7
The board of directors manages the coordination. between the Youth Union and agencies and organizations outside of school | 2.62 | 62 | 2.56 | 57 | 0.570 | |
8 | The board of directors manages the inspection work. Youth Union inspection and evaluation | 2.55 | 60.0 | 2.54 | 56.3 | 0.596 |
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Through data table 2.15, it shows:
In this form, the management contents mentioned in the study, the evaluation opinions of managers and teachers, they all said that the Board of Directors regularly manages this form. Specifically, the average values and the percentage of opinions in the two columns of implementation and response levels are at a high level: the average values range from 2.46 to 62%; the highest percentage of opinions is 62% and the lowest is 50%. Testing the correlation coefficient between the implementation level and the response level of the two management contents, shows that there is a correlation at the 1% significance level, the correlation value is at the average level and relatively tight.
The results of interviews on the management and direction of the school with the Youth Union organization participating in GTS education for youth union members show that school leaders direct the school's Youth Union to develop plans to organize many activities to attract youth union members to participate in integrating GTS education content for students, and organize and implement the plan. Inspection and evaluation work is carried out relatively regularly. However, the time spent on these activities is still limited. (Opinions of CBQL1,3,4.5.6.7.8.9).
In summary, through the analysis results, the Board of Directors of Binh Tan District High Schools has regularly organized and managed the GDGTS activities integrated into the activities of the Youth Union, but only partially met the requirements.
2.4.6. Current status of management of integrating GDGTS content for students into extracurricular activities at high schools in Binh Tan district
The survey results on the implementation level and response level of the management of integrating GDGTS content into extracurricular activities for students at high schools in Binh Tan district are presented in the following table:
Table 2.16. Implementation level and response level of management of integrating vocational education for students into extracurricular activities
TT
Contents of integrating GDGTS for students into extracurricular activities | Level perform | Level response | Pearson correlation | |||
(X) | TX (%) | (X) | Yes YC (%) | |||
1 | Board of Directors planning management extracurricular activities of teachers | 2.52 | 55.0 | 2.54 | 56.3 | 0.729 |
2 | The board of directors manages the organization and implementation of extracurricular activities. teacher's class | 2.46 | 50.0 | 2.50 | 53.8 | 0.443 |
3 | The board of directors manages the coordination. between the teacher in charge of extracurricular activities and the homeroom teacher | 2.65 | 65 | 2.66 | 66 | 0.624 |
4 | The principal manages the coordination between teachers in charge of extracurricular activities. class time with subject teacher | 2.38 | 38 | 2.38 | 39 | 0.104 |
5 | The Board of Directors manages the coordination between teachers in charge of extracurricular activities and Youth Union cadres. year | 2.69 | 69 | 2.65 | 65 | 0.233 |
6 | The board of directors manages the coordination between teachers in charge of extracurricular activities and mass organizations. in school | 2.36 | 37 | 2.33 | 34 | 0.412 |
7 | The Board of Directors manages the inspection and evaluation of teachers in charge of activities. extracurricular activities | 2.47 | 50.0 | 2.51 | 55.0 | 0.622 |
Through data table 2.16, it shows:
The results of the subjects' evaluation of integrating GDGTS for students into extracurricular activities show that the Board of Directors manages this activity regularly and meets the requirements, shown in the values of the two columns of frequency and response, with the average value from 2.33 to 2.69 and the percentage of opinions at these two levels ranging from 34% to 69%. Testing the correlation coefficient between the level of implementation and the level of response of the two management contents shows that there is a correlation at the 1% significance level, however the correlation value is only at the average level and relatively tight.
The interview results on teacher management integrating life values education activities into the content of NGLL educational activities show that the contents that the school's Board of Directors has managed in GTS educational activities integrated into NGLL educational activities are planning, implementing the plan, and checking and evaluating. Specifically, the school's Board of Directors assigns teachers to participate in activities, prepare lessons according to the topics of NGLL educational activities and conduct them according to the assigned schedule, evaluate the quality of content, methods, and forms of organization. However, schools do not have evaluation criteria and do not regularly observe and evaluate the quality of teachers' activities, so the effectiveness of activity management is not high . (Opinions of managers 2,3,4,5,6,7).
In summary, through the analysis results, the Board of Directors of Binh Tan District High Schools has regularly organized and managed vocational education activities integrated into extracurricular activities and met the requirements.
2.5. Current status of factors affecting the management of life values education activities for students at high schools in Binh Tan district
Table 2.17. Factors facilitating and causing difficulties in managing GDGTS activities
TT
Factors | Favorable | Hard | |||
|
(X) | % more favorable |
(X) | % hard much | ||
1 | Awareness of the education force | 3.00 | 40 | 2.88 | 37 |
2
Capacity of teachers and Youth Union officials Adolescent | 3.45 | 53 | 2.13 | 13 | |
3 | Psychological characteristics of students | 3.16 | 35 | 2.17 | 10 |
4 | Coordination between the internal education forces in school | 3.35 | 46 | 1.99 | 07 |
5 | Conditions, facilities in the house school | 2.88 | 35 | 2.96 | 37 |
6 | Education Management Agency | 3.16 | 40 | 1.89 | 06 |
7 | Parents of students | 2.95 | 31 | 2.13 | 13 |
8 | Social environment outside the home school | 2.93 | 20 | 1.89 | 29 |
9 | The relationship between students and their people outside the family and school | 2.84 | 26 | 2.89 | 39 |
Through table 2.17, it shows:
The awareness of educational forces and parents are two factors that facilitate and cause difficulties at a moderate level with the average scores of 3.00 and 2.88, respectively.
The capacity of teachers and Youth Union cadres is the most favorable factor among the nine factors affecting the management of life value education activities for students, but the level of difficulty is only moderate.
