondary teachers’ in-service training activities towards competency approach is suitable for secondary schools surrounding Hanoi If these measures are suggested into school current management, school quality and effectiveness will much be improved, then improved the professional capacity or teachers’ quality in this area, meeting the current renewal of basic and fundamental education in Vietnam New contributions of the study 9.1 In terms of theory - Overview of domestic and foreign researches on teachers’ in-service training activities and its management based different approaches, focusing on competencybased approach; - Generalizing and systematizing research finding of teachers’ in-service training activities and its management towards competency approach Clarifying theoretical issues such as: trained competencies and professional capacity, teachers’ in-service training activities towards competency approach, philosophy of lifelong learning and self-improvement; - Proposing management process of teachers’ in-service training activities towards competency approach 9.2 In terms of practical research Assessing the real management of teachers’ in-service training activities towards competency approach at lower secondary schools surrounding Hanoi according to the proposed management process in chapter I 9.3 Proposing management solutions for teachers’ in-service training activities towards competency approach Seven management solutions for teachers’ in-service training activities towards competency approach were proposed The author conducts testing to demonstrate high necessity and feasibility of measures The solution: "Evaluating competency, identifying demand for teachers’ in-service training towards goals" at experimental lower secondary schools through the correctness and effectiveness of these proposed measures when being applied in practice 10 Structure of the study • Introduction • Chapter Theoretical rationale for managing lower secondary teachers’ inservice training activities towards competency approach • Chapter Real situation of managing lower secondary teachers’ in-service training activities towards competency approach • Chapter Management solutions for lower secondary teachers’ in-service training activities on competency approach • Conclusion and recommendations • List of published scientific works • References • Appendix CHAPTER I THEORETICAL RATIONALE FOR MANAGING LOWER SECONDARY TEACHERS’ IN-SERVICE TRAINING ACTIVITIES TOWARDS COMPETENCY APPROACH 1.1 Review of literature The reviews were carried out towards research findings as followings: 1.1.1 Researches on teachers’ in-service training activities Major studies mainly focused on: 1) Teachers’ training and retraining were regular activities that teachers needed to foster and develop their competency during professional life; Changing from static to dynamic concepts, viewpoint of "lifelong learning" is the pillar; 2) Trend of teachers’ training and retraining changed from concentrated to schoolbased forms 3) Analyzing the situation of lower secondary teachers, identifying content, methods, ways of fostering activities and proposing measures to renew teachers’ training and retraining methods Noticeable researchers were M Dvelay [101], N.L Bondurep [12], J Nimier [48], P Besnard [71], Nguyen Thi Binh [4], Tran Ba Hoanh [41], Belyaeva E.N.[120] with key issues: trained competency, professional competency, social competency, fundamental competency of personality, teachers’ professional competence, the “formation of teachers’ professional competence in enhancing/improving their qualifications” basing on experiences of America, Russia and Europe 1.1.2 Researches on managing teachers’ in-service training activities Major studies mainly focused on: 1) Affirming the importance of teachers’ in-service training and its management to teacher themselves, managers and the educational development of each country as well 2) Considering teachers’ in-service training activities is a key factor to improve the quality of education Each country has various forms to foster teachers but they all emphasized lifelong learning, self-fostering, educational management agencies and schools to create favorable conditions to develop teachers’ career development 3) The research proposed many management measures to improve the effectiveness of managing teachers’ in-service training in the current period Several famous researchers in this field were Patrice Pelpel [67], Marguerite Altet [62], UNESCO [117], Nguyen Van Le [55]… 1.1.3 Researches on managing teachers’ in-service training activities towards competency approach Major research issues were mentioned: 1) Different approaches to teachers’ professional competence; 2) Contents, implications for teachers’ professional competence; 3) Managing in-service training activities to develop teachers' competence 1.2 Some basic