Phát triển đội ngũ hiệu trưởng trường tiểu học khu vực duyên hải nam trung bộ theo tiếp cận năng lực tt tiếng anh

i MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN VAN QUANG DEVELOPING THE TEAM OF PRIMARY SCHOOL PRINCIPALS IN THE SOUTH CENTRAL COAST REGION ACCORDING TO COMPETENCE APPROACH Specialization: Educational Management Code: 9140114 SUMMARY OF DOCTORAL THESIS ON EDUCATIONAL SCIENCE NGHE AN -2020 ii The thesis is completed at Vinh University Science instructor: Assoc.Prof.Dr Pham Minh Hung Reviewer 1: Reviewer 2: Reviewer 3: The thesis is defended at the School-level Doctoral Dissertation Evaluation Council At Vinh University, No 182 Le Duan, Vinh City, Nghe An Province At: / ./2020 The thesis can be found at: - National Library of Vietnam - Nguyen Thuc Hao Library and Information Center, Vinh University INTRODUCTION The reason for choosing the topic In primary schools, the principal team is the force that directly directs and implements the requirements on objectives, content, and methods of renovation of general education, serving as a bridge to help superior managers in directing management and other activities in the school, while taking responsibility for the quality of the teaching of the teachers and the quality of the learning of the students in the primary school Principals have a "dual" role, both as a leader and as a manager However, theories about primary school principals, from position, role; functions and duties of primary school principals to requirements on qualities and competencies of principals have not been fully and systematically studied Currently, there are many principals of primary schools in the South Central Coast: Inadequacies in quantity, level and structure; and the department is dedicated to the profession, which has not yet met the educational innovation in the education reform period; the majority have not been properly trained and systematic in management, their qualifications and management capacity are still limited, their professionalism is low, work mainly based on personal experience, lack of thinking science, so the quality and efficiency are not high; not keeping up with the reality and the need to develop the management of education innovation and international integration; management thinking is slow to innovate; The innovation in leadership, direction and administration remains inadequate and confusing From the above reasons, the topic: "Developing the team of primary school principals in the South Central Coast region according to competence approach" was chosen for the doctoral thesis Purpose of the study On the basis of theoretical and practical research, the thesis proposes solutions to develop primary school principals according to the competence approach; contribute to improving the quality of education in the South Central Coast region, meet the requirements of reforming general education in the current context Subject and object of the study 3.1 Subject of the study Primary school principal development activities according to competence approach 3.2 Object of the study Solutions to develop the team of primary school principals in the South Central Coast region according to competence approach Scientific hypothesis The effectiveness of primary school principals in the South Central Coast region can be improved if proposing and implementing solutions based on theories of human resource development in areas such as team development planning, appointment, training and retraining; building criteria for quality, competence, principals in the context of fundamental and comprehensive innovation in education and training Tasks and scope of the study 5.1 Tasks of the study 5.1.1 Research on the rationale of developing primary school principals according to competence approach 5.1.2 Analyzing and evaluating the current situation of development of primary school principals in the South Central Coast region according to competence approach 5.1.3 Proposing solutions to develop primary school principals in the South Central Coast region according to competence approach Evaluate the effectiveness of proposed solutions through surveying the necessity, feasibility and organization of testing 5.2 Scope of the study - Research activities to develop primary school principals in the South Central Coast region according to competence approach - Survey, evaluate the current situation and explore the necessity and feasibility of solutions to develop the contingent of primary school principals according to the competence approach in the South Central Coast Pilot a proposed solution in Ninh Thuan, Binh Thuan province Approach and research methods 6.1 Approach The thesis uses a systematic approach; standard approach; access to human resource development; competence approach 6.2 Research Methods 6.2.1 Group theoretical research method This method group aims to collect theoretical information to build a theoretical basis of the topic 6.2.2 Group of practical research methods This method group aims to collect practical information to build a practical basis of the topic 6.2.3 Mathematical statistical methods Using mathematical statistical formulas to process survey data quantitatively, thereby analyzing, comparing and drawing the research results of