UNIVERSITY OF EDUCATIONPHAM THI NHU PHONG MANAGE TEACHING IN THE QUALITY ASSURANCE APPROACH AT HIGH SCHOOL IN THE RED RIVER DELTA Speciality: Educational Management Code: 9140114 DISSE
Trang 1UNIVERSITY OF EDUCATION
PHAM THI NHU PHONG
MANAGE TEACHING
IN THE QUALITY ASSURANCE APPROACH
AT HIGH SCHOOL IN THE RED RIVER DELTA
Speciality: Educational Management
Code: 9140114
DISSERTATION SUMMARY
THAI NGUYEN - 2019
Trang 2THAINGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION
Supervisors: Assoc.Prof Dr Nguyen Thi Tinh
Reviewer 1: ………
Reviewer 2: ………
Reviewer 3: ………
The dissertation will be defended in the university committee:
THAINGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION
Time: ……… Date: ……….
The dissertation can be found at:
1 National library of Vietnam;
2 Thai Nguyen University - Learning Resource Center;
3 Library of University of Education
Trang 3RELATED TO THE DISSERTATION TOPIC
1 Pham Thi Nhu Phong (2017), "The quality of teaching at high
schools following the CIPO quality assurance model", Journal of Education, special issue, May 2017.
2 Pham Thi Nhu Phong (2017), "Factors affecting the quality
assurance of high school education", Journal of Education, No.
Trang 41 Reason for choosing the research topic
Ensuring the quality of education and teaching in educationalinstitutions should be systematically conducted so that there is asynchronization between input quality assurance, process qualityassurance and output quality assurance At the same time, there must be amanagement system corresponding to each stage of the education andteaching process in order to improve the quality of education andteaching and ensure the quality of education and teaching ImplementingResolution No 29-NQ/TW, the education sector in general and highschools in particular have carried out many innovative activities.Accordingly, school management activities have also been graduallyrenovated in the direction of autonomy and self-responsibility for thequality of education and teaching To accomplish this goal, high schools
in the Red River Delta have carried out many activities such asdeveloping school programs and fostering teachers’ capacity, innovatingteaching methods and forms, innovating the assessment of students'learning results, and innovating school management However, theimplementation process is still discrete, not synchronized, and has somelimitations and shortcomings There have been many studies on teachingmanagement in high schools but mainly in the direction of improvingteaching quality, differentiated teaching, or improving the quality ofoverall management under the TMQ model without any research work onteaching management at high schools in the quality assurance approach
Therefore, the author of the thesis chooses the topic: "Manage teaching
in the quality assurance approach at high school in the Red River Delta" as the research topic.
2 Aims of the research
Based on theoretical research and the current situation of teachingand teaching management under the approach of quality assurance topropose measures for managing teaching in the quality assuranceapproach at high schools in the Red River Delta, which contributes toimproving the quality of high school education and the autonomy andself-responsibility of high schools on teaching quality to meet therequirements of educational renovation
Trang 53 Object and subject of the research
6 Research approaches and methods
6.1 Approaches: systematic approach; teaching process approach;
reality approach.
6.2 Research methods: group of theoretical research methods; Group
of practical research methods; supporting methods.
6.3 Research questions
What theoretical basis is teaching management in qualityassurance approach at high school based on? Is the teachingmanagement at high schools in the Red River Delta now approachingquality assurance? What measures can be used to manage teaching inquality assurance approach at high schools in the Red River Delta?