concepts Basic concepts were clarified such as: ▪ Teachers and lower secondary teachers; ▪ Fostering, fostering teachers and activity of teachers’ in-service training; ▪ Activity of lower secondary teachers’ in-service training; Managing activities of lower secondary teachers’ in-service training; ▪ Definitions of competency and competency of lower secondary teachers’ ▪ Managing activities of lower secondary teachers’ in-service training towards competency approach The term competency rooted from Latin meaning "competentia" Most people shared viewpoints that competency includes: knowledge; skills, attitudes (personality, moral qualities) Sometimes, other components were added such as perspective, excitement, will, belief, and context According to its classification, there were: trained competency, Professional competency, career competency; Method competency; Social competency; Personal competency In terms of low to high levels, there were: general competencies; Talent; Genius There are many approaches to activity of lower secondary teachers’ in-service training, in which competency-based approach was of concern in both theory and practice Teachers’ in-service training activities towards competency approach aims to solve key issues: trained competency at universities of education; teachers’ necessary competency in their professional activities; competencies need to be updated, innovated and developed; competency development during teachers’ in-service training process; its effectiveness The implications of this concept will be further clarified in section 1.5 when studying contents of teachers’ retraining activities towards competency approach 1.3 Professional features of lower secondary teachers Lower secondary teachers played an important part and high position in society The dissertation clarifies the rights of teachers and analyzes tasks of subject teachers and homeroom teachers The author also analyzed requirements of teachers about: Quality, morality and thought; Professional qualifications; Health and their personal Curriculum Vitae To become a lower secondary teacher, you must meet qualification standard of a lower secondary teacher such as: finished college of education or college with certificate of teachers’ professional training Another feature was: teachers taught many subjects at primary education level and, teachers only taught one subject at high school level At lower secondary schools, teachers taught at least subjects In addition, they also participated in teaching activities inside and outside classroom, both in the curricular and extracurricular programs The staff norms of lower secondary teachers was towards Circular No 5/2006/ TTLT/BGDTT-BNV from Ministry of Education and Training, and Circular 16/2017/ TT - BGDDT (Guiding list of job position framework) According to this circular, scope of lower secondary teachers was determined by teacher’s position, depending on factors of class size, regional features, ethnicity and special education Some common features of teachers' profession: human interaction; Teachers' labor with special results, shaping social characters with their decisive role in the country’s socio-economic development These occupational features require teachers to make endless efforts and life-long learning 1.4 Competency models of lower secondary teachers Lower secondary teachers’ competency Trained competency (Starting point of professional competency) Competencybased training Professional personality Structure model of professional competency Working conpetency Frame of teachers’ competency (for different levels) Competency standard of lower secondary teachers Figure 1.1 Competency models of lower secondary teachersteachers are laborers in group of trained profession Trained Lower secondary competency is an initial competency when teachers start teaching activity- professional activity There have been main models of teachers’ competency training: 1) Competency-based training; 2) training towards competency structure and 3) Training towards professional personality Working conpetency of lower secondary teachers comprised main competency models: 1) Structure model of professional competency; 2) model of Professional personality (trained competency); 3) Competency framework (for levels of education) and 4) Competency standard of lower secondary teachers 1.4.1 Model of competency-based training Attitudes Knowledge Skills Figure 1.2: Competeny = Knowledge + Skills+ Attitudes Nguyen Duc Tri [85] said that laborers’ competency consisted of factors: Knowledge, Skills and Attitudes shown in Figure 1.2 Competency Based Education (CBE); Competency Based Training (CBT) has emerged since 1970 in the US Education viewpoints focused on measuring exactly learners’ knowledge, skills and attitudes after finishing (Guskey, 2005) [108] 1.4.2 Model of competency structure Personal