Current Status of Organizing and Implementing the Plan to Improve Teaching Capacity for High School Teachers in Meo Vac District, Ha Giang Province According to the Program

The results in table 2.8 show that:

The current status of planning to improve teaching capacity for high school teachers in Meo Vac district, Ha Giang province is assessed at an average level in terms of both implementation level and implementation effectiveness; There is an insignificant difference between the evaluation opinions of managers and teachers on this content with the average score of MĐTTH being 2.23 (managers) and 1.99 (teachers); Regarding implementation effectiveness, the average score of managers' evaluation opinions is 2.04, teachers are

1.89. It can be seen that managers tend to rate teachers higher in most aspects. Specifically:

The contents that were rated higher in terms of implementation by both managers and teachers were: Surveying the teaching capacity of high school teachers according to the new general education program (Managers: 2.55; Teachers: 2.23), Determining the form and method of training teaching capacity for high school teachers according to the new general education program (Managers: 2.55; Teachers: 2.07), Setting goals for training teaching capacity of high school teachers according to the new general education program (Managers: 2.44; Teachers: 2.07). These are also the contents that were rated higher than other contents in terms of implementation effectiveness, but only reached an average level. This result is completely appropriate because the development of a training plan must always be based on a survey of the actual capacity of teachers. The survey results will help managers determine the content, choose the form and method of training, and set appropriate training goals. The identification of training needs for high school teachers according to the new general education program was rated lowest in terms of implementation level (Manager: 2.0; Teacher: 2.03). When talking with teacher Tran B. T, Principal of Meo Vac High School with the question: "Teacher, please tell us whether all training courses are based on a survey of teachers' training needs?" , we learned that the identification of training needs was carried out, however, for some training courses, this work has not been carried out in practice. This is something that managers need to learn from for future training courses.

times to build future training plans.

In particular, the identification of resources that need to be mobilized to serve the work of fostering teaching capacity for high school teachers according to the new general education program has not been highly appreciated by managers and teachers in terms of both implementation level and implementation efficiency with an average score of training capacity (managers: 2.1; teachers: 1.8), and teaching efficiency (managers: 1.9; teachers: 1.7);

Next is the determination of requirements for reporters with the average of MĐTH (CBQL: 1.88; GV: 1.67) and HQTH (CBQL: 1.7; GV: 1.6). This result is completely appropriate because there are some plans to foster conditions and resources as prescribed by the conference regime. The selection of reporters is sometimes not as expected because the regulations on policies for reporters still have many shortcomings, not attracting good reporters and experts. These are the limitations that educational managers need to pay attention to in the process of planning to foster teaching capacity for high school teachers in Meo Vac district, Ha Giang province.

2.4.2. Current status of organizing and implementing the plan to improve teaching capacity for high school teachers in Meo Vac district, Ha Giang province according to the new general education program

To find out the current situation of organizing and implementing the plan to improve teaching capacity for high school teachers in Meo Vac district, Ha Giang province according to the new general education program, we used question number 8, appendix 1,2. The results are shown in table 2.9.

Table 2.9: Current status of organizing and implementing teaching capacity training for high school teachers according to the new general education program, Meo Vac district, Ha Giang province

Organizing training on teaching skills for high school teachers according to the new general education program, Meo Vac district, Ha Giang province	Level of implementation				Level of effectiveness
	CBQL		GV		CBQL		GV
	TD	Average	TD	Average	TD	Average	TD	Average
1	Survey on the need for training teaching capacity for school teachers High school according to the new general education program	19	2.1	108	2.03	17	1.88	103	1.9
2	Implement and guide the steps and processes for fostering teaching capacity for high school teachers according to the new general education program	20	2.2	115	2.16	18	2.0	111	2.09
3	Assign specific tasks to each member to foster their capacity. teaching according to the new general education program	21	2.33	118	2.2	20	2.2	116	2.18
4	Build a coordination mechanism between departments to implement training.	20	2.2	114	2.15	19	2.1	109	2.05
5	Organize and direct high school teachers to implement each capacity building content. teaching according to the new general education program	23	2.55	120	2.26	21	2.33	118	2.22
6	Mobilizing resources to implement policies for teachers and ensure ensure the conditions of training	19	2.1	105	1.98	18	2.0	100	1.9
7	Deploy inspection and draw experience on training results teaching force according to the new general education program	22	2.4	110	2.07	20	2.2	106	2
	Average		2.26		2.1		2.1		2.04

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The results of Table 2.9 show that the direction of implementing activities to foster teaching capacity for high school teachers only reached an average level in both MĐTTH and HQTH (MĐTTH: CBQL: 2.3; GV: 2.2; HQTH: 2.1; GV: 2.04). Considering each specific content, it shows that the direction of implementation is assessed at a higher level in terms of MĐTTH according to the assessment of CBQL: Organizing and directing high school teachers to implement each content of training teaching capacity according to the new general education program (CBQL: 2.55); Deploying the work of checking and drawing experience on the results of training teaching capacity according to the new general education program (CBQL: 2.4); Assigning specific tasks to each member of the team to foster teaching capacity according to the new general education program (CBQL: 2.33). The remaining contents were assessed by CBQL at an average level. However, none of the content was highly rated by teachers in terms of implementation level, with average scores ranging from 1.98-2.26.