7 Scope of research
The thesis focuses on teaching management methods inquality assurance approach to ensure input quality, process qualityand output quality assurance of public high schools in the RedRiver Delta
Trang 68 The points to be protected
Teaching management in quality assurance approach in highschool is a process where the managing subjects synchronously carryout the stages of input, process and output management
Teaching management at high schools in the Red River Delta haspaid attention to quality assurance However, it has not shown theuniformity between the stages of input, process and output management.Good implementation of measures to manage the inputs,processes and outputs of the teaching process will improve the teachingquality at high schools in the Red River Delta
9 New research results of the thesis
Build a theoretical basis for teaching and managing teaching inquality assurance approach in high schools; analyze subjective andobjective factors affecting teaching management in quality assuranceapproach in high schools
Generalize the situation of teaching and managing teaching inquality assurance approach at high schools in the Red River Deltatoday; analyze the causes of the situation
Propose a system of teaching management measures in qualityassurance approach at high schools in the Red River Delta region,contributing to improving the teaching quality and renewing education today
10 The structure of the thesis
In addition to the Introduction, Conclusion, References, the thesisconsists of 3 chapters
Chapter 1: Theoretical basis of teaching management in quality
assurance approach in high schools
Chapter 2: Current situation of teaching management in qualityassurance approach at high schools in the Red River Delta
Chapter 3: Teaching management measures in quality assurance
approach at high schools in the Red River Delta
Trang 7Chapter 1
THEORETICAL BASIS OF TEACHING MANAGEMENT
IN QUALITY ASSURANCE APPROACH IN HIGH SCHOOLS
1.1 Overview of the problem
1.1.1 Research on teaching management
1.1.1.1 Studies in the world
Basic trends in teaching management conducted by researchersaround the world:
(1) Study teaching management in association with supervising,evaluating and adjusting the teaching process towards improving theteaching quality
(2) Study teaching management in connection with teachers'teaching styles and students’ learning styles in order to improve theeffectiveness of teaching activities
(3).Study teaching management with a focus on the relationshipbetween management, school leadership and teaching work of teachers
to find solutions to improve teaching quality
1.1.1.2 Studies in Vietnam
Many researchers have delved into this issue and pointed out thatmanagement plays a role in directing, operating and supervisingteaching activities and they have emphasized the interaction betweenimplementers (teachers and learners), and at the same time, consideredother factors related to the teaching process (such as model objectives,teaching contents, methods, principles, organizational forms andenvironment )
1.1.2 Studies on teaching management in quality assurance approach
1.1.2.1 Studies in the world
The research works focus on the following aspects: (1) Theteaching management system in quality assurance approach mustinclude the organizational structure, regulations, processes andnecessary resources of the school; (2) Each school has its ownapproach of managing teaching activities to assure the quality
1.1.2.2 Studies in Vietnam
In Vietnam, various aspects have been studied in the followingdirections: (1) Manage teaching in the direction of quality assurancebased on education and training quality accreditation standards (2).Manage teaching towards quality assurance is studied from the
Trang 8perspective of school management according to TQM approach (3).Manage teaching in the direction of quality assurance is studied in terms
of innovating teaching methods, teaching facilities, learning resulttesting and assessment
1.2 Some basic concepts of the research topic
1.2.1 Teaching and teaching management
1.2.1.1 Teaching
According to the author of the thesis, Teaching is a process in which, under the leading role of teachers (guidance, organization, control, adjustment), learners are self-conscious and self-organize learning activities in order to effectively implement the teaching objectives and tasks.
1.2.1.2 Teaching management
According to the author of the thesis: Teaching management is the purposeful impact of the management subject (the principal) on the collective of teachers, students, the whole teaching process and the participating elements of the teaching process in order to mobilize and effectively use resources, create a motive force to push up the teaching process of the school in order to realize the school's teaching objectives and tasks and educational objectives: shape and develop student's personality to meet social requirements.
1.2.2 Quality and teaching quality
1.2.2.1 Quality
According to the author of the dissertation: Quality is the response to the objectives and standards of the product to be achieved and to customer’s satisfaction about the value of that product.
1.2.2.2 Teaching quality
According to the author of the thesis: Teaching quality is the achievement of knowledge, skills, and attitudes of learners compared to the standards of the curriculum and the satisfaction of learners' needs regarding the learning program as well as the social satisfaction of the students’ personality, accompanied by the conditions to ensure the teaching quality of the school
1.2.3 Teaching quality assurance
According to the author of the thesis: Ensuring teaching quality
is a process of continually maintaining the improvement of input, process and output quality to meet proposed standards of knowledge, skills and attitudes of the curriculum; and at the same time, creating
Trang 9satisfaction for learners, parents and society.
1.2.4 Teaching management in quality assurance approach in high school
According to the author of the thesis: Teaching management in quality assurance approach is the purposeful and planned impact of the principal on the teaching process, teachers, students and related forces through a system of supervision, evaluation and improvement tools to meet the quality standards of the curriculum and to meet the needs of students, parents and society.