competency Professional competency competency Social competency Method competency Competencies Figure 1.3 Competency structure According to Bernd Meier [3], there are basic elements in model of competency structure: competencies of profession, method, society and person (Figure 1.3) 1.4.3 Model of professional personality According to Phạm Minh Hạc [37], there have been main elements in teachers’personality structure (Figure 1.4): 1) Professional trend; 2) Professional experience; 3) Psychological features of profession and 4) Biological features These elements combined with each other, created teachers’ qualities and professional competency and "with close interaction among them” Model of professional personality Professional trend Professional experience Psychological features of profession Professional quality (Moral) Biological features Professional competency (Talent) Figure 1.4: Model structure of professional personality 1.4.4 Teachers’ professional competency framework It is difficult to clarify teachers’ competencies due to the multi-level nature of the profession Each educational level requires a different level of training and professional competencies Therefore, it is a tendency to develop various frameworks for assessing teachers at learning levels Many international teachers’ competency frameworks were presented such as: in US (4 standards: 1) Professional knowledge; 2) Professional practice; 3) Professional value and 4) Professional relations; In Germany, professional competencies was also divided into groups with different name and connotations Vietnamese researchers have set up a competency framework (Table 1.1) [42] that included standards and 12 criteria as follows: 1) Professional knowledge (4 criteria: i) Understanding knowledge and subject curriculum; ii) Understanding theory, teaching methods and curriculum development; iii) Understanding Educational Psychology and iv) Understanding Testing-Assessment in teaching and education; 2) Organize teaching and educational activities (4 criteria: i) Planning teaching and education; ii) Implementing teaching and educational plans; iii) Developing a learning environment and education and iv) Testing-Assessment; 3) Developing personal quality and professional values (4 criteria: i) Professional development; ii) Communication - treatment; iii) Political, ethical qualities and iv) Developing communities for teaching and education 1.4.5 Model of lower secondary teachers’ competency standard Professional competency standards of secondary teachers (High School and Lower Secondary School) were stipulated in Circular N0.30/2009/TT-BGDDT [5], included standards with 25 criteria and applied from school year 2009-2010 From August 2018, Ministry of Education and Training issued Circular N0.20/2018/TT-BGD & DT, mentioned Regulations on professional standards of secondary teachers [10] General standards for teachers at education levels (Primary, lower secondary and upper secondary levels), applied from school year 2018-2019 There were standards with 15 criteria The general comparison of these two sets of professional competency standards was shown in Table 1.2 Table 1.2 The general comparison of MoET professional competency standards 2009 &2018 Standards Professional standards for Professional standards for teachers of secondary teachers 2009 general education 2018 Moral qualities (5) Teachers’ qualities (2) Competency of knowing about the Professional/technical development (5) object and the educational environment (2) Competency of teaching (8) Setting up an educational environment (3) Competency of education (6) Developing relationships among schools, families and society (3) Competency of political and social Using foreign languages or ethnic languages, activities (2) applying IT, exploiting and using technology equipment in teaching and learning (2) Competency of professional development (2) Total 25 criteria 15 criteria Notes: Numbers in parenthesis are the amount of criteria in standard 1.5 Activities of lower secondary teachers’ in-service training towards competency 1.5.1 Features of activities of lower secondary teachers’ in-service training In this section, the author briefly presents characteristics of general teachers’ inservice training, referring to its inevitability, regularity, continuity and variety 8) Enhancing knowledge, self-learning and self-development skills 1.6.3 Managing to set up contents of teachers’ in-service training program 1.6.4 Managing and developing plans for lower secondary teachers’ in-service training activities 1.6.5 Managing inplementiation of the plan of in-service training activitis for techers Managing resources to ensure the implementation of plan included: Facilities conditions, Manpower management to participate in lower secondary teachers’ inservice training; Managing financial resources for in-service training