Ensuring facilities, equipment, learning materials, (6) Financial preparation process, (11) Graduate student management were assessed by both subjects at a level that did not completely meet the requirements, and needed to take remedial measures with the average score assessed by (1) managers, (2) teachers, and CVs in the range of 1.00<Average score≤1.75. Overall assessment of activities (A) Standardizing the system of indicators, regulations, procedures, and identifying changes to apply to the next cycle of High School Teacher Training Management according to the TQM approach at Ho Chi Minh City University of Education of 11 factors showed that the average score assessed by both subjects at a significant level did not meet the requirements, and needed to be improved with the average score assessed by (1) managers, (2) teachers, and CVs in the range of 1.75<Average score≤2.50. The results of the Independent Samples T-Test both gave sig.>0.05, meaning there was no difference in the assessment of the two survey subjects above.
In addition, table 2.9 also shows that the activities (A) Standardizing the system of indicators, regulations, procedures and identifying changes to apply to the next cycle of the factors (2) Reviewing and updating the training program, (9) Student pedagogical internship process, (10) Evaluation of training results and granting of graduation certificates are regularly performed by the Head of the Training Management Unit but still do not meet the requirements.
All managers and lecturers participating in the interview affirmed that because the school has just started applying PDCA to training management in general and high school teacher training management in particular, the activity (A) Standardizing the system of indicators, regulations, processes and identifying changes to apply to the next cycle has not been demonstrated much. Specifically, the school has initially implemented a number of improvement activities such as the process of reviewing and updating training standards and training programs; the enrollment process, the training process; evaluating training results and granting graduation certificates. These improvement activities have not yet met the requirements and need to continue to be improved. Continuing to study the school's training management records, the results show that the process of reviewing training standards and training programs has been identified by the heads of training management units for improvement for the next cycle (shown in plan 305/KH-DHSP dated August 30, 2019); This plan also includes details on improving resources to meet the CDR and training programs after the improvement. In addition, the training management records also show the training regulations issued since 2016, regulations on student affairs of the school, regulations on consulting work.
The training issued in 2014 has not yet been evaluated and improved to suit new customer needs.
From the information collected, the author of the thesis found that, the activity
(A) Standardizing the system of indicators, regulations, procedures and identifying changes to apply to the next school cycle has not been done regularly and consistently for all 11 elements and has not met requirements, and needs to be improved.
2.4.7. Current status of high school teacher training management according to TQM approach at Ho Chi Minh City University of Education
The current status of high school teacher training management according to TQM approach at Ho Chi Minh City University of Education is determined as in table 2.10.
Table 2.10. Current status of high school teacher training management according to TQM approach at Ho Chi Minh City University of Education
STT
Management content | Level of implementation | Level of response to requirements | ||||
CBQL | GV, CV | SV | Sig. | |||
1 | The process of determining customer needs | 1.49 | 1.57 | 1.57 | 1.57 | 1.00 |
2 | Process of reviewing and updating CDR and CTDT | 2.43 | 2.31 | 2.29 | 2.31 | 0.97 |
3 | Admission process | 2.45 | 2.59 | 2.63 | 2.54 | 0.54 |
4 | Human resource assurance process | 1.63 | 1.92 | 1.95 | 1.88 | 0.62 |
5 | Process of ensuring facilities, equipment and learning materials | 1.56 | 1.55 | 1.47 | 1.61 | 0.23 |
6 | Financial preparation process | 1.51 | 1.53 | 1.43 | 1.51 | 0.60 |
7 | Lecturer's teaching process | 2.26 | 2.19 | 2.19 | 2.33 | 0.11 |
8 | Student learning process | 2.72 | 2.43 | 2.42 | 2.32 | 0.21 |
9 | Student teaching internship process | 2.71 | 2.27 | 2.31 | 2.27 | 0.84 |
10 | The process of evaluating training results and granting graduation certificates | 2.50 | 2.15 | 2.11 | 2.22 | 0.26 |
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11
Graduates | 1.42 | 1.41 | 1.38 | 1.46 | 0.65 |
Regarding the level of implementation, table 2.10 shows that management (2) The process of reviewing and updating CDR, training program, (3) The process of enrollment, (8) The learning process of students, (9) The process of pedagogical practice of students, (10) Evaluation of training results and granting of graduation certificates are assessed at the level of regular implementation with the average score assessed by both subjects in the range of 2.35<DTB≤3.00. Management (7) The teaching process of lecturers is assessed by both subjects at the level of occasional implementation with the average score assessed by each subject and the average score assessed by both subjects in the range of 1.67<DTB≤2.35. Management of (1) Customer needs identification process, (4) Human resource assurance process, (5) Facilities, equipment, and learning materials assurance process, (6) Financial preparation process, and (11) Graduate student management were assessed at the level of non-implementation significance, with the average score by both assessment subjects falling within the range of 1.00≤DTB≤1.67.