1.3 Basic issues about teaching in high schools
The basic elements of the teaching process include goals, content,methods and means; forms of teaching; teacher activities, studentactivities and assessment of teaching results In order to realize theteaching goals, the following teaching processes must be conductedeffectively: i) prepare for teaching, ii) implement effectively theteaching process, and iii) assess the teaching results
1.4 Basic issues of teaching management in the quality assurance approach in high school
1.4.1 The revolution 4.0 and the requirement for general education reform
1.4.2 The importance of teaching management in quality assurance approach in high school
1.4.3 The contents of teaching management under the approach
of quality assurance in high schools
1.4.3.1 Manage the teaching input and process in quality assurance approach
1.4.3.2 Manage the implementation of teaching and teaching support
in quality assurance approach
i) Manage the implementation of teaching in quality assurance approach ii) Manage the implementation of student support in the teaching
quality assurance approach
iii) Manage the implementation of cooperation activities between theschool and family in managing students' learning activities
1.4.3.3 Monitor and evaluate the teaching process in quality assurance approach
1.4.3.4 Direct the use of supervision and evaluation results to improve
Trang 10the teaching quality
1.5 Factors affecting teaching management in quality assurance approach in high schools
1.5.1 Subjective factors: (1) Capacity of high school administrators;
(2) Competence of teachers (3) Competence, awareness and learningattitudes of students
1.5.2 Objective factors: (1) Infrastructure, facility and financial
conditions of the school (2) Social environment and the cooperationbetween schools and families (3) Other management factors (4) Thetrend of fundamental and comprehensive education innovation inVietnam (5) The political and socio-economic situation of the country
Conclusion for Chapter 1
Teaching is a basic and essential activity in high schools.Teaching quality assurance aims to create the satisfaction of learnersand society about the quality of students and the teaching qualityassurance conditions of the school Teaching management in qualityassurance approach is the process of managing the input quality, thequality of the organization of the implementation of teaching activitiesand teaching support activities, and the evaluation of teaching results inquality assurance approach and the use of these evaluation results toimprove teaching quality in high schools Teaching management inquality assurance approach at high schools is influenced by objectiveand subjective factors, in which subjective factors have an importantrole in determining the teaching quality
Chapter 2 CURRENT SITUATION OF TEACHING MANAGEMENT IN QUALITY ASSURANCE APPROACH AT HIGH SCHOOL IN
THE RED RIVER DELTA
2.1 Some features of the survey participants
2.2 Conduct the survey on the current situation
2.2.1 Survey purpose
Investigate the current situation of teaching and teaching qualityassurance at high schools in the Red River Delta to point out thestrengths, weaknesses and causes of the situation, and then to proposemanagement measures to ensure the teaching quality in high schools in
Trang 11the Red River Delta.
2.2.2 Survey content, methods and process
The 5-level Likert scale was selected for the survey
1 1.00 - 1.80 Poor / Not implemented / No impact
2 1.81 - 2.60 Weak/ Rarely implemented / Minimal impact
3 2.61 - 3.40 Medium /Not regularly implemented/Minimal Impact
4 3.41 - 4.20 Fair / Frequently implemented/ Significant Impact
5 4.21 - 5.00 Good / Very often implemented/ Great Impact
2.3 Current situation of teaching at high schools in the Red River Delta
2.3.1 Situation of the inputs in high schools in the Red River Delta
2.3.2 Situation of the teaching process at high schools in the Red River Delta
2.3.3 Situation of assessing teaching results in high schools in the Red River Delta
2.3.4 Environmental factors affecting the teaching process at high schools in the Red River Delta
2.4 Actual situation of teaching management in teaching quality assurance approach in high schools in the Red River Delta
2.4.1.Actual situation of administrators’ and teachers’ perceptions about the teaching quality assurance factors in high schools in the Red River Delta
2.4.2 Actual situation of input management in quality assurance approach in high schools in the Red River Delta
Table 2.7 Managing the inputs of the teaching process in quality assurance approach at high schools in the Red River Delta
No. Contents of managing the inputs
of the teaching process
Achievement level Teachers Administrators Total Number Average
score Number
Average score Number
Average score
1 Manage the admission work 950 3.57 90 3.42 1040 3.55
2 Manage the development of curriculum
and lesson plans 948 2.67 90 2.83 1038 2.68
3 Develop the staff to meet the standards 950 3.57 90 3.49 1040 3.56
4 Manage facilities and finance for teaching 950 3.18 90 3.28 1040 3.18
5 Manage resources, IT equipment, andteaching support 947 2.98 90 3.08 1037 2.99
6 Foster teaching quality assurance capacity
for administrators and teachers 950 3.62 90 3.68 1040 3.62
Trang 12No. Contents of managing the inputs
of the teaching process
Achievement level Teachers Administrators Total Number Average
score Number
Average score Number
Average score
7 Develop a teaching management mechanism of the school 950 3.86 90 3.84 1040 3.85
8
Enhance the collaboration between the
school, the family and the community to
manage teaching
948 3.12 90 3.21 1038 3.13
General comment: The input management factors in the approach to ensure the quality of the teaching process at high schools are basically achieved at medium and fair level The factors achieved at limited level are: developing the program in the open direction, facilities, finance, information technology conditions for teaching and the relationship between the school, family and community in teaching management.
