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Research objectives: The study is based on the basis of studying the theories research, survey, evaluating situations, building up solution systems of management of in-service primary teacher training programmes based on the professional standards, thereby improving the quality of primary teaching staff and serving the education reform goals.
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF EDUCATION VU THI THU HUYEN A STUDY OF THE MANAGEMENT OF INSERVICE PRIMARY TEACHER TRAINING PROGRAMMES BASED ON THE PROFESSIONAL STANDARDS Major: EDUCATION MANAGEMENT Code: 62 14 01 14 SUMMARY OF THE DISSERTATION Ho Chi Minh City 2015 Research completed at: Ho Chi Minh City University of Education Supervisor: Dr. Vo Thi Bich Hanh Assoc. Prof. Phan Minh Tien 1st counterargument by: Dr. Nguyen Đuc Danh 2nd counterargument by: Dr. Ho Van Lien 3th counterargument by: Prof. Dr. Vo Van Loc The dissertation will be defended in the presence of the School’s Dissertation Assessing Board, meeting at Ho Chi Minh City University of Education on …………., …am/pm This dissertation can be found at: 1. The National Library of Vietnam 2.The Library of Ho Chi Minh City University of Education INTRODUCTION Rationale of the study Teachers are considered important resources of the institutions, the schools and society. Teaching staffs contribute actively to the development of education. Basic education and training renovation policies also create opportunities and challenges for primary teachers, require them to keep learning and personal developing to meet the increasing requirements of the professional standard These changes require more focus on strengthening the role and responsibilities of the primary managers in the school management and management of training the primary teachers based on the professional standards. Recently, the education reforms have focus on the goal of improving teaching staffs’ qualification The policy, guidelines and policies of the Party, the States express an interest in training teachers and improving the quality of educational human resource. Directive 40CT/TW on constructing and improving quality of teachers and education managers stated: "The requirements of the development of new educational era of industrialization and modernization, education managers and teachers have limitations and shortcomings"; thus, we have: "To review and rearrange the contingent of teachers, education managers to enhance professional qualifications of teachers, and education managers" In recent years, the size of school and the number of primary pupils have tended to rise rapidly, which leads to an increasing demand for primary teachers. The increasing of teaching staff resources leads to many consequences. School managers should prepare necessary resources to train the teachers to qualify teaching requirements Therefore, management of training programmes for primary teachers with the professional standards, preparing qualified professional teaching staff are very important and urgent issues in primary school management. In fact, management of training programmes for primary teachers based the professional standards has achieved significant successes but the limitations still exist. Most are in the process of planning, organizing, directing and evaluation of the primary teachers’ development. For that reason, quality of management of training programmes for primary teachers based on the professional standards has been restricted ‘A study of the management of inservice primary teacher training programmes based on the professional standards’ was born with the above context. 2. Purpose of the study The study is based on the basis of studying the theories research, survey, evaluating situations, building up solution systems of management of inservice primary teacher training programmes based on the professional standards, thereby improving the quality of primary teaching staff and serving the education reform goals. 3. Object and Subject in the research 3.1. The object of research Teaching staff management in the primary schools 3.2. The subject of research The strategies of management of inservice primary teacher training programmes based on the professional standards 4. Research hypotheses Management of inservice primary teacher training programmes based on the professional standards is one of the effective management strategies aiming to enhance the quality of primary teachers based on the professional standards. Management of inservice primary teacher training programmes based on the professional standards is carried out by school managers. It has regularly performed and achieved some positive results However, there have still remained some shortcomings and limitations in the management functions If studying theoretical systems, assessing the practice of management of inservice primary teacher training programmes based on the professional standards; developing necessary and feasible management solutions; it will contribute to improve the quality of primary teachers based on the professional standards. 