In general, through the survey, we see that teachers feel quite satisfied and completely satisfied with the benefits offered by the school at a rate of 40.67%; but 18.64% of teachers disagree with the benefits received at the school. The school still cares about the lives of teachers, helping them feel secure in their work. The specific bonus levels are as follows:
- Vietnamese Teachers' Day: 300,000 VND
- School establishment date: 200,000 VND
- Vacation: 1,500,000 VND
- Wedding: 500,0000 VND
- Parents died: 500,000 VND
- Holidays (April 30, May 1, September 2,...): 100,000 VND
- Lunar New Year: 1,000,000 VND
- Birthday gift: 200,000 VND
The school's welfare policies are all meant to encourage and motivate teachers after their contributions to the overall development of the school. This policy helps them regain their spirit and motivation to work better and stay with the school for a long time.
2.4. Analysis of the current status of motivational activities using non-financial (spiritual) incentives
2.4.1. Work assignment and arrangement
The school's leadership always pays attention to job analysis by developing and promulgating a set of job title standards for the school's teaching staff. That document clearly defines the functions and tasks of each job, avoiding overlapping functions and tasks between specific jobs. From that job title standard, teachers clearly understand the functions and tasks of that job to perform the job most effectively and help the school's leadership arrange
Arrange and assign work to each employee for maximum efficiency.
Regarding the requirements for THCV, the content is quite simple, not detailed. The requirements mainly focus on the qualifications and certificates of employees, but not much on their necessary capacity, skills and qualities to undertake the job title. For each job title, the job title standard only states a number of main tasks, but does not state what specific tasks they have corresponding to each main task. In the job description of employees, the job title standard also does not have regulations on work relationships, coordination in work performance to improve the effectiveness of coordination between individuals and departments towards achieving the common goals of the organization.
Job analysis activities do not produce job performance standards for each position. This is the main basis for job performance evaluation, training planning, recruitment, etc. Because there are no job performance standards for each specific job position, the assessment of THCV at the school is only based on general criteria, not quantitative, which affects the accuracy of the assessment system.
Table 2.12: Teachers' assessment of job factors
Unit: Person, %
Level
Target
Satisfaction level with factors | ||||||
Very dissatisfied | Not satisfied | No comment | Satisfied | Very satisfied | Total | |
Tasks and responsibilities are assigned. | 5 | 21 | 11 | 62 | 19 | 118 |
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4.2% | 17.8% | 9.3% | 52.5% | 16.1% | 100% | |
Interesting, challenging work | 10 | 35 | 12 | 51 | 10 | 118 |
8.5% | 29.7% | 10.2% | 43.2% | 8.5% | 100% | |
Understand the tasks and job requirements | 5 | 8 | 9 | 34 | 62 | 118 |
4.2% | 6.8% | 7.6% | 28.8% | 52.5% | 100% | |
Reasonable workload suitable for ability and strengths | 9 | 17 | 14 | 44 | 34 | 118 |
7.6% | 14.4% | 11.9% | 37.3% | 28.8% | 100% | |
The level of stress at work is acceptable. | 9 | 25 | 17 | 33 | 34 | 118 |
7.6% | 21.2% | 14.4% | 27.9% | 28.8% | 100% | |
Balance between personal life and work | 8 | 12 | 15 | 59 | 24 | 118 |
6.8% | 10.2% | 12.7% | 50% | 20.3% | 100% | |
Do the right favorite position | 14 | 35 | 15 | 38 | 16 | 118 |
11.9% | 29.7% | 12.7% | 32.2% | 13.6% | 100% | |
Satisfied with current job position | 9 | 31 | 11 | 55 | 12 | 118 |
7.6% | 26.3% | 9.3% | 46.6% | 10.2% | 100% |
(Source: Survey results on teachers' work motivation)
The table above shows that teachers are quite satisfied with their jobs and positions, with 46.6% of respondents saying they are satisfied and 10.2% saying they are completely satisfied, while 26.3% are dissatisfied. The factors that employees rate as highly satisfied are: Employees clearly understand their tasks with a satisfaction rate of 81.3%; can balance personal life and work with a rate of 70.3%; reasonable workload accounts for 66.1%. Regarding the interestingness and challenges of the job, 29.7% of respondents are dissatisfied and 8.5% are completely dissatisfied; 21.2% of people are dissatisfied with the level of stress at work.
The school has basically conducted a clear job analysis and assigned work to teachers scientifically so that they can clearly understand their tasks.
specific to each job they undertake. In addition to job analysis, the school also pays attention to the work of arranging and using labor. However, in reality, the school's labor arrangement still has some positions that are not arranged in accordance with the expertise that the employees have been trained for. Therefore, the school should pay more attention to the work of arranging appropriate labor in the organization, and based on the factors of interests, abilities, and strengths of the employees.
2.4.2. Performance evaluation is linked to the salary and bonus system.
The school has seen the importance of performance evaluation but has not fully exploited the value of this system. Monthly evaluation mainly serves the purpose of salary payment, so almost all employees are evaluated to complete their work to receive full salary. Performance evaluation is based on the teacher's emulation evaluation table. The criteria are built on the regulations on teachers' duties according to Articles 63 and 64 of the 2005 Education Law.
