Summary of Doctoral dissertation on Educational Science: Developing the team of homeroom teachers in secondary schools according to competence approach

On the basis of theoretical and practical research, solutions for the development of the team of secondary homeroom teachers according to competence approach are proposed, meeting the requirements of basic and comprehensive innovation in secondary education.

VINH UNIVERSITY

LUU HONG UYEN

DEVELOPING THE TEAM OF HOMEROOM TEACHERS

IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE APPROACH

Specialization: Educational Management

Code: 9 14 01 14

SUMMARY OF DOCTORAL DISSERTATION ON

EDUCATIONAL SCIENCE

NGHE AN - 2019

INTRODUCTION

1 Reason for choosing the topic

Homeroom teacher is the teacher assigned the responsibility to manage and educate a class of students in secondary schools Therefore, homeroom teacher is considered "the soul of the class, a trusted mentor to guide, orient, and help students with their self improvement and personality development", the role of the homeroom teacher in secondary schools has also radically changed The homeroom teachers must take care of the development of their students’ personality so that they not only develop their intellect but also develop both physically and mentally; not only develope in terms of capacity but also in terms of quality When implementing new programs and textbooks, homeroom teachers are also the ones who organize experiential activities for the students The changes in role lead to changes in the pedagogical work of the teachers and put them in front of big challenges

Currently, the homeroom teacher work in secondary schools is still limited The main reason is that homeroom teachers have not been systematically trained and fostered with necessary skills Therefore, the development of the team of homeroom teachers in secondary schools according to competence approach has an urgent and long-lasting meaning

From the above reasons, the topic: "Developing the team of homeroom teachers in secondary schools according to competence approach" has been selected for the doctoral dissertation, specialized in Education Management

2 Purpose of the study

On the basis of theoretical and practical research, solutions for the development of the team of secondary homeroom teachers according to competence approach are proposed, meeting the requirements of basic and comprehensive innovation in secondary education

3 Subject and object of the study

3.1 Subject of the study

Homeroom teachers in secondary schools in the current period

3.2 Object of the study

Activities to develop the team of homeroom teachers in secondary schools according to competence approach

4 Scientific hypothesis

The current homeroom teachers in secondary schools have not yet met the requirements of innovation in secondary education The cause of the above limitation

is that the secondary homeroom teachers has not been developed in a scientific manner and in accordance with the reality If solutions to develop the homeroom teachers in secondary schools according to competence approach in all aspects (planning, usage, training, retraining, evaluation, remuneration ) are proposed and implemented, the requirements of quantity, structure and quality of this team can be met

5 Tasks and scope of the study

5.1 Tasks of the study

5.1.1 Researching on the theoretical basis of developing the team of homeroom teachers in secondary schools according to competence approach

5.1.2 Researching on the practical basis of developing the team of homeroom teachers in secondary schools according to competence approach in Ho Chi Minh City

5.1.3 Proposing solutions to develop the team of homeroom teachers in secondary schools according to competence approach; examining the urgency, feasibility and experiment with the suggested solutions

5.2 Scope of the study

- Focusing on researching and proposing solutions to develop homeroom teachers in secondary schools according to competence approach with the leading management of the Head of District Education and Training Department and the Principals of secondary schools

- Surveying the current situation and testing 01 proposed solution at secondary schools in Ho Chi Minh City, in the 2017-2018 and 2018-2019 school years

6 Methodology and research methods

6.1 Methodology

The dissertation uses the following approach points: System - structure approach; competence approach; human resource development approach; practical approach

6.2 Research methods

6.2.1 Group of theoretical research methods

This group of methods aims to collect theoretical information to build the theoretical basis of the topic

6.2.2 Group of practical research methods

This group of methods aims to collect practical information to build the practical basis of the topic

6.2.3 Mathematical Statistics methods

Using statistical formulas to process the collected data, comparing and giving the research results of the thesis

