Awareness of Professional Testing Activities at Luc Nam District Secondary School

who are teachers. This shows that the Centers for Professional Development understand the importance of professional development work more than the Board of Directors and teachers. At the level of very necessary assessment, 10/40 leaders of the Center for Professional Development assessed that professional development work is very necessary while none of the 10 Board of Directors asked thought that this work is very necessary. For teachers, 59/180 teachers asked (accounting for nearly 30%) perceived that professional development work is very necessary while the number of teachers who thought it was normal or unnecessary was 54 people, accounting for nearly 30%.

The majority of respondents correctly identified the role of inspection work, proving that the work of propaganda and awareness raising on inspection work has been widely disseminated among teachers. Guidance documents on inspection work have reached teachers in the district. However, there is still a small number of managers and teachers who do not have a firm grasp of the guidance documents on inspection work in general and inspection work in particular.

2.4.2. Awareness of professional testing activities at Luc Nam District Secondary School

To learn about the awareness of managers and teachers about KTCM activities in secondary schools in Luc Nam district - Bac Giang province, the author conducted a survey using a questionnaire ( Question 1 - Appendix 1 ) and obtained the results shown in the following data table:

Table 2.7. Perceptions of KTCM activities in secondary schools

Criteria

Level of understanding										Average score	Level
Least		Weak		TB		Rather		Good
SL	%	SL	%	SL	%	SL	%	SL	%
Function of KTCM activities	0	0	34	13.6	124	49.6	84	33.6	8	3.2	3.26	TB
The contents of KTCM activities	0	0	68	27.2	112	44.8	60	24.0	10	4.0	3.05	TB
Scope of activity KTCM movement	0	0	71	28.4	107	42.8	64	25.6	8	3.2	3.04	TB
The impact of KTCM activities on teaching quality in school	0	0	38	15.2	111	44.4	86	34.4	15	6.0	3.31	TB
Management of activities KTCM	0	0	130	52.0	97	38.8	23	9.2	0	0.0	2.57	Weak

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The results in Table 2.7 show that the awareness of KTCM activities in secondary schools in Luc Nam district only reached the average level (average score = 3.05), specifically: Activities such as: " The impact of KTCM activities on the quality of teaching in schools " with average score = 3.31; " Functions of KTCM activities " with average score = 3.26 and " Contents of KTCM activities " with average score = 3.05; "Scope of KTCM activities" with average score = 3.04. This result shows that the general understanding of managers and teachers about the contents, functions, scope and impact of KTCM activities on the quality of teaching in schools is still at a modest level.

In practice, it has been shown that the dissemination of the necessity of KTCM activities to all staff and teachers in the school has not been fully and promptly implemented by the school, so the criterion of "Understanding of KTCM activities" only achieves average effectiveness.

Survey results show that the content of " Management of KTCM activities " is not effective, the implementation level is still limited (Average = 2.57).

In fact, self-evaluation activities must be conducted regularly throughout the school year. Self-evaluation work must ensure comprehensiveness, objectivity and accuracy. In addition to the inspection of the self-evaluation committee, self-evaluation work must focus on the self-evaluation of individual teachers, thereby self-adjusting teaching work and performing other self-evaluation tasks more effectively to improve educational effectiveness. Therefore, the principals of secondary schools in the district need to pay more attention to these two areas.

2.4.3. Awareness of the impact of KTCM activities on other activities in secondary schools

To understand the perceptions of managers and teachers about the impact of KTCM activities on other activities in secondary schools, the author conducted a survey using a questionnaire (Question 2-Appendix 1) and obtained the results shown in Table 2.8. Details on the calculated mean values and standard deviations of the observations are presented in Appendix 2.

Table 2.8 . Perceptions of the impact of KTCM activities on other activities in secondary schools

Criteria

Level of impact

Average score

Level

Least

Weak

Rather

Good

KTCM aims to promote positive factors

pole…

8.0

27.6

115

46.0

18.4

3.75

Rather

KTCM helps Principals evaluate

Exactly..

10.0

27.2

108

43.2

19.6

3.72

Rather

KTCM helps move

pill, praise

7.6

31.2

101

40.4

20.8

3.74

Rather

KTCM affects CB behavior,

GV…

9.6

32.4

37.6

20.4

3.69

Rather

KTCM helps create

back relationship…

14.4

103

41.2

32.8

11.6

3.42

Rather

Encourage schools to continue to innovate

new ..

16.4

103

41.2

30.4

11.6

3.37

Through table 2.8, it can be seen that: The content " KTCM aims to promote positive factors, prevent and stop violations of CM, help subjects complete their tasks well " has the highest average score of 3.75 and is at a good level. The three contents that also reach a good level are respectively " KTCM helps the Principal accurately and truthfully assess the current situation of the school as well as determine the levels, values, and influencing factors, thereby finding the causes and proposing solutions to effectively adjust and rectify the school's activities "; " KTCM helps motivate and reward accurately; encourage the good, spread good experiences, and at the same time detect deviations and errors for timely correction and adjustment. KTCM is an objective requirement of management work, management without KTCM is far from reality" with average scores of 3.72 and 3.74. The survey results on the awareness of the team of managers and teachers show that: The subjects have correctly assessed the role of the KTCM goals of secondary schools, in which the outstanding points of this direction are to help school principals have accurate information about the current situation of their units as well as determine the levels, values, and influencing factors, thereby finding the causes and proposing effective adjustment and correction solutions.