the thesis Arguments need to be defended 7.1 Developing the contingent of primary school principals is to make this team sufficient in quantity, synchronous in structure and quality improvement Competence approach, which is an approach that from building the development plans to fostering and evaluating primary school principals must be based on their own competencies 7.2 The current primary school principals have basically performed their full functions and duties, but there are certain limitations before the innovation to renovate general education, the main reason is that this contingent has not been developed according to the capacity approach 7.3 To effectively develop the contingent of primary school principals in the South Central Coast region in the current period, there should be major solutions, on the one hand, based on the theory of developing primary schools according to competence approach; on the other hand, based on the practice of developing primary school principals in the South Central Coast region These solutions must reflect the basic contents of human resource development according to competence approach; at the same time, taking into account the conditions affecting the development of primary school principals in the South Central Coast region New contributions of the thesis 8.1 Supplement and complete the theoretical issues of the topic, on the basis of clarifying the research overview of the problem, basic concepts; positions, roles, qualities and competence of primary school principals; as well as developing this team in a new approach The thesis builds a competence framework of primary school principals in the context of educational innovation by job position and occupation 8.2 The implementation of a comprehensive and complete survey of the development status of primary school principals in the South Central Coast has brought about objective and scientific assessments (strengths, limitations, causes) about this team, as a practice basis for proposing solutions of the topic 8.3 The proposed solutions of the topic are not only applicable to the development of primary school principals according to the competence approach in the South Central Coast but also can be applied to the development of the contingent of primary school principals following competencies in areas with similar characteristics The thesis has built a program of fostering high school principals according to the approach of scientific-based competency, with feasibility The structure of the thesis In addition to the Introduction, Conclusions, Recommendations, References and Appendices, the thesis includes chapters as follows: Chapter 1: Theoretical foundations of developing primary school principals according to competence approach Chapter 2: Development status of primary school principals in the South Central Coast region according to competence approach Chapter 3: Some solutions to develop primary school principals in the South Central Coast region according to competence approach Chapter THEORATICAL BASIS OF DEVELOPING THE TEAM OF PRIMARY SCHOOL PRINCIPAL ACCORDING TO COMPETENCE APPROACH 1.1 OVERVIEW OF THE ISSUE STUDY 1.1.1 Studies on developing a team of principals In this content, the studies of foreign authors such as Author Marke Anderson, Henry Mintzbeg, Henri Fayol, Tirozzi G.N, Lynn Olson, Fiore D.J, Gerald Grace ; by domestic authors such as Nguyen Phuc Chau, Phan Van Kha, Nguyen Loc, Nguyen Thi My Loc, Tran Ngoc Giao, Cao Duy Binh, Trinh Thi Hong Ha, Phan Ngoc Quang, Thai Van Thanh, Nguyen Nhu An, Dang Ba Lam, Vu Tuan Dung, Nguyen Thi Ngoc Hoa, have already mentioned the following issues: position, role, standards, selection, appointment, training, retraining, evaluation, mechanism, main books for principals; Requirements for principals and the need to develop team of principals; development orientation of the principal 1.1.2 Studies on developing principals according to competence approach In these days, the development of principals has mainly been studied in universities, high schools, and junior high schools As for the development of the contingent of managers, especially the development of primary school principals according to competence approach very little research both at home and abroad The research results as well as the unresolved issues of domestic and foreign scientists on the issue to be researched are an important foundation to build a theoretical basis for the implementation of the thesis topic 1.1.3 General assessment General assessment of the problems the thesis may inherit; issues have not been mentioned in research; thesis issues must focus on research and solving 1.2 THE BASIC CONCEPTS 1.2.1 Primary school principal The principal of a primary school is the manager, who has a position in the organization, is appointed by the decision of a superior, is the person who commands, holds the role of leading, leading, influencing, ordering, or checking Objects of management such as departments, unions, teachers, staff, students in the school in order to achieve the goals of the unit 1.2.2 The team of primary school principals Primary school principals are the groups of principals of primary schools, responsible for managing the activities of the primary schools, appointed