activities 1.6.6 Management of testing and evaluation of training results 1.7 Some basic impact factors to manage lower secondary teachers’ inservice training activities towards competency approach 1.7.1 Guidelines and policies of the Party and the State for developing teaching staff through in-service training activities 1.7.2 Awareness of managers and teachers about the position and role of inservice training activities in developing personal career 1.7.3 Current requirements of educational renewal in terms of lower secondary teachers’ in-service training activities 1.7.4 Technical conditions and facilities for lower secondary teachers’ in-service training activities SUMMARY OF CHAPTER Basing on theoretical researches, the author drew some following conclusions: 1) To foster and manage teachers’ in-service training activities in general and for lower secondary teachers in particular, it is a matter of theoretical and practical usefuness with great concern from international/domestic scientists, managers 2) To research and clarify the basic related concepts 3) To clarify and distinguish two major competencies of teachers: Trained and professional competencies Many models of competency training are still of theoretical and practical values, such as competency model, Model of competency structure, and Personality Model Two last models are also applied to assess the operational competency of teachers when they work 4) Model of working competency includes: model of professional personality, competency framework and standard of professional competency Competency standards consist of dynamic professional levels, being increased according to the new social requirements The Ministry of Education and Training has issued the first standards in 2009 [5] for upper secondary teachers and the new standard in 2018 [10] for general teachers These standards were widely and effectively applied into assessing lower secondary teachers’ competencies 5) There were many factors having impact on managing lower secondary teachers’ in-service training activities Research findings will support to manage the quality and efficiency of lower secondary teachers’ in-service training activities 11 Chapter REAL SITUATION OF MANAGING LOWER SECONDARY TEACHERS’ IN-SERVICE TRAINING ACTIVITIES TOWARDS COMPETENCY APPROACH IN IN SURROUNDING HANOI AREAS 2.1 To select research areas Hanoi is the capital of Vietnam, being the administrative, economic and cultural center of our country with many universities and colleges So its education level was excellent, including lower secondary education Due to limited conditions, the author only selects a sample of out of 10 provinces surrounding Hanoi This sample selection was done on the rule of representation Provinces of Hai Duong, Thai Nguyen and Vinh Phuc ensure the general representativeness according to different criteria: geographic location (surrounding Hanoi in three directions: East, North and West); Regional aspect (Plain, Midland, Midland-Mountain) and levels of economic-education development (Favorable, average, difficult) Schools were also selected according to similar representation 2.1 Socio-economic conditions in selected provinces The latest general information about Hai Duong, Thai Nguyen and Vinh Phuc provinces will be shown in terms of natural conditions, culture - society, economic development in 2018 2.2 Overview of lower secondary education development in selected provinces 2.2.1 Current situation of lower secondary schools and classes The real lower secondary schools and classes in these provinces is shown in Table 2.1 The number of schools has not changed in school year 2016-2017 In the school year 2017-2018, each province increased by school N0 Table 2.1 Number of lower secondary schools and classes in Vinh Phuc, Thai Nguyen and Hai Duong provinces Number of schools Number of classes School Vinh Thai Hai Vinh Thai Hai Total year Phuc Nguyen Duong Phuc Nguyen Duong 2015-16 146 183 272 601 1708 2189 2805 2016-17 146 183 272 601 1785 1857 2811 2017-18 147 184 273 604 1793 1897 2878 Source: General Statistics Office Total 6702 6453 6568 2.2.2 Current situation of lower secondary students in provinces near Hanoi 2.2.2.1 Number of lower secondary students Table 2.2 Number of lower secondary students in Vinh Phuc, Thai Nguyen and Hai Duong provinces towards provincial border Gender School Vinh Thai Hai Total year Phuc Nguyen Duong (%) N0 Male (%) Female (%) 214112 111037 103075 2015-16 58576 63499 92037 (100) (51,86) (48,14) 218934 113735 105199 2016-17 62043 64233 92658 (100) (51,95) (48,05) 228530 118956 109574 2017-18 66289 65936 96305 (100) (52,05) (47,95) Source: General Statistics Office (GSO) 12 The number of lower secondary students in provinces is shown in Table 2.2, in which percentage of female students decreased slightly each year and shared only 47.95% last year (male 