7 The points need to be defensed

7.1 Developing homeroom teachers in secondary schools aims at making this team sufficient in number, synchronous in structure and improved in quality Therefore, in order to effectively develop the team of homeroom teachers in secondary schools, it is necessary to follow competence approach, which is the approach that from building development plans to fostering and assessing the homeroom teachers of secondary schools must base on capacity / capacity framework of this team

7.2 The current homeroom teachers in secondary schools have basically fulfilled their functions and duties but with the requirement of reforming secondary education, there are certain limitations, mainly because this team has not been developed according

to competence approach

7.3 Planning to develop a team of homeroom teachers which is appropriate to the school's size and teachers' capabilities; building a team of core homeroom teachers who can spread strength and support colleagues; organizing to train homeroom teachers according to the capacity framework; assessing the team of homeroom teachers according to the capacity framework and implementing adjustments and improvements; creating an environment and favorable conditions for the homeroom teachers to develop their capacity to work on class management are the main solutions to effectively develop homeroom teachers in secondary schools according to competence approach

8 Contributions of the dissertation

8.1 Supplement and perfect the theoretical issues of the topic, on the basis of clarifying the overview of the research and basic concepts; in particular, consider the position, the role, the requirements on the quality and capacity of homeroom teachers

in secondary schools; as well as develop this team in a new approach

8.2 Build the capacity framework for homeroom teachers in seconday schools

in the context of education reform

8.3 The comprehensive survey on the reality of developing the team of secondary homeroom teachers in Ho Chi Minh City has brought about an objective assessment of this team as a practical basis for proposing solutions of the topic

8.4 The proposed solutions of the topic are not only able to be applied to the development of the team of secondary homeroom teachers according to competence approach in Ho Chi Minh City, they can also be applied to develop the secondary homeroom teachers according to competence approach in other areas, across the country

8.5 The dissertation has built a program for fostering homeroom teachers in

secondary schools according to competence approach with scientific groundwork and feasibility

9 The thesis structure

Besides the introduction, conclusion, recommendations, references, research appendices, the dissertation consists of 03 chapters:

Chapter 1: Theoratical basis of developing the team of homeroom teachers in secondary schools according to competence approach

Chapter 2: Practical basis of developing the team of homeroom teachers in Ho Chi Minh City's secondary schools according to competence approach

Chapter 3: Solutions to developing the team of homeroom teachers in secondary schools according to competence approach

Chapter 1 THEORATICAL BASIS OF DEVELOPING THE TEAM

OF HOMEROOM TEACHERS IN SECONDARY SCHOOLS ACCORDING

TO COMPETENCE APPROACH

1.1 OVERVIEW OF THE STUDIED ISSUES

1.1.1 Studies on homeroom teachers in secondary schools

In foreign countries, there are researches by Qi Shi & Leuwerke W.C, Rhodes L.N, Tsenkharla M.S, Tharby A, Wang G In Vietnam, there are researches by Nguyen Van Ho, Ha Nhat Thang, Nguyen Duc Quang, Phan Thanh Long, Bui Thi Loan These projects have clarified the position, the role, functions and duties of homeroom teachers in secondary schools

1.1.2 Studies on developing the team of homeroom teachers in secondary schools

In foreign countries, there are researches by Ross McGill, Kokemuller N, Black P & Wiliam D, Bredeson P.V, Lieberman A and Little JW In Vietnam, there are researches by Nguyen Thanh Binh, Nguyen Viet Hung and Ha The Truyen, Mac Van Trang These studies have made the necessary and the content, the solution for developing a team of homeroom teachers in secondary schools

The research results as well as the unresolved issues of domestic and foreign scientists are an important foundation for building a theoretical basis for the implementation of the dissertation topic

1.2 SOME BASIC CONCEPTS

1.2.1 Homeroom teachers

1.2.1.1 Teachers

Teachers are people who teach and educate students; a core force of education and training, a central figure in the schools, along with the managing officers to determine the quality of education and training, contribute to the implementation of educational goals