and recognized by a competent state agency 1.2.3 Developing the team of primary school principals development Primary school principal development is the implementation of management activities, including planning, selection, appointment, rotation, dismissal, use, training, retraining, evaluation, implementing the preferential treatment regime and building a working environment, creating motivation and favorable conditions for the work of principals to meet the requirements and tasks in the context of educational innovation 1.2.4 Developing the team of primary school principals according to competence approach Developing the contingent of primary school principals according to competence approach is a standardized method integrating knowledge, skills and attitudes into a standard professional capacity system of principals In order to manage and develop primary school principals following competence approach, it is essential to have a set of professional competency standards; followed by "standardizing" the content of management and development activities of principals according to the process from planning, development planning; organize training and retraining; assigning, arranging and using the principal team in a synchronous manner with the quantity, structure and quality factors; Principal evaluation; creating favorable environments and conditions for the team of principals to develop their capacity in school administration All are based on the principal's capacity framework 1.3 PRINCIPAL OF PRIMARY SCHOOLS IN THE CONTEXT OF GENERAL EDUCATION INNOVATION 1.3.1 Position and role of primary school principals in the context of general education reform The principal is the head of the school and holds a very important position in the school; principals are both leaders, managers and administrators of the school, aiming to lead and lead the school to achieve educational objectives and meet the requirements of general education innovation 1.3.2 Functions and duties of primary school principals in the context of general education reform Building school development planning; planning and organizing the implementation of plans for teaching and education; establishment of professional groups; administration; manage and effectively use financial resources and school assets; implementation of grassroots democracy 1.3.3 Opportunities and challenges for primary school principals in the context of general education innovation Primary school principals must assume the roles of teachers, managers, leaders, social activists and international cooperative on general education; meeting the requirements of renovating general education and implementing the 2018 textbook program; ensure the modernization and democratization of the school and the international integration process; requirements for sustainable development management, educational changes and educational management in the context of general education innovation 1.3.4 Competency framework of primary school principals in the context of general education innovation The competency framework of primary school principals is a comprehensive description of the knowledge, skills, and attitudes that primary school principals need to perform well in their work Stemming from the aforementioned understanding of the competency framework and the quality and competency requirements of principals in the context of general education innovation, the thesis proposes a competency framework with components: 1) Professional quality; 2) Capacity in school administration; 3) The capacity to build an educational environment and develop international cooperation on general education; 4) The ability to develop relationships between the school, home and society; 5) Ability to use foreign languages and information technology 1.4 PRIMARY SCHOOL PRINCIPAL DEVELOPMENT PROBLEMS ACCORDING TO COMPETENCE APPROACH 1.4.1 The need to develop primary school principals according to competence approach The development of the team of school principals primary schools to meet the requirements of developing the contingent of primary school principals in the period of national industrialization and modernization; meet the requirements of educational innovation; meeting the requirements of developing general education programs in the direction of developing students' competencies and implementing programs and textbooks in 2018; meet the requirements of international integration in education 1.4.2 The development orientation of primary school principals according to according to competence approach The development of primary school principals should be based on the following orientations: To develop the contingent of primary school principals on the basis of developing the contingent of managers at the primary level and the general education system; based on actual needs of each primary school; must be comprehensive; there must be a close connection between the planning, selection, utilization, training and retraining work and create a favorable environment for the development team 1.4.3 Content development of primary school principals according to competence approach There are contents: 1) Develop a planning for the development of primary school principals according to competence approach; 