In addition, the content of " KTCM" helps to create a regular back-and-forth relationship. KT, good evaluation will contribute to forming the awareness of self-KT, good evaluation of the other party.

"Impressions" and " Promoting schools to continue to innovate teaching forms, methods and techniques in a positive direction, developing students' capacity and qualities, and innovating assessment and evaluation methods " were not highly appreciated (average = 3.42 and 3.37). Many teachers do not clearly see the importance and impacts of school assessment work, considering school assessment as just a coordinated activity within the emulation incentive measures. Most teachers only focus on assessment work in terms of assessment, not on assessing other tasks such as: Implementation of assessment regulations; Teacher records;

...of the Inspection and Qualifying Board. When there is an announcement of inspection and qualifiers for these aspects, teachers only do it "perfunctorily" to cope with them. Therefore, the inspection and qualifier results of these matters are not really accurate and do not reflect the reality. This is a difficult problem not only in secondary schools in Luc Nam district.

2.4.4. Results of assessment of awareness of managers and teachers about KTCM activities

The survey results of managers and teachers' awareness of the importance of KTCM activities (Question 3-Appendix 1) are shown in the following data table:

Table 2.9. Results of assessment of managers' and teachers' awareness of the importance of KTCM activities

Level

CBQL		TTCM		GV
SL	%	SL	%	SL	%
Not important	1	0.4	0	0	8	3.2
Important	22	8.8	7	2.8	29	11.6
Quite important	7	2.8	13	5.2	61	24.4
Very important	0	0	20	8.0	82	32.8
Total	30	12.0	40	16.0	180	72.0
Average score	4.1
Level	Strong influence

The table above shows that respondents have a fairly high awareness of the importance of KTCM work for secondary schools. This value is assessed at a strong influence level (Fair, Average = 4.1). This is quite different from the understanding of KTCM activities at an average level (Average = 3.05) and the impact of KTCM activities at a fair level (Average = 3.62). This shows that respondents understand that KTCM is very important but the actual status of the activities

The level of this work is not really good, so the full understanding of KTCM activities only stops at the average level and the improvement based on the results of KTCM activities has not received adequate attention.

Further analysis shows that in the survey content on the awareness of managers and teachers about KTCM activities (shown in 3 tables 2.7; 2.8; 2.9), the awareness content about " Management of KTCM activities" has the lowest value (2.57) and the awareness content about "Importance of KTCM" has the highest value (4.1). The survey results on awareness of KTCM activities only reached the average level with the average = 3.05.

In-depth interviews with the survey subjects showed that in secondary schools, all teachers are assessed and evaluated in their performance of teaching and educational tasks to help teachers improve their pedagogical capacity, improve the quality of teaching and education in schools and contribute to the development of the national education system. Assessment of teachers' professional qualifications: Assessment to review and evaluate the level of knowledge, skills, and attitudes that teachers need to build for students, the level of application of teaching methods and education through assessment of teaching hours in class. Assessment of teachers' implementation of the regulations on professional ethics; Examination of training and self-improvement Assessment of teachers' teaching and educational results Assessment of extra teaching

- additional study of teachers' ethics regulations. In addition, some schools' evaluations are still emotional and unfair. In meetings, education council meetings, etc., school leaders announce the results of the teacher ethics in a general, unclear, and public manner due to respect and sentiment. Proposing solutions for timely correction only stops at meetings, without specific and clear documents. Therefore, the results of the teacher ethics are not really accurate, not true to the reality. This is a difficult problem not only in secondary schools in Luc Nam district.

2.5. Current status of professional testing activities in secondary schools in Luc Nam district

2.5.1. Current status of professional testing content at secondary schools in Luc Nam district

The content of KTCM in secondary schools includes many contents, not only KTCM in teaching activities, learning activities, training work, facilities... The survey results on the current status of KTCM content in secondary schools in Luc Nam district were surveyed through 250 managers and teachers and obtained the following results:

Table 2.10. Current status of KTCM content at secondary schools in Luc Nam district

Criteria

Implementation efficiency

Average score

Level

Least

Weak

Rather

Good

KT implements the plan for educational development and universalization of education.

sex

38.4

104

41.6

16.4

3.6

2.85

KT performs the task

education

33.6

32.4

18.4

15.6

3.16

KT program implementation and educational planning

sex

28.4

102

40.8

20.4

10.4

3.13

KT implementation

CM regulations

30.8

33.6

24.0

11.6

3.16

KT activities

GV's violation

13.2

28.8

28.0

30.0

3.75

Rather

Facilities Management KT

teaching materials and equipment

9.2

19.6

32.8

38.4

4.0

Rather

The survey results in the table above show that: The content " Knowledge of management of facilities and teaching equipment" is rated highest, reaching a good level with an average score of 4.0 and the content " Knowledge of teachers' pedagogical activities" is also rated at a good level with an average score of 3.75.