5. Research aims 5.1. Generating systematized rationale for inservice primary teacher training based on the professional standards; 5.2. Surveying and assessing the practice of management of inservice primary teacher training programmes based on the professional standards; 5.3 Building solutions of management of inservice primary teacher training programmes based on the professional standards; 5.4. Testing of necessity and feasibility of strategies to manage the inservice primary teacher training programmes based on the professional standards; 5.5 Experiment on some solutions to manage the inservice primary teacher training programmes based on the professional standards in Ho Chi Minh City (HCMC) 6. Scope of research 6.1. Content: survey the practice of managementof inservice primary teacher training programmes based on the professional standards 6.2. Subject of research: a number of strategies to manage the inservice primary teacher training programmes based on the professional standards 6.3. Research area: Northern part (Hai Duong province), Central (Khanh Hoa province), and Southern part (Ho Chi Minh City) 6.4. Scope of experiments: the experiment is carried out in primary schools in HCMC. 6.5. Time duration: from 20112015 7. Research methodology 7.1. The methodology 7.1.1. System approach Structure 7.1.2. Historical approach Logic 7.1.3. Practical approach 7.1.4. Management functions approach 7.2. Research methods 7.2.1. Theoretical methods Analyzing, synthesizing, systematizing, generalizing the related theories 7.2.2. Practical methods 7.2.2.1 Survey: To survey the practice of inservice teacher training; the management of inservice primary teacher training programmes based on the professional standards; test the feasibility, necessity of strategies to manage inservice primary teacher training programmes based on the professional standards 7.2.2.2. Interview: Interview selected educational managers, primary teachers 7.2.2.3. Experiment: To confirm the feasibility and effectiveness solutions of management of inservice primary teacher training programmes based on the professional standards 7.2.3 Mathematical statistics methods. Using the software SPSS 20.0 to analyze the data related to the research mission (percentage, mean, standard deviation and ttest) 8. The thesis defense argument Deploying the activities to train professional standards for primary teachers is indispensable in the process of school management. This work plays an important role in educational development, improve the quality of primary teachers based on the professional standards, and improve the quality of education; Management of inservice primary teacher training programmes based on the professional standards in primary schools has been done and achieved some certain success However, primary teachers’ professional standards in the context of educational innovation require to implement new management activities; conduct synchronous impacts on inservice teacher training to change the reality; promote primary teachers’ selfstudying activities; Solutions of management of inservice primary teacher training programmes based on the professional standards focus on management efficiency, education improvement and qualified teacher development; building positive teachers awareness in training, adapting the primary teachers’ increasing occupation requirements. 9. Significance of the research 9.1. The scientific significance The thesis presents an overview of management of inservice primary teacher training based on the professional standards in Vietnam and other countries, covers some of the main research directions and achievements, finds out obstacles and gaps in the field which serve as the bases for further research The thesis has introduced theoretical background of management of inservice primary teacher training based on the professional standards. 9.2. The practical significance Exploring the practice of inservice primary teacher training and the management of inservice primary teacher training based on the professional standards, whereby proposing solutions of the management of inservice primary teacher training based on the professional standards, develop primary teachers based on the professional standards Proving the necessity, feasibility and impacts of the proposed solutions in management of inservice primary teacher training based on the professional standards by implementing the proposed solutions in management of inservice primary teacher training based on the professional standards; improve the quality of primary teachers. 10. Structure of the study Introduction: Rationale for the study, Purpose of the study, Object and subject in the research, Objectives of the study, Research hypotheses, Research aims, Scope of research, Research Methodology, Significance of the research Chapter 1: The literature review of management of inservice primary teacher training based on the professional standards. Chapter 2: The practice management of inservice primary teacher training based on the professional standards Chapter 3: Solutions of management of inservice primary teacher training based on the professional standards Conclusion and recommendations Researcher’s other studies relating to the dissertation References Appendices Chapter 1 THEORETICAL BACKGROUND OF MANAGEMENT OF INSERVICE PRIMARY TEACHER TRAINING BASED ON THE PROFESSIONAL STANDARDS 1.1. THE OVERVIEW OF RESEARCH IN THE FIELD 1.1.1. An overview of foreign studies 1.1.1.1. Research on human resource management, human resource management in education To study on the function of system management: Essentials of Managementby Harold Koontz, Cyril O’donnel, Heinz Weihrich (1998). Research on the contents and methods of management: Lawrence Holpp (2008) introduced methods and management practices to build effective working groups, Phillip L Hunsaker’s (2001) studies of management skills in construction organizational culture, change management and conflict management