2) Organize the selection, appointment, rotation, dismissal and use of primary school principals 11 The purpose of the survey is to clarify the current situation of primary school principals and the development of primary school principals as a basis for proposing solutions to develop the contingent of primary school principals according to competence approach 2.2.2 Survey content The content of the survey focuses on 03 main issues as follows: 1) Survey the current situation of high school principals; 2) Survey the development status of primary school principals; 3) Investigate the effects of these factors on primary school principal development 2.2.3 Survey subjects and areas For managers of departments, divisions, districts and communes; primary school administrators A total of 530 people were surveyed, including 199 people for managers of departments, offices, districts and communes; primary school administrators have 331 people The topic selected a number of units in the South Central Coast region to survey 2.2.4 Survey method The topic uses the methods: Making questionnaires to solicit opinions of primary school administrators; exchange, interview by topic; research into the performance products of primary school administrators 2.2.5 How to process data and rating scale After collecting data from the raw cards according to different levels of each criterion, using mathematical statistics method and Microsoft Excel software to calculate the mean or rank, then analyze and draw conclusions about the situation 2.2.6 Survey time Academic year 2018-2019 and semester of school year 2019-2020 2.3 REAL SITUATION OF PRINCIPAL TEAMS OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION 12 2.3.1 Situation of the number and structure of regional primary school principals Table 2.5 Current status of the number and structure of primary school principals in the South Central Coast region Gender Ethnic Province/ Principal City Total Member Lack of comparison with regulations s Male Da Nang Age Minority Party Female Amount Ratio Below From From over 30 31-40 41 -50 50 100 85 12 12 12,0 100 12 17 50 21 275 229 41 16 5,82 275 19 25 162 69 218 182 30 14 6,42 218 15 48 107 48 243 223 13 18 7,41 243 13 49 139 42 169 145 19 15 8,88 169 12 37 101 19 186 170 12 17 9,14 186 14 35 106 31 153 118 27 13 8,50 153 10 42 74 27 277 13 143 21 26 9,4 277 17 26 164 70 1621 51 1395 175 131 1621 112 279 903 327 3,15 85,14 11,51 100,0 6,91 17,21 55,71 20,17 Quang Nam Quang Ngai Binh Đinh Phu Yen Khanh Hoa Ninh Thuan Binh Thuan Total Ratio (%) 8,08 From the data in table 2.5 The thesis has drawn comments on the number and structure of the contingent of primary school principals in the surveyed area 2.3.2 Situation of the primary school principal's training qualifications in the South Central Coast region 13 In this content, the thesis has drawn comments on the number and structure of primary school principals in the surveyed area still has many shortcomings 2.3.3 The current situation of quality assessment results of primary school principals In this content, the results of ranking school principals in the South Central Coast region of the school year 2018-2019, the thesis has drawn a comment on the ranking of principals: Excellent rate of 27, 8%; good rate 71.05%; Average 1.17% This shows that, the average rating of principals still exists 2.3.4 The professional quality situation of the principal of primary schools in the South Central Coast region Table 2.8 The results of the assessment of the professional quality of the principals of primary schools in the South Central Coast region Group Group (n=199) (n=331) ∑ ∑ ∑ General Quality Order Level Professional ethics 789 3,96 1315 3,97 2104 3,97 Innovative thought in school leadership and governance 775 3,89 1286 3,89 2061 3,89 Professional development capacity, self professional 713 3,58 1210 3,66 1923 3,63 Understanding and implementing suitable educational programs for regions and regions 701 3,52 1202 3,63 1903 3,59 Medium 3,72 From the data in Table 2.8 Commented on professional qualities of the team of principals 14 2.3.5 The status of primary school principal's competence Table 2.9 The results of the school governance competence evaluation of the principal of the primary school in the South Central Coast region Group TT General Group Competence ∑ ∑ ∑ Level Organization and building for school development plan 490 2,46 823 2,49 1313 2,48 Managing teaching and school education 488 2,45 782 2,36 1270 2,40 School personnel management School management and administration organization School financial 472 2,37 767 2,32 1239 2,34 500 2,51 833 2,52 1333 2,52 466 2,34 799 2,41 1265 2,39 460 2,31 773 2,34 1233 2,33 499 2,51 841 2,54 1340 2,53 375 1,88 624 1,89 999 2,42 management Managing facilities, equipment and technology in teaching and educating Education quality Management General average From the data in table 2.9 Commented on professional qualities of the team of principals The level of assessment of the competence to build the educational environment of the primary school administrators group (3,15) is higher than the level of the management staff of departments, divisions, districts and communes (3,04), there is a big difference of 0,11 In this content, the