The psychological characteristics of students are factors that do not create many advantages (Average score: 3.16) nor cause many difficulties (Average score: 2.17) for the management of this activity.
The coordination between educational forces within the school is a factor that creates many advantages besides the capacity of teachers and Youth Union officials. However, this factor rarely causes difficulties for the management of educational activities for students.
School conditions and facilities are the most difficult factors among the factors affecting the GPA of 2.96.
The educational management agency and the social environment outside the school are two factors that facilitate the management of educational activities at a moderate level, and cause difficulties for management at a low level.
The relationship between students and people outside the family and school is the second most difficult factor after school conditions and facilities, creating moderate facilitation.
In terms of advantages , of the 9 factors listed in the table, there are 7 factors that create moderate advantages, including: Awareness of the education force, psychological characteristics of students, conditions and facilities in the school, education management agencies, parents of students, social environment outside the school and relationships between students and people outside the family and school . Meanwhile, the capacity of teachers and Youth Union cadres; the coordination between the education force inside the school are the two factors that create the most advantages for the management of education and training activities.
In general , in terms of difficulties , the majority of opinions of managers and teachers on the factors mentioned in the study, there are 6 factors that cause difficulties for management work at a low level. Particularly for the factors: Awareness of the education force, conditions and facilities in the school, and the relationship between students and people outside the family and school are the three factors that cause the most difficulties in managing education activities in high schools in Binh Tan district.
In summary, through the analysis of the results of factors affecting the activities and management of vocational education activities for students at high schools in Binh Tan district, it shows that the factors mentioned in the study have had an impact on this activity. However, the level of influence on advantages is only moderate and on difficulties is only low. The three most favorable factors are the capacity of teachers and Youth Union officials; the coordination between the educational force inside the school and the educational management agency . The awareness of the educational force, the conditions and facilities in the school and the relationship between students and people outside the family and school are the three most difficult factors for vocational education activities for students.
2.6. General assessment of the current status of management of life values education activities for students at high schools in Binh Tan district
Through conducting a survey of the opinions of managers, teachers, and students on the current status of activities and management of vocational education activities for students at high schools in Binh Tan district, the author of the thesis can draw the following strengths and weaknesses:
2.6.1. Strengths
- The management of vocational education activities for students in Binh Tan district, Vinh Long province has received attention and been implemented relatively synchronously.
- Managers, teachers, parents and students of high schools in Binh Tan district have the right awareness of the purpose and meaning of civic education for high school students.
- High schools in Binh Tan district have actively organized many educational activities to orient, train and form in students many of the qualities mentioned in the study, in many different forms.
- The LLGD of the schools have quite often used teaching and educational methods suitable to the school's conditions and the characteristics of the students to improve the effectiveness of the school's GTS education to orient, train and form GTS for students. The school's GTS education activities are organized quite often by integrating them into subjects, homeroom activities, Youth Union activities and extracurricular activities. In particular, integration into class activities and Youth Union activities are carried out more frequently.
- Although functional rooms, teaching equipment, financial resources and time... only support occasionally and only partially meet the requirements, the school's Board of Directors has created conditions and actively supported the activities of GDGTS in the school.
2.6.2. Weaknesses
Besides the strengths in the activities of GDGTS for students, through the survey of the current situation, it shows that in high schools in Binh Tan district, there are still some weaknesses in this activity. Specifically as follows:
- LLGDs and students do not agree on the purpose and meaning of GDGTS. This is also an issue that needs to be noted and overcome in educational management.
- Although Binh Tan district high schools regularly organize educational activities to orient, train and develop GTS in students, they only meet part of the requirements.
- The schools' teaching staff have used teaching methods quite often, but the use of these methods only partially meets the needs of students.
- The survey results also show that the Board of Directors' support for conditions for vocational education activities is not regular and only partially meets the requirements.
- The school boards conduct inspections and assessments of vocational education activities only occasionally, without consistency between forms and only partially meeting requirements.
- Although high schools have relatively tight management of forms and coordination between educational institutions in vocational education activities for students in schools, it only meets part of the requirements and is not consistent.
2.6.3. Causes
* Objective reasons
- In the context of rapid socio-economic development, besides the achievements, its downside also has many negative issues, affecting the education of children at home and at school.
- During the teaching process, due to having to impart a relatively large amount of knowledge within a certain period of time, teachers have not arranged appropriate time for educational activities for students.
- Psychological changes of high school students.
- Most students come from rural areas, so they are shy, have little communication skills, and have limited ability to participate in extracurricular activities.
- In the difficult conditions of facilities, schools cannot regularly and effectively support conditions for vocational education activities for students, but mainly focus on teaching and learning activities.
* Subjective causes
- School boards have not really paid due attention to the management of vocational education activities, mainly focusing on organizing and managing the teaching of cultural subjects for students.
- The process of managing the work of vocational education is not clear, and a synchronous coordination mechanism has not been established between homeroom teachers, subject teachers and other organizations in the school. Coordination with educational forces outside the school is still lacking in initiative.
- Teachers have not been properly trained in teaching methods for vocational training, mainly practicing through personal experience. In addition, a number of teachers are not really interested in vocational training but only focus on imparting scientific knowledge of the subject, which has a significant impact on the management and organization of vocational training activities in schools.
- The Board of Directors has not paid much attention to the inspection, evaluation and management of the educational activities for students, and has not closely linked these activities with the work of rewarding and disciplining staff, teachers and students. All have only stopped at the form of integration in cultural subjects and some extracurricular activities, so the effectiveness of this work is not high.
- Many parents, because they spend a lot of time on work, pay little attention to orienting, forming and training their children's personality, but almost leave it to the school.