in organizations. Susan D. Strayer (2010) was interested in development issues and maintaining the ability to work of employees. Gary S. Becker (2008) built and developed scientific theories about the "human capital". The Business Edge (2007) addressed the issue of training and development of human resources, the role of management in organizational training and development of human resources for organizations, subjects and curriculum resource development human resources, performance improvement methods of team work… In the field of education management, school management: Pam Robbins, Harvey B Alvy (2004) wrote ‘The principal’s field manual’; ‘Educational administration, theory, research and practice’ were written by Wayne K. Hoy; Cecil G. Miskel (2001) presented the theoretical and impirical research on education management, organizational behavior research From the approach of enhancing students’ learning outcomes, improving teaching quality and leadership, ‘Change Leadership: A Practical Guide to Transforming Our Schools’ by Tony Wagner, Robert Kegan (2011) introduced research, practical experience in the management of teaching in some schools in the United States K.B Everard, Geofrey Morris, Ian Wilson (2009), studied some background of school management, the way organizations manage and use of human resources and development issues of human resources in schools… 1.1.1.2. Research on inservice teachers training Policy on inservice teacher training Content, programs of inservice teacher training Methods and forms of inservice teacher training Influence of teachers on students' outcomes and educational quality 1.1.1.3. Research on teachers’ professional standards Professional standards of British teachers have three components: the values and behavior during practice, teaching standards, and standards of professional ethics. Professional standards for teachers in USA (2008) define professional standards of teachers include the requirements of general knowledge and pedagogical knowledge; requirements of knowledge, skills, guidance, support student learning; and the requirements of knowledge and skills for educational professional development. National professional standards for teachers in Australia (2011) include the following elements: knowledge of the profession; professional practice skills; and the commitment to engage professional development. The findings of teacher professional standards in several countries show that the determination of teacher professional standards in order to build teacher professional standards oriented capacities is necessary. This allows teachers and educational managers to gather resources to improve inservice training programs for the teachers based on the professional standards. In conclusion, there are findings that the researches try to explore issues at different perspectives; but pay attention to the teacher training, selfdirected study, and teaching development under certain standards. These studies have also developed a number of different aspects of management activities, as well as the management theory and practice in order to do further study of the role, functions and their impact on educational managers in the management of inservice primary teacher training programmes based on the professional standards. 1.1.2. An overview of studies in Vietnam Concerning research, the thesis was to find out some findings: 1.1.2.1. Viewpoints of educational human resources development: Party and State have affirmed "For the promotion of human resources as the basic element for social development, rapid economic growth and sustainable", "Development of highquality human resources, especially leaders and managers; scientific staff, technology, cultural leaders". 1.1.2.2. Research on educational human resource management: there is a number of scientific studies on human resources management: Human Resource Management by Nguyen Huu Than (2008); Human Resource Management by Dong Thi Thanh Phuong, Nguyen Thi Ngoc An (2008); Human Resource by Nguyen Van Diem, Nguyen Ngoc Quan (2010); Nguyen Thi My Loc, Tran Thi Bach Mai (2009) with Human Resource Management; Hua Trung Thang – Ly Hong (2004) with Research methodology of effective human resources management… 1.1.2.3 Research on teacher training: Primary teachers development project (2002) implementes the teachers training, and primary managers to meet the development requirements of primary education; the project “Support to the renovation of education management” (SREM) (2006) does the research on management innovation schools at all levels, supporting the implementation of the objectives Vietnam Education Development Strategy 20012010; Vietnam Belgium Project (1999), "Improving the quality of training and retraining of teachers of primary, junior high northern mountainous provinces of Vietnam"; The study recommended the reform measures, the training and retraining of secondary teachers of Nguyen Thi Binh (2013)… The research results indicate that inservice teacher training is one of the key tasks of the school management, thereby meeting the requirements of educational innovation. The study results also reflect the general status of primary teacher quality, the development trend of primary teachers and the requirements for the management of in service primary teacher training programmes based on the professional standards. Educational innovation and management of inservice primary teacher training programmes based on the professional standards, require more attention to the improvement of selfconsciousness and developmental learning needs and training. Then widely exploits and attracts the resources to serve the inservice teacher training, develops teaching staffs, ensures the successful implementation of education reform goals. 