Current Status of Management of Teaching Support Activities of School Principals

seriously so that students can correctly identify their learning tasks at school to help them become good children, good students, useful in the family, and useful to society. Therefore, the work of managing and educating students' learning activities needs to be organized and implemented more effectively.

2.3.4. Current status of management of teaching support activities of school principals

2.3.4.1. Current status of the number of measures to manage teaching support activities implemented by principals at secondary schools in Uong Bi city

In order to motivate teachers and students in the emulation movement "Teach well - Learn well", the Principal has directed the implementation of a number of measures to support teaching and learning activities in schools.

To survey the current status of the number of measures to manage other activities supporting teaching activities in secondary schools in Uong Bi city, we surveyed 12 managers and 60 teachers using questionnaires with the following results:

Table 2.20: Evaluation results of teachers and staff of secondary schools on the number of measures implemented to manage activities supporting teaching activities

QL measures

Perform ( %)

CBQL

Have

Are not

Have

Are not

Directing teachers and staff to innovate management work to improve

quality of teaching

100

Directing teachers and staff to actively advise on building national standard secondary schools, building facilities, and purchasing equipment.

Purchase modern and synchronous DH equipment.

100

Manage the coordination of educational forces well.

in educating students' spirit, motivation, learning attitude and managing students' learning discipline well.

100

86.7

13.3

Regularly organize training to improve qualifications

skills for teachers

100

Manage the organization and activities of professional groups,

Improve the quality of professional group meetings

100

Maybe you are interested!

Result:

100% of school managers answered that they used it.

For teachers, 13.3% of respondents have not implemented the measure "Managing the coordination of educational forces in educating students' spirit, motivation, and learning attitudes and managing students' learning habits" . During the survey, we interviewed and all the interviewees agreed that the above measures are very necessary to support and improve the effectiveness of teaching and learning activities.

Thus, the school has actively used management measures for some professional activities to support teaching and learning activities. However, some measures are not implemented regularly or are not effective, so some teachers asked do not know. Therefore, the measures that are not implemented regularly need to be better directed.

2.3.4.2. Current status of the quality of management of teaching support activities implemented by principals at secondary schools in Uong Bi city

To assess the current status of the quality of implementation of the management of teaching support activities of the HT in secondary schools in Uong Bi city. We conducted a survey using a questionnaire with 3 levels of closed questions: Good, Normal, Not good for 72 teachers and staff in secondary schools. Each answer of Good is counted as 3 points, Normal is 2 points, Not good is 1 point. The survey results are as follows:

Table 2.21: Evaluation results of teachers and staff of secondary schools on the quality of implementing management measures for activities supporting teaching and learning activities

Management measures

Number of people

ask

Quality

perform

Total score

Rank

Good

Jar

often

Not yet

Good

Directing teachers and staff to innovate

management to improve teaching quality.

164

2.28

Directing teachers and staff to actively advise on building national standard secondary schools, building facilities, and purchasing equipment.

Modern, synchronous DH

155

2.15

Management of coordination work between educational forces in educating students' spirit, motivation, and learning attitude and management

good study habits of students

172

2.39

Regularly organize training to improve manual skills

profession for teachers

142

1.97

Manage the organization and routine of professional groups and teams, improve the quality of group meetings,

professional group

182

2.53

Total

815

2.26

Comment:

The quality of management of professional activities supporting teaching and learning activities of secondary school teachers is assessed as being implemented at a normal level with an average score of X = 2.26, in which the best implementation measure is "Managing the discipline of professional groups and teams, improving the quality of professional group and team meetings" with an average score of X = 2.53 (ranked 1).

The remaining measures were all assessed as being implemented at a normal level with an average score from 1.97 to 2.39. The measure assessed as being implemented at the weakest level was "Regularly organizing training to improve teachers' professional skills " , with an average score of X = 1.97, ranked 5th.

Innovation in management work is one of the key tasks of recent school years. The education sector has directed each school to actively innovate management work to improve the overall quality of education, especially the quality of teaching. However, there are still many shortcomings in management work in schools. Senior managers mainly manage by experience and are afraid of change. Young managers lack management experience and their management and direction effectiveness is not high. Therefore, education management levels need to pay more attention to measures to train school managers, especially professional training before and after appointment.

Besides, many schools still have difficulties in having inadequate or degraded teaching equipment, and purchasing modern equipment such as projectors, computers, etc. is still difficult due to lack of funds.

The socialization of education in creating a favorable environment for students to study, in participating in the management of students' learning habits in Uong Bi city has now had certain successes. All communes, wards and some villages, residential areas, and clans have established a scholarship fund to reward students with high academic achievements. Many localities have built a competitive movement among families investing in their children's education, considering their children's academic achievements, especially being admitted to university, as the honor and pride of the family and clan. However, the construction of a healthy environment for student education is still limited. Around some schools, there are many Billiard, Electronic, and Internet shops that affect students' learning. The coordination between schools and party committees, authorities, and mass organizations in the management of students' learning habits is still limited, the situation of students being too busy playing and dropping out of school is present in every locality.

Schools have actively implemented measures to improve the capacity of teachers. There are many high-quality measures, but there are also some that are not implemented well. Interviewing some managers, we learned that measures to improve IT knowledge and computer skills of managers and teachers are still limited, especially training for managers and teachers with many years of experience. Every year, schools have plans to invest in building computer classrooms, instructing teachers to self-study IT, and instructing them to prepare lessons on computers. Most young teachers self-study and quickly approach it, but managers and teachers aged 40 and over still have difficulty accessing IT knowledge and applying IT software to management and teaching.