Regarding the level of meeting requirements, table 2.10 shows that management (3) Admission process is assessed at a significant level of meeting requirements with the average score assessed by both subjects in the range of 2.50<DTB≤3.25. Management (2) Process of reviewing and updating training standards, training programs, (4) Process of ensuring human resources, (7) Teaching process of lecturers, (8) Learning process of students, (9) Process of pedagogical practice of students, (10) Process of evaluating training results and granting graduation certificates are assessed by both subjects above at a level of not meeting requirements, needing improvements, with the average score in the range of 1.75<DTB≤2.50. Management (1) The process of determining customer needs, (5) The process of ensuring facilities, equipment, and learning materials, (6) The process of preparing finances, (11) The management of graduate students were assessed by both subjects as completely unsatisfactory, requiring remedial measures with the average score assessed by (1) managers, (2) teachers, and CVs being in the range of 1.00 < Average score ≤ 1.75. In addition, to have another independent comparison channel, the author also surveyed the evaluation of (3) students on these 11 factors. The results obtained were similar to the survey results for 02 subjects (1) managers and (2) teachers, students, specifically: management
(3) The admission process is evaluated at the level of significance meeting the requirements with the average score
The average score is in the range of 2.50<Average score≤3.25. Management (2) The process of reviewing and updating the training program, (4) The process of ensuring human resources, (7) The teaching process of lecturers, (8) The learning process of students, (9) The process of pedagogical practice of students, (10) The process of evaluating training results and granting graduation certificates is assessed as not meeting the requirements, needing to make improvements, with the average score in the range of 1.75<Average score≤2.50. Management (1) The process of determining customer needs, (5) The process of ensuring facilities, equipment, and learning materials, (6) The process of preparing finances, (11) Graduates are assessed as not meeting the requirements at all, needing to take remedial measures with the average score in the range of 1.00<Average score≤1.75. The results of the analysis using the One-Way ANOVA method at the 95% level gave sig>0.05, which means there is no statistical difference between the survey subjects.
In addition, table 2.10 also shows the management of (2) The process of reviewing and updating the curriculum, (8) The learning process of students, (9) The process of teaching practice of students,
(10) The process of evaluating training results and granting graduation certificates is regularly carried out by the Head of the Training Management Unit but still does not meet requirements.
Thus, the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education has achieved certain successes such as organizing regular PDCA practices in managing (2) The process of reviewing and updating training programs and curriculum, (3) The enrollment process, (8) The learning process of students, (9) The process of student pedagogical practice, (10) The process of evaluating training results and granting graduation certificates, but the results are only for management (3) The enrollment process meets the requirements, the management of the remaining factors do not meet the requirements, need to be improved or need to have remedial measures.
2.5. Current status of factors affecting high school teacher training management according to the Total Quality Management approach at Ho Chi Minh City University of Education
The current status of factors affecting the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education is determined as in Table 2.11.
Table 2.11. Current status of factors affecting the management of high school teachers according to TQM approach at Ho Chi Minh City University of Education
STT
Impact factors | Object | Promote (%) | Obstruction (%) | |||||
No push push | Less push push | Promote | No obstruction return | Less resistance return | Hinder | |||
1 | Identify customers and customer needs | CBQL | 00.0 | 40.0 | 60.0 | 10.0 | 33.3 | 56.7 |
GV, CV | 00.0 | 30.0 | 70.0 | 07.5 | 20.0 | 72.5 | ||
SV | 06.7 | 38.3 | 55.0 | 05.8 | 36.7 | 57.5 | ||
2 | Leadership and strategy | CBQL | 00.0 | 33.3 | 67.7 | 06.7 | 33.3 | 60.0 |
GV, CV | 00.0 | 07.5 | 92.5 | 12.5 | 07.5 | 80.0 | ||
SV | 00.0 | 40.0 | 60.0 | 02.5 | 38.3 | 59.2 | ||
3 | Quality culture | CBQL | 0.0 | 36.7 | 63.3 | 3.3 | 36.7 | 70.0 |
GV, CV | 0.0 | 20.0 | 80.0 | 0.0 | 17.5 | 82.5 | ||
SV | 0.0 | 33.3 | 66.7 | 0.0 | 43.3 | 56.7 | ||
2.5.1. The current status of the impact of customer identification factors and customer needs
Table 2.11 shows that all (1) managers, (2) lecturers, specialists and (3) students believe that the factor of identifying customers and customer needs has both a promoting and hindering impact on the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education, specifically: (1) 60% of managers believe that identifying customers and customer needs has a promoting impact on the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education and 56.7% believe that it has a hindering impact; (2) 70% of lecturers and specialists believe that identifying customers and customer needs has a promoting impact on the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education and 72.5% believe that it has a hindering impact; (3) 55% of students believe that identifying customers and customer needs has an impact on promoting the TQM approach to GVTHPT training at Ho Chi Minh City University of Education and 57.5% believe that it has an impact on hindering it. This is understandable because if the school correctly identifies the customer objects and identifies the customer needs, then establishing an indicator system for the training process and customer-oriented training management will strongly promote and ensure the success of TQM training management; otherwise, incorrectly identifying customers and not correctly
Customer needs will lead to failure to meet customer needs in TQM approach.