1.1.3. General overview of historical reseach Firstly, review the historical research paints an overview picture of human resource management and the training and inservice training of educational human resources Researches results show that educational innovation and teaching staff improvement have close relationships. Secondly, the findings also show that the study of the management of inservice primary teacher training programmes based on the professional standards is consistent trends; adapt to the increasing requirements primary teachers. Thirdly, we can draw some lessons about the management of inservice primary teacher training programmes based on the professional standards: More and more nations all over the world are interested in building and developing professional standards, including primary teacher professional standards. Using professional standards for teachers’ management, training, inservice training and assessment. Furthermore it also helps teachers’ selfassessment, identifying solutions to improve and enhance professional competences. The management of inservice primary teacher training programmes based on the professional standards should be deployed towards promoting autonomy, initiative in identifying training and inservice training objects, contents, forms and methods in line with the school's status, teachers' pedagogical capacities as well as their needs. Primary education development and the management of inservice primary teacher training programmes based on the professional standards is one of the important and necessary things to enrich the human resource 1.2. Basic concepts 1.2.1. Management, educational management, school management 1.2.1.1. Management Management is the process of purposedimpact of subject management to the object management in order to get final goals 10 1.2.1.2. Educational management Educational management is the process of purposedimpact of subject educational management to other ones in educational system in order to do the general purpose of the educational system 1.2.1.3. School management School management is the process of purposedimpact of school management subject to other ones in schools to do the purpose of school 1.2.2. Primary teacher and primary teacher professional standard Primary teacher who is in charge of teaching and education of students in primary schools and other educational institutions implementing primary education programs Primary teacher professional standards include a combination of the requirements for the quality and professional competences of primary teacher which ensure their teaching and educational tasks, to reach the goal. Structure of primary teacher professional standards Diagram 1. Structure of primary teacher professional standards (Source: Decision no. 14/2007/QDBGDĐT May 4th, 2007, Regulations on primary teacher professional standards) Diagram 1 Structure of primary teacher professional standards includes 3 fields: 1) Moral, political and lifestyle qualification field; 2) Knowledge; and 3) Pedagogy 15 There are 30 people in the interview samples, conclude of: school board representative, educational managers from 3 provinces 2.2.1.3. Expert consultance samples Expert consultance samples consist of 7 persons: managers from Education and Training department of HCM city, lecturers and experts from Institute of education managers of Ho Chi Minh city (IEMH), managers from Educational Publishing House in HCM city 2.2.2. The organization of reality survey 2.2.2.1. The reality survey aims 2.2.2.2. Research tool description Survey tools include five patterns: status questionnaire (M1); assay pattern (M2); school information pattern (M3); primary education information pattern (for managers of Education and Training Department) (M4); and interview questionnaire (M5). Like this: Content of status questionnaire (M1) Surveying the situation of inservice primary teacher training programmes based on the professional standards; Surveying the situation of the management of inservice primary teacher training programmes based on the professional standards; Question 1, 3, 5a: find out perceptions of managers, teachers about inservice primary teacher training programmes based on the professional standards; Question 2: To find out the effectiveness of modes/forms and method for inservice training teachers; Question 4: find out the teacher satisfaction after participating the inservice training programs; Question 5b: Learn about content attainments; Question 6a: Surveying the situation of management of inservice primary teacher training programmes based on the professional standards; Question 6b: Surveying the effectiveness of the management of inservice primary teacher training programmes based on the professional standards; Question 7: Surveying the effected factors to the management of inservice primary teacher training programmes based on the professional standards; Content of assay pattern (M2) Questions 1, 2: Assessing the necessary and feasibility of using solutions on management of inservice primary teacher training programmes based on the professional standards; Content of school information pattern (M3) Gathering general information about the school, teachers, number of students, professional groups; Gathering infrastructure