Current Status of Management of Professional Development Activities for Teachers

Subjects; Observing and checking educational activities; Checking professional records; Building an educational environment for children; Teachers have enough equipment and lesson plans; Creating opportunities for children to learn and experience; and the above contents have achieved very high results (Average = 3.9). Thus, it can be seen that the Board of Directors has correctly recognized the role of teachers because the teaching staff is the one who directly carries out the task of educating children and building the school, and is the one who plays a decisive role in the quality of the school. In addition, it is still necessary to provide specific guidance to teachers so that they can grasp the educational system and methods because in this content, the level of achievement has only reached a fair level (Average = 3.8). Table 2.7 also shows that, in general, teachers have not applied much information technology in their lessons (Average = 3.7). There are even some teachers who, due to many circumstances, are not yet proficient in using information technology. This is an issue that needs to be encouraged and motivated to improve the quality of children's education.

2.4.5. Current status of management of professional training activities for teachers

Table 2.8. Management of professional development activities for teachers

Content	Result
Content	Average	DLC	TH
1	Focus on training knowledge and skills	3.8	0.48	3
2	Professional activities, class observation, teaching conferences.	4	0	1
3	Organize competitions for excellent teachers and write business initiatives test	4	0	1
4	Focused thematic activities	3.8	0.47	3
5	Create conditions for teachers to attend professional training classes subject	4	0	1
6	Encourage teachers to self-study and self-improvement	3.5	0.71	5
7	Organize study tours	3.6	0.68	4
8	Provide reference materials for teachers	3.6	0.69	4
9	Check professional practice	3.9	0.29	2
Average score		3.8

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Studying Table 2.8 shows that: The average score of the entire scale is 3.8. This proves that the majority of the research subjects rated the level of implementation of professional training management content for teachers of public preschools in Soc Trang city at the level of "Good".

It can be said that many measures to improve the professional skills of the principal's teaching staff have had an impact on the quality and effectiveness of educating children. Some contents are regularly assessed at a high level such as: organizing competitions for excellent teachers, creating conditions for teachers to attend training courses, organizing professional activities, observing classes, and teaching conferences with very high results (GPA = 4); focusing on improving knowledge and skills for teachers; implementing focused topics; checking professional practice, the assessment results are relatively good, at a fairly good level: GPA = 3.8->3.9. The implementation results also show that most of the opinions assessing the implementation of professional training contents for teachers are quite good. However, there are measures to encourage teachers to self-study and self-improve their expertise; Organizing for teachers to go on study tours and learn from experience and providing reference materials, self-study, and training for teachers has the lowest assessment level compared to other measures: GPA = 3.5-> 3.6.

2.4.6. Current status of management of facilities supporting educational activities

Table 2.9. Management of facilities supporting educational activities

Content	Result
Content	Average	DLC	TH
1	Instructions for exploitation, use and preservation of facilities	3.9	0.26	2
2	Assignment of asset management and use	4	0.11	1
3	Purchase teaching aids and toys.	3.9	0.28	2
4	Upgrade and repair facilities	3.9	0.30	2

Content	Result
Content	Average	DLC	TH
5	Periodic and ad hoc asset inventory	3.9	0.24	2
6	Support teachers in making teaching aids	3.8	0.43	3
7	Modern vehicle purchase	3.6	0.66	4
Average score		3.8

Survey table 2.9 shows: The average score of the entire scale is 3.8. This shows that the majority of the research subjects rated the level of implementation of the content of managing facilities to support educational activities in public kindergartens in Soc Trang city at the level of "Good". In which, content 2 was highly appreciated (Average score = 4), the school pays great attention to the facilities to serve the learning process of children because the facilities of each class are all the material and technical means equipped by the school to educate children. Each teacher is responsible for managing the facilities of the class and children's belongings well, raising awareness of saving, strictly implementing the school's regulations on asset management. At the same time, the contents: Instructions on exploiting, using and preserving facilities; Purchasing teaching aids and toys; Periodic and ad hoc asset inventory; Upgrading and repairing facilities are also carried out in parallel and very specifically (Average = 3.9). Facilities management aims to achieve the goal of building, preserving and effectively using facilities in the process of caring for and educating children. Teachers must have a specific management plan and responsibility. Periodically inventory assets according to school regulations. Report promptly when assets are lost, damaged, or need to be replaced. However, there is also a great need for more investment in purchasing new and more modern teaching aids. Comments show that in content 7, schools are still not doing well, the level is still low (Average = 3.6). Some schools actively promote socialization work.

education, mobilizing parents to support, investing in facilities, purchasing tables, chairs, toys and equipment for schools and classes, especially audio-visual equipment: televisions, DVD players, cassettes, etc., thereby creating conditions for implementing the new preschool education program, ensuring the improvement of the educational environment for children.