dissertation has drawn comments on the capacity of the primary school principals there is a huge difference between regions and regions 15 2.4 THE CURRENT SITUATION OF PRINCIPAL TEAM DEVELOPMENT OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION ACCORDING TO COMPETENCE APPROACH Awareness of managers and related forces about the need to develop primary school principals according to competence approach; the current situation of primary school principal development planning according to competence access; Actual situation of selection, appointment, dismissal, rotation and use of primary school principals; the status of training and retraining of primary school principals; the situation of primary school principals' assessment according to competency access; Actual situation of building incentive policies, creating a favorable environment for the development of the contingent of principals 2.5 SITUATION EFFECTS OF FACTORS ON PRINCIPAL TEAM DEVELOPMENT OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION ACCORDING TO COMPETENCE APPROACH In this content, the thesis clarifies the effect of factors on the development of primary school principals, including: State management factors; socialeconomic factors, cultural traditions, customs and practices; factors on school governance; other factors 2.6 GENERAL ASSESSMENT OF THE STATUS From the survey results, the thesis assesses the strengths and limitations of the principal and the development of the contingent of primary school principals in the surveyed area; thereby clarifying the cause of the situation Conclusion chapter In chapter 2, the thesis clarifies the current situation of principals and the current situation of the development of principals in the South Central Coast region From there, there is a general assessment of the strengths, limitations, and causes of the current situation These are the important practical foundations for proposing solutions to develop the contingent of primary school principals following competence approach in Chapter 16 Chapter SOME SOLUTIONS FOR DEVELOPING PRINCIPAL TEAMS OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION ACCORDING TO COMPETENCE APPROACH 3.1 THE PRINCIPLES OF PROPOSING SOLUTIONS Proposing solutions to develop primary school principals according to approaching competencies should be based on the following principles: Ensuring practicality; ensure the systematic; ensure effectiveness; ensure feasibility 3.2 SOLUTIONS FOR DEVELOPING PRINCIPAL TEAMS OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION ACCORDING TO COMPETENCE APPROACH The thesis proposes 06 solutions to develop primary school principals in the South Central Coast region according to competence approach: 1) Organizing propaganda and awareness raising among managers and teachers about the need to develop primary school principals according to competence approach; 2) Develop a plan for the contingent of primary school principals in accordance with local development education regulations and the competence of the management ministry; 3) New changes in the selection, appointment, rotation, dismissal, and use of the team based on the requirements and competence of effective primary schools; 4) Organize training for primary school principals according to the competency framework; 5) Evaluate the lead effects framework according to competence; 6) Create an environment and favorable conditions for primary school principals to develop management capacity 3.3 RELATIONSHIP BETWEEN SOLUTIONS The solutions have a close relationship with each other, and the images are not the same, forming a systematic co-impact on the development of primary school principals However, each solution has different functions and tasks 3.4 SURVEY OF NECESSITY AND FEASIBILITY OF THE PROPOSED SOLUTIONS 3.4.1 Survey purpose The test assesses the necessity and feasibility of solutions 3.4.2 Content and survey method 17 Content: 06 solutions for developing primary school principals Survey method: Collect opinions of the subjects by filling in the questionnaire, exchange, and interview the survey subjects when necessary 3.4.3 Respondents Display of opinions by questionnaires with groups of subjects: Group 01: management staff of departments, offices, districts and communes has 199 people; Group 02: Primary school managers have 331 people 3.4.4 Survey results on the necessity and feasibility of the proposed solutions 3.4.4.1 Investigate the necessity of the proposed solutions Rank Management solutions O Very necessary TL SL % Necessary General Unnecessary SL TL % S L TL % ∑ X Level Organize propaganda and raise awareness for management staff and teachers about the need to develop primary school 426 80,38 104 19,62 0 1492 2,82 416 78,49 114 21,51 0 1480 2,79 401 75,66 129 24,34 0 1459 2,75 principals according to competence approach Develop a master plan for primary school principals suitable to the local educational development scale and capacity of education managers Renovate the selection, appointment, rotation, dismissal, and staff utilization based on the requirements and capacity of primary school principals 18 Organize the training of primary school principals according to 424 80 106 20 0 1490 2,81 387 73,02 143 26,98 0 1435 2,71 390 73,58 128 