Table 2.13: System of criteria for evaluating the competition of school teachers
Unit: Point
TT
Total points | 100 | |
1 | Teaching work of teachers | 50 |
2 | Have scientific research works confirmed by the school's Scientific Council as being of high quality. Have new initiatives, improve the application of scientific achievements to innovate teaching methods | 25 |
3 | Have a high spirit of solidarity, fight criticism and self-criticism, help colleagues, have good colleague relationships | 10 |
4 | Do a good job in education, training, management and training students - SV. Fulfill your responsibilities as a homeroom teacher. | 6 |
5
Study to improve professional qualifications, complete training courses according to the school's plan, and achieve GPA or higher | 4 | |
6 | Participate in activities of the Party, Youth Union, Trade Union, Association and other social activities | 3 |
7 | Manage assets and facilities well within the scope of your management. | 2 |
(Source: Department of Personnel Organization, Hanoi College of Education)
The evaluation process usually consists of 2 steps: first, the teacher himself evaluates and scores according to the evaluation form; next, the department where the teacher is working will be evaluated by the person in charge of direct management. Finally, at the school level, there will be a Competition Evaluation Council that will evaluate and compare the teacher's own evaluation form and the evaluation results of the direct manager to see if there are any violations in order to announce the competition title of each teacher. Sometimes the evaluation results depend a lot on the views and habits of the leader, love and hate are not clear, so it is easy to lead to inaccurate evaluation results.
The process of considering salary increases for employees is based on the evaluation results, but it is only for reference and not a decisive factor. Because the school has not clearly defined which teachers are corresponding to which salary adjustment level, the ability to stimulate motivation through human resource evaluation associated with salary payment is not high.
The evaluation results will then be announced in a meeting of all teachers in the school, which will have both spiritual and material effects. In addition, the author also conducted a survey of teachers' opinions on their satisfaction with the evaluation work at the school.
Table 2.14: Teachers' assessment of job performance assessment
Unit: Person, %
Level
Target
Satisfaction level with factors | ||||||
Very dissatisfied | Not satisfied | No comment | Satisfied | Very satisfied | Total | |
Understand how performance is evaluated. | 5 | 7 | 9 | 42 | 55 | 118 |
4.24% | 5.93% | 7.63 | 35.59% | 46.61 | 100% | |
Clear and reasonable performance evaluation criteria | 17 | 36 | 12 | 42 | 11 | 118 |
14.41% | 30.51% | 10.17% | 35.59% | 9.32% | 100% | |
Accurate and fair performance evaluation | 5 | 38 | 25 | 29 | 21 | 118 |
4.24% | 32.20% | 21.19% | 24.58% | 17.79% | 100% | |
Reasonable performance review cycle | 19 | 34 | 16 | 24 | 25 | 118 |
16.1% | 28.81% | 13.56% | 20.34% | 21.19% | 100% | |
Always have feedback on work performance | 21 | 38 | 15 | 30 | 14 | 118 |
17.79% | 32.2% | 12.71% | 25.42% | 11.86% | 100% | |
Results of evaluation of fair use in QTNNL activities | 9 | 41 | 12 | 45 | 11 | 118 |
7.63% | 34.75% | 10.17% | 38.14% | 9.32% | 100% | |
Satisfied with THCV assessment work | 16 | 33 | 22 | 30 | 17 | 118 |
13.56% | 27.97% | 18.64% | 25.42% | 14.41% | 100% | |
(Source: Survey results on teachers' work motivation)
The survey results above show that with the satisfaction index with the work performance evaluation, the respondents were relatively satisfied at 25.42% and really satisfied at only 14.41%; 18.64% had no clear opinion. The number of dissatisfied teachers was quite high at 41.53%.
Aspects of performance appraisal activities were assessed with a high level of satisfaction, such as: understanding how work performance is assessed with a rate of satisfied and very satisfied of 82.2%; accuracy and fairness of the system with a rate of 24.58% relatively satisfied and 17.79% very satisfied. The other criteria also had a fairly high level of satisfaction.
high, ranging from 40 to 50%. Some criteria are still rated quite unsatisfactory, including the criterion that employees always receive feedback on work performance, with 49.99% dissatisfied; the clear and reasonable evaluation criteria have 44.92% dissatisfied; next is the criterion that the evaluation cycle is reasonable, the evaluation results are used reasonably in human resource management, also at a level of dissatisfaction of around 40%.
Thus, it can be seen that the work of evaluating work performance has been paid attention to by the board of directors and the evaluation is also carried out quite regularly. Besides, there are some limitations such as: the training of evaluators is not taken seriously so the evaluation skills may not be good, secondly, the evaluation method uses a scale, the design of the scale is very simple, the evaluation criteria are still sketchy so it is greatly affected by the errors of the evaluators.
In addition, the work of providing feedback to teachers has not been done well, only stopping at informing them of their classification, but the school's Board of Directors has not sat down with teachers to find out the difficulties and problems they encounter in the process of working. Or the results of job performance evaluation are still only used for calculating salaries, evaluating emulation titles each year, but not for human resource arrangement, promotion and training and development.
2.4.3. Capacity building training for teachers
Training for teachers is a special activity that the school attaches great importance to, because it affects the teaching work and the reputation and position of Hanoi College of Education.
Currently, determining the training needs of school teachers is mainly based on analyzing the following factors:
- The school's long-term goals, strategies, and orientations. This is the first important point in determining training needs.
- Analyze the current labor situation of the school to determine the subjects and content of training needed to ensure sufficient quantity and quality of teaching staff to meet the school's requirements.
- Based on the job title standards of each teacher, it is necessary to consider what knowledge and skills are needed to complete the assigned work well.
- Based on job requirements: innovating teaching methods, innovating student curriculum, training students with additional knowledge to participate in important entrance exams, leading to the need to supplement knowledge and skills for employees to meet job requirements.
And based on the school's human resource development needs, staff planning, and promotion for some of the school's excellent teachers, it is necessary to study and train to improve their qualifications for future development. Departments and Faculties will develop training plans and send them to the school's Training Department and wait for the Board of Directors to approve. Then the Training Department will coordinate with related departments to implement the training program according to the plan.
For many years now, almost all wishes of teachers in the school to pursue postgraduate training have been supported and facilitated by the school. The number of teachers who have received doctoral and master's training has been increasing.