1.2.1.2 Homeroom teachers

Homeroom teachers are the ones who are responsible to the Principal for the situation of learning and training of students in a class; keep regular relationships between the Administrators and the students; at the same time, they ensure the unity

of the school, family and social forces

1.2.1.3 Core homeroom teachers

Core homeroom teachers are teachers who successfully complete the class management work in schools; at the same time, they are able to organize activities to foster and develop the capacity to work as homeroom teachers for colleagues; detect situations and problems arising in class management work and find solutions

1.2.2 The team of homeroom teachers

1.2.2.1 Team

In the field of education, the term “team” is used to refer to different groups of people who are distinguished from each other by functions in the education system For example: the team of teachers, the team of lecturers, the team of school management staff

1.2.2.2 The team of homeroom teachers

Thus, the team of homeroom teachers is a collection of people working in secondary schools, directly taking on the task of teaching and educating in the schools, their same task is to implement the goal of secondary education

1.2.3 Developing the team of homeroom teachers

1.2.3.1 Development

Development is the upward movement of things Every development has its origin and follows a certain way

1.2.3.2 Developing the team of homeroom teachers

Developing the team of homeroom teachers is to ensure that this team is sufficient in number and synchronous in terms of structure (age, gender, qualifications) and improved in quality, meeting the requirements of innovation in education In the

current context, developing the team of homeroom teachers plays a crucial role

1.2.4 Developing the team of homeroom teachers according to competence approach

1.2.4.1.Competence

The concept of competence used in the dissertation is understood as the implementation capacity, which is the possession of knowledge, skills, attitudes and personality characteristics that a person needs to meet the requirements of a specific task; in other words, to know (how-how), not only know and understand (know-what)

1.2.4.2 Competence approach

In the dissertation, competence approach is considered under the perspective

of human resource development This approach is based on the requirements, characteristics and performance of employees (human resources) in each job

position Specifically, in this case it is the homeroom teacher in secondary schools

1.2.4.3 Developing the team of homeroom teachers according to competence approach

Developing the team of homeroom teachers in secondary schools according to competence approach is a standardized method of integrating the elements of knowledge, skills and attitudes to create a standardized competence system of homeroom teachers in secondary schools

1.3 HOMEROOM TEACHERS IN SECONDARY SCHOOLS IN THE CURRENT BACKGROUND

1.3.1 Difficulties and challenges of current homeroom teachers

Currently, homeroom teachers in secondary schools are facing the following difficulties and challenges: Difficulties and challenges from work pressure; Difficulties and challenges from social changes; Difficulties and challenges from the change of the students

1.3.2 Role of homeroom teachers

Homeroom teachers in secondary schools have the following roles: homeroom teacher is the person on behalf of the principal to comprehensively manage the students of a class in the secondary school; they are the representative for the rights and legitimate aspirations of the students, the "bridge" between the classes with the principal and subject teachers; the "link" between the school and the family and social organizations, they organize and coordinate educational forces

1.3.3 Functions and duties of homeroom teachers

Homeroom teachers in secondary schools have the following functions and tasks: Planing educational activities; Implementing educational activities according to the built plans; Coordinating closely with forces and organizations inside and outside the schools to educate students; Commenting, evaluating and classifying the students

at the end of the term and at the end of the school year; Making regular or irregular reports on the situation of the class with the Principal

1.3.4 The content of homeroom teacher work

The content of homeroom teacher work includes: Planning class management; Building homeroom classes; Organizing learning activities for students in homeroom classes; Organizing comprehensive educational content for the students; Coordinating with forces to educate students in homeroom classes; Evaluating the results of educating students in homeroom classes

1.3.5 Competency framework of homeroom teachers

Based on the position and role; the mandates; the contents, the working methods, the difficulties and challenges of homeroom teachers as mentioned above, a competency framework for homeroom teachers includes the following basic criteria: 1) Teacher quality; 2) Professional competence; 3) Classroom management capacity; 4) Education capacity for students; 5) Additional competence