52.05%) This rate and trend raised concern about gender 2.2.2.2 Current situation of lower secondary students’ quality in provinces near Hanoi Quality of at these schools is shown in two aspects: learning ability (with levels: Excellent, Good, Average, Weak, Very Weak) and behavior (with levels: Excellent, Good, Average, Weak) - Table 2.3 Table 2.3 Current situation of lower secondary students’ quality Learning ability Behavior Total Very School (%) Excellent Good Average Weak weak Excellent Good Average Weak year (%) (%) (%) (%) (%) (%) (%) (%) N0 (%) 2015- 214112 20162 80568 81183 16099 16099 170941 20257 16099 6815 16 (100) (9,42) (37,63) (37,92) 7,52) (7,52) (79,84) (9,46) (7,52) (3,18) 2016- 218934 26304 81638 82498 14146 14348 177848 21020 14146 5920 17 (100) (12,01) (37,29) (37,68) (6,46) (6,55) (81,23) (9,60) (6,46) (2,70) 2017- 228530 28502 85138 87057 13789 14044 187730 21447 13789 5563 18 (100) (12,47) (38,09) (38,09) (6,03) 6,15) (82,15) (9,38) (6,03) 2,43) Source: Report summary from DOET in Vinh Phuc, Thai Nguyen and Hai Duong 2.2.3 Current situation of lower secondary teachers 2.2.3.1 Number of lower secondary teachers Statistics of teachers in provinces were divided by gender and subjects: Culture, Music, Drawing, and Physical Exercise (Table 2.4), expressed both in absolute value and percentage (%) Table 2.4 Number of teachers towards gender and subject Gender Subjects Vinh Thai Hai School Total Physical Phuc Nguyen Duong N0 year Male Female Culture Music Drawing Exercise 2015-16 4081 4010 5821 2016-17 3832 3990 5687 2017-18 3754 3918 5590 3339 (33,10) 3253 13509 (34,56) 3172 13262 (35,18) 13912 10573 (66,90) 10256 (65,44) 10090 (64,82) 12990 (93,37) 12485 (92,42) 12159 (91,68) 303 (2,18) 297 (2,20) 373 (2,81) 318 (2,29) 429 (3,18) 429 (3,24) 301 (2,16) 297 (2,20) 301 (2,27) Source: Data summary from GSO, reports from DOET in Vinh Phuc, Thai Nguyen and Hai Duong provinces 2.2.3.2 Quality of lower secondary teachers Table 2.5 Quality of lower secondary teachers in provinces of Vinh Phuc, Thai Nguyen and Hai Duong Towards training standards N0 School year 2015-16 2016-17 2017-18 Towards professional levels Profess Total Unqualified Over PostQualified high college university qualified graduate school 17849 1083 8240 8526 523 16800 526 18536 665 7779 10562 312 17576 648 18782 524 7479 10779 268 17826 688 13 Source: Data from GSO, reports from DOET in Vinh Phuc, Vinh Phuc and Hai Duong provinces 2.2.4 Current situation of facilities at lower secondary schools surrounding Hanoi Statistics were done on December31 2016 (Table 2.6) Table 2.6 Current situation of facilities at lower secondary schools surrounding Hanoi provinces N facilities Number of classrooms Number of libraries Number of subject rooms Number of computers Number of multi-projectors Vinh Phuc 3222 201 179 214 161 Total Thai Hai Nguyen Duong quantity % 3457 3712 10391 216 232 649 6.24 192 206 577 5.55 230 247 691 6.64 172 185 518 4.89 Source: Summarizing report results from DOETs in Vinh Phuc, Thai Nguyen and Hai Duong, December2016 2.3 Organize surveys and collect data The following methods were used: Collect statistics and survey, in-depth interviews However, the author only focused on the technique, organization of surveys and surveys through questionnaires 2.3.2 Object of the survey Survey sample: provinces, districts in each province and schools in each district according to the principle of representative selection (Difficulty, average and advantage) Target object: provincial level (3 managers) and district level (3 managers) At the school level: 01 school leader at schools with 18-20 teachers, including professional leaders Total: 586 respondents were distributed towards education management agencies as shown in Table 2.7 Objects included gender, age, working experience, management and training level (Table 2.8) 2.3.3 Content of the survey The content of the survey was based on the theoretical basis, the toolkit was designed on the management process presented in chapter (see Appendix 1), included 10 questionnaires in which questionnaires were completely coincided with steps of the process of managing lower secondary teachers’ in-service training The first question explores the level of cognitive evaluation of teachers and managers on this issue; The last question referred to factors affecting its management 2.3.4 Organization, implementation The survey was conducted in June-July 2017 Questionnaires were delivered to respondents; they can fill in their name or leave it empty when completing these forms 2.3.5 Data processing Excel and SPSS softwares were used to process data Key index values included: • Mean • Scale: Use Likert scale with or levels, thereby calculating the interval scales and range of scale values For example, the 3-level, Interval scale = (3-1) / = 0.67 Since then, calculate the scale value range: Poor: from -