situation, library, facilities for teaching activities, education and training student; Content of primary education information pattern (M4) 16 Gathering general information about the primary education; Gathering infrastructure situation, library, facilities for teaching activities, education and training student at local level Content of interview questionnaire (M5) Gathering informations, ideasfrom experts related to the management of in service primary teacher training programmes based on the professional standards Scale design approach Scales used in the survey form is identifier scale in order to determine the title, gender and characteristics of respondents; ordinal scales to calculate the parameters of descriptive statistics like mean, percentage, standard deviation… Survey sampling method Selected samples based on favorable factors, the accessibility of the object, in the capable local contact with the object to perform the survey poll However, to ensure the sample is capable of representing the overall average, the samples also concerned about regional factors, geographical represent some regions Namely: Northern part (Hai Duong) 586, Central (Khanh Hoa) 541 people, and the Southern part (HCM city) 1,249 people. 2.2.3. Conventional processing of information To facilitate the evaluation, data analysis and scientific reasonable, the information gathered from the survey the current situation (M1, M2) are conventions based on the average value of Likert scale with the value gap = (Maximum Minimum) / n = (41) / 4 = 0.75, meaning the corresponding levels as follows: 1.00 1.75 (poor); 1.76 – 2.50 (average); 2.51 to 3.25; (fair); 3.26 4.0: (good) and 5 Likert scale with the value gap = (Maximum Minimum) / n = (51) / 5 = 0.8, meaning the following levels: 1.00 1.80 (not required set, not participating, not made, not affect, ineffective, impractical); 1.81 2.60 (less necessary, unsatisfied, rarely, less affected, less efficient, less viable); 2.61 – 3.40; (Relative necessity, relatively satisfied, occasionally, influence, relatively efficient, relatively feasible); 3.41 to 4.20: (necessary, satisfaction, frequent, affecting many, efficient, good, feasible); 4.21 to 5.00: (very necessary, very satisfied, very frequently, affecting so many, very efficient, very feasible). 2.3. The practice of inservice primary teacher training based on the professional standards 2.3.1. Perceptions of inservice primary teacher training based on the professional standards 2.3.1.1. Necessary evaluation of inservice primary teacher training based on the professional standards The necessary evaluation results of inservice primary teacher training programmes based on the professional standards showed that most respondents are fully aware and expressed high concern, mean = 4.22 (standard deviation 0.705) corresponding to the degree necessary. Namely: the total sample of 2,376 respondents, with 2351 answers, 35.4% (833) is observed that itis very necessary, 53.3% (1,254) 17 assess extent necessary, 9.1% (213) assess relatively necessary, 1.9% (45) assess less necessary and 0.3% (6) suppose unnecessary. Overall, according to the most respondents, inservice primary teacher training programmes based on the professional standards is very necessary and significant. 2.3.1.2. Effectiveness evaluation on forms, methods of inservice primary teacher training based on the professional standards Effectiveness evaluation on forms, methods of inservice primary teacher training based on the professional standards, mean =3.27 (standard deviation 0.814) corresponding to the relative effectiveness Namely: the total sample of 2,376 respondents, with 2351 votes have information, in which 2.8% (65) assess as ineffective, 11.8% (278) assess at less effectiveness, 44.7% (1,051) assess at relatively effectiveness, 37.5% (881) assess at effectiveness, and only 3.2% (76) assess at very effectiveness. The above results reflect the majority of survey participants rated the forms and methods of inservice primary teacher training based on the professional standards are implemented at relatively effectiveness. There's also another assessed at less effective. 2.3.1.3. Learn about the necessary of training, inservice training programs Compiled from sample of 2,376, about 2,300 respondents show information that: improving standards training (mean= 3.73, standard deviation 1.145), regular training by the Ministry, Department of Education and Training (mean = 3.70, standard deviation 1.012), and inservice training programs organized by school (mean = 4.16, standard deviation 0.990). 2.3.1.4. Evaluation of satisfaction with training and inservice training programs Among the training, inservice training programs, the respondents assess the highest satisfaction of inservice training programs held by their school, mean = 3.66, standard deviation 0.888. Level of satisfaction of other training programs are not very high, at less satisfied and fairly satisfied level. 2.3.2 Implementation reality of inservice primary teacher training based on the professional standards 2.3.2.1. Implementation level of knowledge The majority of respondents have confirmed the implementation level of knowledge at regular or more and mean score is from regularly to very often. 