1.4 ISSUES ON DEVELOPING THE TEAM OF HOMEROOM TEACHERS

IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE APPROACH

1.4.1 The need to develop THE team of homeroom teachers according to competence approach

Class management work in secondary schools currently does not meet the development requirements of education and society; many teachers are lacking in knowledge and skills to work as homeroom teachers; disciplinary violations of secondary school students tend to increase and develop more complicated; a group of teachers is not ready with class management work

1.4.2 Orientation of developing the team of homeroom teachers according

to competence approach

Developing the team of homeroom teachers in secondary schools should be based on the following orientations: 1) Developing the team of homeroom teachers in secondary schools on the basis of developing the team of teachers at secondary level and the whole education system; 2) Developing the team of secondary homeroom teachers must be based on the actual needs of each secondary education institution; 3) Developing the team of secondary homeroom teachers must be comprehensive; 4) Developing the team of secondary homeroom teachers is to make this team always qualified and creative in the best implementation of the school's goals; 5) The results

of the construction and development of the homeroom teachers team in secondary schools need to pay attention to the advancement needs, the practical interests of the teachers; 6) Developing the team of secondary homeroom teachers is the responsibility of each secondary school, the educational management levels and the education and training field

1.4.3 The content of developing the team of homeroom teachers according

to competence approach

The content of developing the team of homeroom teachers according to competence approach includes: making plans to develop the team of homeroom teachers in secondary schools according to competence approach; Selecting and using the team of homeroom teachers according to competence approach; Training and fostering the team of homeroom teachers according to competence approach; Evaluating the team of homeroom teachers according to competence approach; Setting up a favorable environment for the team of homeroom teachers according to competence approach so they can promote their role well

1.4.4 Subjects of developing the team of homeroom teachers according to competence approach

The two subjects having a direct influence on the development of the team of homeroom teachers in secondary schools according to competence approach are the Head of District Education and Training Department and the Principal of the secondary school

1.4.5 Factors affecting the development of homeroom teachers according

to competence approach

1.4.5.1 Objective factors

Objective factors include: Basic and comprehensive renovation of Education and Training; Request for development of teachers and education managers in the current period; Guidelines and policies for education and teachers; Economic, political, social environment

1.4.5.2 Subjective factors

Subjective factors include: The willingness to take on the task of class management; Self-development ability, self-improvement of secondary school homeroom teachers; Awareness and capacity of the managers of District Education and Training Department, Secondary schools

Chapter 2 PRACTICAL BASIS OF DEVELOPING THE TEAM

OF SECONDARY HOMEROOM TEACHERS IN HO CHI MINH CITY

ACCORDING TO COMPETENCE APPROACH

2.1 OVERVIEW OF THE POPULATION, ECONOMIC - SOCIAL AND EDUCATION SITUATION OF HO CHI MINH CITY

2.1.1 Population situation

The increase in population in newly established districts in the peri-urban areas

leads to the expansion of the schools/ preschool classes, general education and the development of the teachers at these levels, including the teachers of secondary schools

2.1.2 Socio-economic situation

Socio-economic condition also greatly influences the development of Education and Training of Ho Chi Minh city in both aspects: advantages and disadvantages The advantage is that, with strong economic potential, the city has conditions to invest in education and training development The difficulty is that the development of education and training is not outside the general context of many challenges of the city

2.1.3 Education situation

In the past 44 years, since the day of national unification, Education and Training of Ho Chi Minh city has constantly been developing, always being the first flag of the country, gaining many important achievements, meeting the requirements

of improving people's intellectual standards, training human resources and fostering talents; effectively serving the industrialization and modernization of the country and helping the city to develop and integrate with other countries in the region and the world In the coming years, Education and Training of the City will develop in the following directions: Fundamentally renovating the management of Education and Training; Strongly and synchronously renovating basic elements of Education and Training; Developing teachers and educational managers; Increasing investment resources and renewing education finance mechanism