According to data from the Luc Nam Department of Education and Training, by the 2018-2019 school year, all libraries of secondary schools in the district have achieved the "advanced library" standard according to the standards prescribed in Decision No. 01/2003/QD-BGD&DT. Recognizing the important role of teaching equipment in improving the quality of teaching hours, especially now that the application of IT in teaching has a great impact on teaching effectiveness, each school is equipped with computer rooms, projectors, smart TVs, in addition to visual aids to help teaching and learning activities achieve higher efficiency. In fact, in recent times, secondary schools have conducted assessments of teachers' pedagogical activities associated with comprehensive assessments and thematic assessments with many contents such as: Political qualities, ethics, lifestyle, including assessments of: Ideology, politics; Compliance with State policies and laws; Compliance with regulations of the industry, regulations of agencies and units, ensuring the quantity,

quality of working days, hours... Therefore, the activity of " Checking teachers' pedagogical activities , checking the implementation of the school's regulations" has entered the subconscious of teachers, so it is highly appreciated and improves the quality of school management.

The content of KTCM at secondary schools in Luc Nam district with the lowest efficiency is " KTCM implementation of education development and education universalization plan " with GPA = 2.85. Reality shows that the education universalization work of Luc Nam district in recent years has achieved significant results and completed the set plan. However, the education universalization work is carried out right from the beginning of the school year and the Vice Principal and specialized staff directly complete the data processing according to the software, the implementation of maintaining the number of students throughout the school year, the adherence to the education development plan still has many shortcomings and many teachers are not interested in this field. This is an issue that needs to be paid attention to by the Principals of schools and have measures to overcome.

Thus, in the past time, the implementation of the work of quality assurance in secondary schools in Luc Nam district has been paid attention to, but still mainly focused on the following tasks: Inspection of management of facilities, teaching equipment, inspection of teachers' pedagogical activities and inspection of the implementation of the quality assurance regulations associated with comprehensive and specialized inspection. However, the inspection of the implementation of educational tasks , inspection of program implementation and development of educational plans , and especially the inspection of the implementation of plans for education development and universalization of education, still have some limitations. This requires that in the management of quality assurance activities, the construction of test content needs to be more diverse.

2.5.2. Current status of professional testing results on teachers' professional activities at secondary schools in Luc Nam district

In the stages of directing and managing the implementation of teachers' CM activities, CM work plays a particularly important role. Reality shows that scientific, effective CM work that is suitable to the characteristics of the school's situation will have a positive impact on the overall quality of education of the school. Through discussion, most managers in secondary schools agree that CM work is the "backbone" of the school and has an important position and role. The author has conducted a survey on the results of CM work on teachers' CM activities and obtained the results in the following table:

Table 2.11. Current status of KTCM results on CM activities of teachers in secondary schools in Luc Nam district

Criteria

Level of implementation										Point TB	Level degree
Least		Weak		TB		Rather		Good
SL	%	SL	%	SL	%	SL	%	SL	%
Implement the program curriculum, teaching plan	0	0	72	28.8	120	48.0	42	16.8	16	6.4	3.01	TB
Carry out the requests about lesson planning	0	0	8	3.2	147	58.8	85	34.0	10	4.0	3.39	TB
Use teaching aids study, do DDDH...	0	0	9	3.6	156	62.4	76	30.4	9	3.6	3.34	TB
Perform marking, in the score book…	0	0	95	38.0	117	46.8	33	13.2	5	2.0	2.79	TB
Innovative methods teach	0	0	38	15.2	78	31.2	100	40.0	34	13.6	3.52	Rather
Innovation, evaluation	0	0	23	9.2	140	56.0	82	32.8	5	2.0	3.28	TB
Results, teaching quality learn to achieve	0	0	24	9.6	141	56.4	77	30.8	8	3.2	3.28	TB
Teaching tutoring weak birth	0	0	23	9.2	131	52.4	82	32.8	14	5.6	3.35	TB
Nurturing excellent students	0	0	40	16.0	156	62.4	48	19.2	6	2.4	3.08	TB
CM activities, class observation...	0	0	24	9.6	125	50.0	85	34.0	16	6.4	3.37	TB
Carry out the main work duty	0	0	82	32.8	64	25.6	68	27.2	36	14.4	3.23	TB
Perform the work concurrent	0	0	14	5.6	122	48.8	73	29.2	41	16.4	3.56	Rather
Law enforcement laws, regulations...	0	0	99	39.6	106	42.4	38	15.2	7	2.8	2.81	TB

The results show that: The rate of managers and teachers evaluating the current status of KTCM results on teachers' CM activities is at the average and good level with the average from 2.79 to 3.56 (Min=2, Max=5).

The most effective implementation content is “Performing concurrent tasks” which is performed quite well with GPA = 3.56. This shows that the sense of responsibility of the staff and teachers in performing their tasks has been improved. This is also a favorable foundation for implementing general management work of schools.

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