24,15 0 1450 2,74 the competency framework Evaluate primary school principals according to competency frameworks Create an environment and conditions for the contingent of primary school principals to develop school governance competence Medium 2,77 From the data in table 3.1 The results of testing the necessity of the proposed solutions are very high, the average score is 2,77 3.4.4.2 Investigate the feasibility of the proposed solutions Rank Order Management solutions Very feasibility General Feasibility No feasibility % SL % SL % S L 418 78,87 112 21,13 ∑ X 1473 2,78 Level Organize propaganda and raise awareness for management staff and teachers about the need to develop primary school principals according to competence approach 19 Develop a master plan for primary school principals suitable to the local 391 73,78 127 23,96 12 2,26 1460 2,75 380 71,7 136 25,66 14 2,64 1421 2,68 414 78,11 111 20,94 0,94 1467 2,77 374 70,57 132 24,91 24 4,53 1400 2,64 365 84,88 135 31,40 10 2,33 1395 2,63 educational development scale and capacity of education managers Renovate the selection, appointment, rotation, dismissal, and staff utilization based on the requirements and capacity of primary school principals Organize the training of primary school principals according to the competency framework Evaluate primary school principals according to competency frameworks Create an environment and conditions for the contingent of primary school principals to develop school governance competence Medium 2,71 From the data in Table 3.2: Draw, the feasibility test results of the proposed solutions 3.5 EXPERIMENT 3.5.1 Test organization 3.5.1.1 Test purpose In order to determine the effectiveness, feasibility and necessary conditions to implement the proposed solutions 3.5.1.2 Test hypothesis 20 If the training program is carried out using a reasonably structured system of exercises to ensure the systematic and suitable to the characteristics of the South Central Coast region, knowledge and skills will be formed school management, improve the quality of the contingent of primary school principals to meet the requirements of renovation of general education 3.5.1.3 Content and testing method i) Content Due to time conditions, we only choose the solution of Organizing primary school principal training according to the competency framework ii) Test method The test is carried out twice (first and second), in a parallel manner, which corresponds to the test groups having the control groups 3.5.1.4 Standards and test rating scale Test results are assessed based on two criteria: Principal's knowledge and skills 3.5.1.5 Test location, time, and sample Conducted from June 2019 to July 2019 at the University of Agriculture and Forestry of Ho Chi Minh City Ho Chi Minh branch Ninh Thuan Sample of the test object is 120 primary school principals of Ninh Thuan, Binh Thuan province 3.5.1.6 Handling test results We use the following parameters to process the obtained data: Average, variance, standard deviation, coefficient of variation 3.5.2 Analyze the test results 3.5.2.1 Analysis of input results i) Results of initial qualification survey on knowledge of testing and control groups Table 3.5 Results of initial qualification survey on knowledge of testing and control groups 21 Group Total Control 60 Experiment 60 Good (%) Fair (%) Medium (%) Weak (%) 13 37 6,67 21,67 61,67 10,00 10 39 6,67 16,67 65,00 11,67 From table 3.5 Draw comments: The initial level of knowledge and skills of the principal of the primary school is low 3.5.2.2 Analyze test results quantitatively i) Experimental results on the knowledge of primary school principals Table 3.8 Distribution of Fe frequency and frequency of Fe accumulation in terms of knowledge of experiment groups and control groups Xi Experiment (n = 60) Control (n = 60) n fi fi n 10 14 13 10,00 23,33 21,67 15,00 13,33 11,67 5,00 100 91,21 64,47 40,03 26,79 13,37 2,26 0 14 22 12 ∑ 60 60 Figure 3.2 Fe frequency distribution chart fi 0 8,33 23,33 36,67 20,00 11,67 fi 100 93,35 68,91 26,69 6,69 22 Figure 3.3 Fe accumulation frequency chart ii) Experiment results on management skills of high school principals Experiment results on the management skills level of high school principals are shown in Table 3.9 Table 3.9 Results on the management skills level of primary school principal Through Table 3.9 shows, the results of the management skills level of the primary school principal of the experimental group are higher than the control 3.5.2.3 Qualitative analysis of test results Through practical research in primary schools in the province of Ninh Thuan, Binh Thuan; We have evaluations of principals: Fostering principals contributes to improving school governance competence; awareness and correct understanding of the basics of school governance in the current context of high school innovation; Fostering management capacity for principals has had a great impact on the effectiveness of education, the efficiency of developing the contingent of primary school principals according to competence approach Conclusion chapter On the basis of theoretical and practice research, the thesis proposes 06 solutions to develop the team of primary school principals according competence approach The research results