The above conditions not only directly affect the development of education and training of the city in general but also directly affect the development of teachers, including the team of local homeroom teachers in particular

2.2 Organizing to survey the current situation

2.2.1 Survey objective

The objective of the survey is to clarify the situation of developing the team

of homeroom teachers in secondary schools in Ho Chi Minh City according to competence approach to establish the practical basis of the topic

2.2.2 Survey content

The content of the survey focuses on the following three main issues: 1) Surveying the current situation of homeroom teachers in secondary schools; 2) Surveying the current situation of developing homeroom teachers in secondary schools; 3) Surveying the current situation of factors affecting the development of homeroom teachers in secondary schools

2.2.3 Survey objects and area

2.2.3.1 Survey area

For district units

Based on the identified criteria, the project selected the following 5 districts to survey: District 4, District 6, District 7, District 8 and Can Gio District, Ho Chi Minh city

For managers and homeroom teachers

Managers who were subject to the survey include: Head, Deputy Head of District Education and Training Department; Principal, Vice Principal of Secondary Schools; Academic leaders The project surveyed 100% of the managers at district level and secondary schools As for the academic leaders and homeroom teachers, due to the large number, the project only randomly surveyed 10% of the academic leaders of the 5 selected districts

2.2.4 Survey method

The dissertation used the following methods: Making survey questionnaires to ask for opinions of managers and teachers of secondary schools; Exchanging, interviewing by topic; Researching the activities of managers and teachers in secondary schools

2.2.5 Handle data and evaluation scale

Data collected from the questionnaires was processed according to SPSS software with 5 levels

2.2.6 Survey time

In the 2017-2018 school year, all questionnaires and opinions were sent to the survey subjects from September 2017; surveys and comments were collected in March 2018

2.3 CURRENT SITUATION OF SECONDARY HOMEROOM TEACHERS

IN HO CHI MINH CITY

2.3.2 Current situation of quantity, proficiency, working seniority of the team of secondary homeroom teachers in the survey area

Table 2.5 Quantity, proficiency, working seniority of the team

of secondary homeroom teachers in the survey area

District

Amount/ sex Proficiency Working seniority

Female (%) Male (%)

Standard (%)

Above standard (%)

Below 10 years (%)

From 11

to 30 years (%)

Above

30 years (%)

District 4 33,12 66,88 100 88,95 29,44 46,01 24,55 District 6 26,87 73,13 100 92,19 29,76 44,79 25,43 District 7 25,40 74,60 100 89,75 31,14 44,67 24,18 District 8 26,50 73,50 100 90,43 31,96 46,17 21,85

Cần Giờ

District 28,57 71,43 100 80,15 25,39 42,85 31,74 From the data of table 2.5, the dissertation drew comments on quantity; sex; proficiency; working seniority of the team of secondary homeroom teachers in the survey area

2.3.2 Curent situation of homeroom teachers' teacher quality

Table 2.6 Result of assessment on teachers' quality

of homeroom teachers

No Content

Educational managers(163) teachers (248)

_

X

standard deviation level

_

X

standard deviation level

1 Strictly implementing the

moral rules of teachers 3,44 0,67 4 3,47 0,67 4

2

Having a spirit of self-study,

self-training and striving to

improve teachers' moral

Having working styles and

ways to work in accordance

with the work of teachers

3,39 0,72 3 3,42 0,68 4

5

Having awareness of

self-training to create exemplary

teacher style, having good

From the data of Table 2.6, the dissertation drew comments on the homeroom teachers' quality in the survey area

2.3.3 Curent situation of homeroom teachers' competency

Table 2.23 General assessment of the homeroom teachers’ capacity

_

X

standard deviation level

1 Professional and academic competence

1.1 Academic competence 3,25 0,71 3 3,38 0,70 3 1.2 Professional