2.3.2.2. Implementation level of skill Some contents skill inservice training for primary teachers are appreciative of the level of performance equivalent to very frequently, include: "Organizational learning skills to promote learners’ innovative and mobility" (mean = 4.30, standard deviation 0.782); "Skills of selecting and using appropriate teaching methods" (mean = 4.26, standard deviation 0.792); "Skills of guilding student study, cooperation, sharing, integration…" (mean = 4.23, standard deviation 0.768); "Skills of building collaborative learning environment, creating confidence" (mean = 4.26, standard deviation 0.804); and "soft skills: communication, relationships, teamwork, sharing experiences " (mean = 4.23, standard deviation 0.818). 18 2.3.2.3. Assessement of implementation level of knowledge Majority opinions assess rather high values. Mean values are from 2.83 to 3.32, these mean values correspond to the level of quite good and more. 2.3.2.4. Assessement of implementation level of skill The majority of survey participants suppose the levels of implementation level of skill inservice training are quite good. In particular, some skills reach to the highest level 2.3.3 The reality commentary of inservice primary teacher training based on the professional standards Firstly, perceptions of inservice primary teacher training programmes based on the professional standards The majority of survey participants highly appreciate the necessity of inservice primary teacher training programs based on the professional standards, but there are some not really satisfied with the results Most of respondents suppose the inservice training content implementation from often to very often. But there are some answers suppose that some teachers, managers do not implement regularly. Secondly, adaptation level of inservice primary teacher training based on the professional standards Overall, most of survey participants assess the level of satisfaction of inservice training contents are quite good 2.4. The reality of the management of inservice primary teacher training based on the professional standards 2.4.1. Implementing reality of the management of inservice primary teacher training based on the professional standards 2.4.1.1. The reality planning of inservice primary teacher training based on the professional standards The specific activities of the planning of inservice primary teacher training based on the professional standards are performed at often level; the mean values are from 3.75 to 4.02. However, the effective implementation of specific activities on building plans was valued at less or rather effective levels (the mean values from 2.82 to 3.32) 2.4.1.2. The reality of organizing of inservice primary teacher training based on the professional standards In generally, the specific activities of the organizing are done regularly: mean values from 3.01 (standard deviation 0.815) to 4.34 (standard deviation 0.815) meanwhile the specific activities of the organization have been done often However, the effective implementation of specific activities on organizing plans was valued at less or rather effective levels (the mean values from 2.44 to 3.56) 2.4.1.3. The reality of directing of inservice primary teacher training based on the professional standards 19 Specific activities of directing of inservice primary teacher training based on the professional standards are performed regularly, with the lowest mean value equals 3.38 (standard deviation 1.171) and the highest mean values equals 4.38 (standard deviation 0.983) However when considering the level of effectiveness, the results are not commensurate. Specifically, the mean values achieve from 2.29 (standard deviation 0.762) to 3.72 (standard deviation 0.539), distribute from less effectiveness to effectiveness. 2.4.1.4. The reality of assessment of inservice primary teacher training based on the professional standards The specific activities of the assessment function are performed at often levels; the mean values are from 3.81 (standard deviation 1.195) to 4.18 (standard deviation 0.858), corresponding to regular levels However the effective implementation of specific activities on assessment are valued at less effectiveness (the mean values from 2.44 (standard deviation 0.593) to 3.44 (standard deviation 0.569) 2.4.2. Groups’ assessement in management of inservice primary teacher training based on the professional standards Table 2.2 Respondents’ assessment on the reality of the management inservice primary teacher training based on the professional standards N Content Post Implement ation Planning of inservice primary manager teacher training based on the teacher professional standards Organizing of inservice manager primary teacher training based on the professional teacher standards Directing of inservice manager primary teacher training based on the professional teacher standards Assessment of inservice manager primary teacher training based on the professional teacher standards Effectiveness Mean Sd 3.91 1.083 4.03 1.105 Sig. (2 tailed) 0.055 3.97 0.762 4.01 0.954 3.92 1.131 3.93 1.072 4.01 1.109 4.09 1.089 0.416 0.902 0.265 Mean Sd 3.14 1.218 2.79 1.309 2.91 1.174 2.51 1.286 2.38 1.271 2.27 1.182 3.14 1.260 2.88 1.302 Sig. (2 tailed) 0.000 0.000 0.163 0.000 Using independentsample ttest, α ꞊ 95%, table 2.2 shows that the values of ttest ≥ 0.05, it can be concluded that there are no different opinions between teachers and managers’ group. Analyzing the effectiveness of implementation, the results show: "Planning of in service primary teacher training based on the professional standards", "Organizing of 20 inservice primary teacher training based on the professional standards", and "Assessment of inservice primary teacher training based on the professional standards", are performed sig.