2.4.3 Actual situation of managing the teaching process and student support in quality assurance approach at high schools in the Red River Delta
2.4.3.1 Manage the teaching process in quality assurance approach at high schools in the Red River Delta
Table 2.8 Manage the teaching process in quality assurance
approach at high schools in the Red River Delta
No Contents of managing the
teaching process
Achiement level Teachers Administrators Total Numbe
r Averag
e score Numbe r Averag
e score Numbe r Averag
e score
1 Ensure the lesson quality 950 3.65 90 3.53 1040 3.63
2 Strictly follow the planned
teaching program 948 3.65 90 3.64 1038 3.64
3 Teachers have enough professional
records to perform the lesson 950 4.04 90 4.08 1040 4.04
4 Ensure teaching disciplines 946 3.99 90 4.08 1036 4.00
5 Innovate teaching methods 950 3.12 90 3.21 1040 3.13
6 Observe the classroom and analyze
the lesson 950 3.35 90 3.21 1040 3.35
7 Regularly assess students' progress 949 2.99 90 3.04 1039 2.99
8
Manage teaching records of
teachers and supervise the teaching
process
950 3.01 90 3.03 1040 3.01
9 Teachers are often trained to meet
teaching requirements 950 3.88 90 3.94 1040 3.8610
Use the evaluation results to
innovate and perfect teaching
activities
948 3.05 90 3.04 1038 3.05
Trang 1311 Manage students' learning
activities 948 3.81 90 3.84 1038 3.8112
Adjust the learning motivation and
attitude of students according to
the teaching objectives
15 Innovate testing and assessing
students' learning results 949 3.12 90 3.04 1039 3.11
16 Other contents 946 3.64 90 3.90 1036 3.66
General comment: There are many criteria to ensure the teaching process quality at high schools in the Red River Delta which are rated Fair However, some quality assurance criteria directly related to the implementation of the new high school education program are limited and rated Medium These criteria are: Innovate teaching methods, Regularly assess students' progress, and Observe the classroom and analyze the lesson, etc Therefore, these criteria need to be improved to ensure the teaching quality and to implement the new curriculum.
2.4.3.2 Actual situation of directing student support activities at high schools in the Red River Delta
Table 2.9 Direct student support activities at high schools in the
Red River Delta
No The directing contents
Level of performance Teachers Administrators Total Numbe
r Averag
e score Numbe r Averag
e score Numbe r Averag
e score
1
Understand students' career
aspirations and competence to
offer academic counseling
950 3.47 86 3.56 1036 3.38
2
Advise students to enter college,
university or engage in productive
labor
950 3.39 90 3.40 1040 3.39
3
Advise students to choose majors
at universities, colleges, vocational
secondary schools
948 3.51 90 3.54 1038 3.51
4 Provide information about career and
training institutes for students 949 3.38 90 3.34 1039 3.375
Contact with some
companies/businesses that
introduce jobs for students.
945 3.04 89 3.08 1034 3.04
Trang 14Collect feedback from universities,
colleges, vocational schools and
businesses that employ/admit
graduates of the school
950 2.86 85 2.94 1035 2.87
7 Provide information about
successful alumni in career areas 940 3.61 90 3.84 1030 3.63
8
Count the students entering
universities, colleges, vocational
schools or the workforce to serve
as a basis for counseling
949 3.80 90 4.06 1039 3.82
9
Analyze the quality of students
taking exams to universities,
colleges and vocationl schools to
take measures to direct teaching
activities for the following years
947 3.71 89 3.86 1036 3.72
10 Other contents 945 3.50 90 3.80 1035 3.53 Table 2.10 Enhance the collaboration between the school and family in managing students’ learning activities at high schools in
the Red River Delta
No. The contents of
1
Coordinate with parents in
managing students after
Coordinate with parents to
supervise student learning