In addition, the impact of the new general education program and the new professional standards for general teachers also have a great impact on the training and management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education. This is the need of the highest level of state management (the need of a type of customer). From the needs of this management level, it will change the needs of direct employers, the needs of students so that graduates of high school teacher training programs must ensure at least the basic requirements of professional standards and teach the new general education program. Therefore, identifying customers and customer needs has a promoting and hindering impact on the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education.
2.5.2. The current status of the impact of leadership and strategy factors
Table 2.11 shows that all (1) managers, (2) lecturers, specialists and (3) students believe that leadership and strategy have parallel impacts (both promoting and hindering) on the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education, specifically: (1) 67.7% of managers believe that leadership and strategy have promoting impacts and 60.0% believe that they have hindering impacts; (2) 92.5% of lecturers and specialists believe that identifying customers and customer needs has promoting impacts and 80.0% believe that they have hindering impacts; (3) 60% of students believe that they have promoting impacts and 59.2% believe that they have hindering impacts.
Leadership and strategy take the determination of the school's mission, vision, and core values as the basis for building and promulgating quality policies, school development strategic plans, and other action plans as well as the TQM approach to input, process, and output. Therefore, leadership and strategy factors have a positive impact on training management if the elements of leadership and strategy are strongly promoted in the organization. On the contrary, leadership and strategy will hinder the school's training management.
2.5.3. The current status of the impact of quality culture factors
Table 2.11 shows that all (1) managers, (2) lecturers, specialists and (3) students believe that the quality culture factor has a parallel impact (both promoting and hindering) on the quality management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education, specifically: (1) 63.3% of managers believe that leadership and strategy have a promoting impact and 70.0% believe that it has a hindering impact; (2) 80.0% of lecturers and specialists believe that identifying customers and customer needs has a promoting impact and 82.5% believe that it has a hindering impact; (3) 66.7% of students believe that it has a promoting impact and 56.7% believe that it has a hindering impact. TQM is successfully implemented in schools when the quality culture of the school is the factor that promotes all activities of the school. The current status of the quality management system at Ho Chi Minh City University of Education is assessed to both promote and hinder the management of high school teachers according to the TQM approach at the school. This allows us to conclude that the quality management system of the school does not meet the requirements and needs to continue to be improved.
2.6. Evaluation of the current status of training and management of high school teachers according to the Total Quality Management approach at Ho Chi Minh City University of Education
2.6.1. General assessment
The survey results of the current situation of training and management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education show that the school has initially implemented the management of high school teachers according to the TQM approach by organizing management according to the Deming PDCA circle.
Regarding the current status of factors for high school teacher training, the factors (2) Review and adjustment of training standards and training programs, (3) Admission process, (7) Teaching process of lecturers, (9) Student pedagogical practice process, (10) Evaluation of training results and granting of graduation certificates meet requirements; factors (1) Process of determining customer needs; (4) Process of ensuring human resources for training; (5) Process of ensuring facilities, equipment, and learning materials for training; (6) Process of preparing finances for training; (8) Student learning process does not meet requirements, needs to be improved and factor (11) Graduates do not completely meet requirements, needs to be remedied.
Regarding the current status of high school teacher training management according to TQM approach at Ho Chi Minh City University of Education, the Heads of training management units have initially practiced PDCA in management, however, the
PDCA practice is not consistent and regular in each activity of the PDCA circle for all management factors. Overall assessment, all activities in the Deming circle (P1, P2, D1, D2, C, A) are assessed at the occasional level and do not meet requirements. At the same time, the level of implementation according to PDCA of each factor is also not uniform as factors (2) Process of reviewing and adjusting CDR, training program;
(3) Admission process; (8) Student learning process; (9) Pedagogical internship process; (10) The process of evaluating training results and granting graduation certificates is assessed to practice PDCA regularly, but there are still some factors that have not practiced PDCA in management regularly such as (7) The teaching process of lecturers; there are even processes that have not practiced PDCA in management such as: (1) Managing the process of determining customer needs; (4) The process of preparing human resources for training; (5) The process of ensuring training facilities and equipment, (6) The process of ensuring finance; (11) Graduates. Therefore, the management results have not met the requirements, specifically, the level of PDCA practice in the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education is only (3) Admission process meets the requirements; The remaining factors are either not yet satisfactory or completely unsatisfactory.
2.6.2. Strengths
The school has implemented PDCA practice in the management of high school teachers according to the TQM approach and has initially achieved certain successes. Specifically, PDCA practice has been regularly implemented in the management of the following factors: (2) Review and adjustment of training standards and training programs; (3) Admission process; (8) Student learning process; (9) Pedagogical internship process; (10) Evaluation of training results and graduation certificate issuance. In which, PDCA practice in managing factor (3) Admission process meets requirements.
2.6.3. Weaknesses
Firstly, PDCA practice in the management of high school teachers at Ho Chi Minh City University of Education is still fragmented, unsystematic, not implemented regularly and the results do not meet the requirements in most factors.