of chapter are an important theoretical basis for surveying the current situation and proposing solutions to develop the team of primary schools principals 23 CONCLUSION AND RECOMMENDATION From the theoretical and practice research results, we draw some conclusions and recommendations as follows: CONCLUSION The thesis has contributed to supplementing and developing the theoretical issues of primary school principals and developing the team of primary school principals; at the same time clarify the strengths (professional quality, training level) of the primary school presidents in the surveyed area; at the same time point out structural gaps (age, gender), leadership and management limitations; in timely updating the industry's innovation requirements on innovation of leadership thinking, management and especially the capacity of primary school principals The proposed solutions have theoretical and practical basis, ensuring the necessity and high feasibility RECOMMENDATION 2.1 For the ministry of education and training To advise the government on regimes and policies to develop a contingent of teachers and administrators suitable to regions in the country Guide the implementation of teachers' policies according to regulations Develop a separate set of criteria for evaluating primary school principals according to competence approach 2.2 For the provincial party committee, province people's committees Organize the implementation and have a plan to inspect and evaluate the results of the program of replacing new textbooks; to direct the good implementation of the education development strategy and the planning for human resource development in the education sector 2.3 For the province department of education and training To formulate the educational development strategy and master plan for the development of the education sector's human resources; develop a plan to foster a team of primary school principals; direct and evaluate primary school principals according to the competency framework; Strengthen inspection and examination of the management of primary school principals 2.4 For the people's committees of districts 24 Thoroughly grasp the viewpoint of synchronous coordination among departments, unions, agencies and units for the development of the team of principals 2.5 For pedagogy schools Renovating training programs for managers according to capacity access; surveying the needs, organizing many training classes for primary school principals in provinces with difficult social-economic conditions 2.6 For education and training department Direct and supervise primary school principals in building personal plans in training, retraining and especially self training to meet the standards of primary school principals' competency frameworks, to meet the requirements of educational innovation 2.7 For primary school principals The principal develops a plan for fostering and striving, making constant efforts in learning, self study and self training; create favorable conditions for administrators and teachers to evaluate principals according to competence approach PUBLISHED WORKS OF THE AUTHOR Nguyen Van Quang, Personality model of primary school principal in the period of educational reform in Vietnam, Journal of Educational Science, No 01, January 2018, pp.63-67 Nguyen Van Quang, Renewing activities of fostering management capacity for the principal of a primary school in Thuan Nam district, Ninh Thuan province in the current period, Education Magazine, No 426, semester II, March 2018 , p.10-17 Nguyen Van Quang, Labor characteristics of primary school principals in the period of educational reform in Vietnam, Vietnam Teachers Magazine, No 132, April 2018, pp.17-21 Nguyen Van Quang, Renewing activities of evaluating principals of primary schools in Thuan Nam district, Ninh Thuan province in the current period, Journal of Special Education, Term I, May 2018 Nguyen Van Quang, Renewing and developing the quality and capacity of primary school principals in the current period, Journal of Educational Science No 05, May 2018, pp.75-79 Nguyen Van Quang, Overview of research and development of primary school principals according to competency access, Vietnam Teachers Magazine, No 135, July 2018, pp 78-83 Nguyen Van Quang, Renovation of class headers' management of Principals of primary schools in Thuan Nam district, Ninh Thuan province in the current period, Vietnam Teachers Magazine, No 143, March 2019, p.31-36 Nguyen Van Quang, Renewing activities of fostering primary school principals according to the competency framework, Journal of Science, Vinh University, Volume 49, No 01/2020, pages 81-89 ... competence approach 6.2 Research Methods 6.2.1 Group theoretical research method This method group aims to collect theoretical information to build a theoretical basis of the topic 6.2.2 Group of practical... educational reform in Vietnam, Vietnam Teachers Magazine, No 132, April 2018, pp.17-21 Nguyen Van Quang, Renewing activities of evaluating principals of primary schools in Thuan Nam district, Ninh Thuan... important theoretical basis for surveying the current situation and proposing solutions to develop the team of primary schools principals 23 CONCLUSION AND RECOMMENDATION From the theoretical