2.4.7. Current status of inspection and evaluation of educational performance results

Table 2.10. Management of inspection and evaluation of educational activities

Content	Result
Content	Average	DLC	TH
1	Check the implementation of the plan content	3.8	0.47	2
2	Check lesson plans and class times	3.9	0.30	1
3	Check teaching activities	3.9	0.37	1
4	Subject test	3.9	0.26	1
5	Check the pedagogical activities of teachers and organizations Expertise	3.8	0.48	2
6	Check, monitor self-study, self-improvement of professional skills	3.4	0.67	3
7	Check classroom facilities and assets	3.9	0.30	1
8	Evaluation of educational outcomes	3.9	029	1
Average score		3.8

The survey results in Table 2.10 show that: The average score of the entire scale is equal to

3.8. This shows that the majority of the research subjects rated the level of implementation of the content of inspection and assessment of educational activities in public kindergartens in Soc Trang city at the level of "Good". Through the survey, the level of regular implementation was high, focusing on the content of checking teachers' lesson plans and class hours; checking educational activities; checking specialized topics and checking facilities and class group assets. Average = 3.9. The assessment of educational results and the level of regular implementation achieved very good results (Average = 3.9). In addition, the measure of checking teachers' pedagogical activities

The level of regular achievement of teachers and professional groups is lower: Average = 3.8. The table also shows that the measures to check professional activities are all assessed at a good and excellent level. However, the assessment of teachers' self-study and self-improvement is still limited, with average assessment: Average = 3.4; this affects the efforts and attempts to improve teachers' professional qualifications.

2.5. General comments on the current status of educational management activities in public kindergartens in Soc Trang city

Table 2.11. Current status of educational management activities

Factors	Average	TH
1	Planning educational activities	3.6	4
2	Management of educational goals	3.7	3
3	Managing children's educational activities	3.7	3
4	Manage teacher classroom activities	3.8	2
5	Professional development management for teachers	3.9	1
6	Management of facilities supporting educational activities	3.8	2
7	Management of inspection and evaluation of educational activities	3.8	2

Analyzing the data in the table above, we make the following comments: The current status of educational management in public preschools in Soc Trang city is assessed by the research subjects at the level of "Good". In particular, some management contents are assessed to have been implemented at a higher level of "Good" than other management contents, namely: Management of children's educational content; Management of teachers' classroom activities; Management of professional training for teachers; Management of facilities supporting educational activities. This result is a positive sign. Most principals have a correct understanding of their roles and responsibilities in managing educational activities in preschools. Therefore, it has helped them achieve good results in the management process.

In addition, there is a content "Planning educational activities" although the majority of research subjects also assessed that it was well implemented, however, this content has the lowest GPA = 3.6 among all management contents that the topic surveyed. This is a point that needs attention for management subjects at public kindergartens in Soc Trang city.

2.6. Current status of factors affecting the management of educational activities in public kindergartens in Soc Trang city

Table 2.12. Factors affecting educational management

Level Factors	Very influential %	Affect %	Little impact %	No effect %
1	Qualifications and management capacity of the Principal	93	5	2
2	Competence of the Head of the professional team	68	21	11
3	Teacher's capacity and level of awareness	86	11	3
4	State directives education and training industry	79	21
5	School facilities	94	6

Through the above table, we can see that there are many factors affecting the management of educational activities in public kindergartens in Soc Trang city, in which the most influential factor is: School facilities with 94% of opinions saying it is very influential, 6% of opinions saying it is influential, no opinions saying it is little influential and no opinions saying it is not influential. Next is the factor of teachers' capacity and awareness level with 86% of opinions saying it is very influential, 11% saying it is influential, 3% saying it is little influential, no opinions saying it is not influential. Factor 1 on the level and management capacity of the Principal with 93% of opinions saying it is very influential, 5%

2% said it had some influence, 2% said it had little influence, and no opinion said it had no influence. The remaining factors, although rated as having less influence, also accounted for an average of 64% to 68% of opinions.

In short, there are many factors affecting the management of educational activities in public kindergartens in Soc Trang city, from factors related to the management subject, to the management object, to the management environment. To improve the quality of educational management in public kindergartens in Soc Trang city, it is necessary to have measures to overcome the influence of these factors.

Chapter 2 Summary

The current status of educational management in public preschools in Soc Trang city was assessed by the research subjects to have been implemented at a "Good" level. In particular, some management contents were assessed to have been implemented at a "Good" level higher than other management contents, namely: Management of children's educational content; Management of teachers' classroom activities; Management of professional training for teachers; Management of facilities supporting educational activities. The average score of these management contents = 3.8->3.9, reaching the "Good" implementation level. However, the management content "Planning educational activities" although also assessed by the majority of the research subjects to have been implemented well, had the lowest average score = 3.6 among all the management contents that the topic surveyed. This is a point that needs attention for management subjects in public preschools in Soc Trang city.

The thesis also analyzes the current status of factors affecting the management of educational activities in public kindergartens in Soc Trang city. The results show that there are many factors affecting the management of these activities, however, some factors have more influence than others, such as: School facilities; Teachers' capacity and awareness; Principal's management capacity and ability.

The results of this practical research help the author of the thesis to propose specific and detailed measures to manage educational activities in public preschools, meet the requirements of the education sector, and improve the quality of teaching and learning.