Recognizing the role of professional groups in improving the quality of teaching activities in schools, each school year, schools have carried out the work of perfecting the organization of professional groups, training professional group leaders and managers on the functions, roles and tasks of professional groups as stipulated in the charter of secondary schools, innovating and improving the quality of professional activities, so professional activities in all schools such as teaching conferences, writing experience initiatives... are organized and maintained annually as emulation movements among the city's teaching staff. However, the quality of professional group activities in some units is still limited, some professional group leaders are old so they are afraid of innovation, afraid of collision, some principals have not paid due attention to the role of professional groups, many professional activities are mainly meetings for review and review, with little attention to discussion and exchange on expertise.

2.4. Successes, limitations and causes in the management of teaching activities according to the VNEN model by principals of secondary schools in Uong Bi city, Quang Ninh province

2.4.1. Successes and causes

2.4.1.1. Successes

- Principals of Uong Bi city secondary schools have implemented a system of synchronous measures to manage teaching activities for secondary school teachers.

The method has affected all elements of the teaching process, making teaching activities of teachers and students more disciplined and teaching quality improved.

- The Principals of Secondary Schools all have a correct understanding of the necessity of measures to manage teaching activities in secondary schools and seriously implement the proposed management measures.

2.4.1.2. Reasons for success

Through practical research of survey results and direct discussions with managers and teachers in schools, we can point out the following main reasons:

- Management of the Department of Education and Training of Uong Bi city:

The Department of Education and Training has a team of leaders and experts who are united, have solid professional qualifications, are dedicated to the cause of education and training, and are prestigious with schools and the people.

The direction, inspection and supervision of the Department of Education and Training on the management of teaching activities of the school has had many positive measures to improve the capacity of the management staff, improve the professional skills of teachers, teaching methods and supplement knowledge to serve the work of teaching innovation, educational innovation in secondary schools. The Department of Education and Training has also paid attention to the professional guidance for schools and supported teaching facilities and equipment for some schools.

Leaders and experts of the Department of Education and Training always improve their own management capacity by actively participating in management training courses, studying documents, learning management experiences from other units; listening to opinions of managers, teachers, students and parents to adjust the limitations in management work, especially in management of teaching activities.

The Department of Education and Training has paid attention to fully implementing policies for managers and teachers; directed the good implementation of democratic regulations in schools;

Center for training of managers and teachers in schools on political qualities and improving professional qualifications.

- Management and teaching staff:

Uong Bi City Secondary Schools have a team of enthusiastic, responsible managers with solid management qualifications and prestige among teachers. They are an extension of the Department of Education and Training in management work down to schools.

Uong Bi City Secondary Schools have a team of enthusiastic, united, dedicated teachers. Many teachers have high professional qualifications, pedagogical experience, and a will to improve.

In general, the teaching staff has a high sense of responsibility and is serious in implementing measures to manage teaching activities for teachers.

2.4.2. Limitations and causes

2.4.2.1. Limitations

- Although the system of measures to manage teaching activities of secondary schools in Uong Bi city has been implemented quite synchronously and richly, in general the quality of implementation is not high, only reaching the average level.

- Not regularly checking and monitoring the situation of lesson preparation, building professional records; implementing programs, evaluating teaching results. Teachers and principals still lack management measures to improve the capacity of the teaching staff within the scope of schools in the city.

- Measures to control

work

Management of facilities and equipment of the University

regularly but not very effective. Investment in building standard subject classrooms and multi-purpose classrooms is still slow, teachers' exploitation of existing equipment and supplies is still limited.

- Work

knife

Innovation in teaching methods has achieved some results.

Initially, it was still a movement, not regular and continuous, did not set out requirements for innovation for each type of lesson, each student group, the form of learning organization was not diverse, and the effectiveness was not high.

Coordination of education between school, family and society has not received due attention.

level. Socialization work only focuses on mobilizing contributions from parents of students, paying little attention to discussing educational methods and teaching.

- Inspection and professional examination work in schools to classify, assist teachers, provide training and detect deviations in the implementation of teachers' professional work is not regular and commensurate with practical requirements.

- The management of activities to foster students' self-study ability is still limited and has not been effective.

attracted a large number of teachers and students to participate, a striving in learning.

number of students are not active and self-conscious

- Application of information technology in teaching and learning management is not really effective.

2.4.2.2. Causes of limitations

The requirements for school managers are increasingly high, but the policies and regulations are slow to adjust and are not really reasonable; the number of jobs is large, the scope of management is wide, requiring them to have relatively high management and professional qualifications, but the treatment is limited, so transferring good managers and teachers from one school to another is very difficult.

Because school managers carry out school management work based on their own experience and that of their colleagues, which they have drawn and summarized in school management practice, they do not fully understand the scientific theory of management and management methods, so the management efficiency is not high, especially in the management of teaching activities, and the use of management measures is not consistent.

The awareness of the teaching staff about their position and role in the new period is not high, so the implementation of measures to manage teaching activities for teachers is still limited, especially in innovating teaching methods.

Although the team is sufficient in quantity, its structure is not uniform, lacks variety, quality is not strong, and lacks key staff.