Regarding the assessment of implementation effectiveness, it shows that: Both managers and teachers believe that the implementation instructions only reach an average level of effectiveness. The content with the lowest assessment of effectiveness is: Surveying the need to foster teaching capacity for high school teachers according to the new general education program (Managers: 1.88; Teachers: 1.9), Mobilizing resources to implement policies for teachers and ensuring training conditions (Managers: 2.0; Teachers: 1.9).

This result shows that although the management and direction of the implementation of training activities for teachers in Meo Vac district, Ha Giang province has been implemented, there are still many limitations, especially the issue of surveying the needs of teachers' training before training and mobilizing resources for training still has many difficulties.

The organization and implementation of the training plan has been well implemented in some contents, however, most of the contents are still only at an average level. In particular, there are two contents that have not been highly appreciated: Surveying the need to improve teaching capacity for high school teachers according to the new general education program, Mobilizing resources to implement policies for teachers and ensuring training conditions. This is the practical basis for proposing measures to manage training activities in chapter 3.

2.4.3. Current status of directing the implementation of the plan to improve teaching capacity for high school teachers in Meo Vac district, Ha Giang province according to the new general education program

To find out the current situation of directing the implementation of the plan to improve teaching capacity for high school teachers in Meo Vac district, Ha Giang province according to the new general education program, we used question number 10, appendix 1,2. The results are shown in table 2.10.

The results of Table 2.10 show that: The direction of training implementation has been carried out, but the implementation contents are not really consistent. Specifically:

The contents that both managers and teachers assessed at a very regular implementation level were: Directing the implementation of diversifying training forms and methods (Managers: 2.7; Teachers: 2.6); Directing the work of inspecting and supervising teachers' learning spirit and awareness of participating in training (Managers: 2.6; Teachers: 2.5), Directing the implementation of training in teaching capacity for high school teachers according to the new general education program with quality, efficiency and practicality (Managers: 2.4; Teachers: 2.23). The remaining contents were assessed at an average level; No content was at a low level.

Regarding implementation effectiveness, most of the contents were rated at an average level. Of which, the only content that was rated low in terms of effectiveness was: Directing the mobilization of resources for training (CBQL: 1.78; GV: 1.6). Talking with the management staff of Meo Vac High School, we learned that Meo Vac is a poor district of Ha Giang province. In recent years, although the Department of Education and Training has made great efforts in mobilizing resources for training, it has not achieved the expected results, especially financial resources. Therefore, the support policy for teachers participating in training is not satisfactory, the policy for reporters has not attracted good experts...

Thus, the training direction has been implemented quite well in most of the contents. However, there are still some contents that only achieve average results such as: Directing the assessment of training results, Directing the implementation of policies for teachers participating in training, Directing the improvement of capacity and sense of responsibility for reporters. In particular, the direction of mobilizing resources for training is only assessed at a low level.

Table 2.10: Current status of directing the implementation of training on teaching capacity for high school teachers in Meo Vac district, Ha Giang province according to the new general education program

Directing the implementation of training in teaching capacity for high school teachers according to the new general education program, Meo Vac district, Ha Giang province	Level of implementation				Level of effectiveness
	CBQL		GV		CBQL		GV
	TD	Average	TD	Average	TD	Average	TD	Average
1	Directing the implementation of teaching capacity training for high school teachers according to New general education program is quality, effective and practical.	22	2.4	118	2.23	21	2.3	113	2.1
2	Directing to improve capacity and sense of responsibility for reporters	19	2.1	105	1.98	18	2.0	101	1.9
3	Directing the implementation of diversifying training forms and methods	24	2.7	138	2.6	22	2.4	126	2.37
4	Directing to ensure conditions for implementing training work	20	2.2	114	2.15	18	2.0	109	2.05
5	Directing the work of inspecting and supervising learning spirit and awareness of participation in training. teacher training	23	2.6	130	2.45	21	2.3	118	2.23
6	Directing the evaluation of training results	19	2.1	107	2.01	17	1.9	100	1.89
7	Directing the implementation of policies for teachers participating in training	19	2.1	110	2.07	18	2.0	106	2.0
8	Directing the mobilization of resources for training	18	2.0	98	1.84	16	1.78	87	1.6
	Total average		2.27		2.16		2.08		2.01

2.4.4. Current status of inspection and evaluation of the implementation of the plan to improve teaching capacity for high school teachers in Meo Vac district, Ha Giang province according to the new general education program

To study this content, we use question number 11 of appendix 1 and 2. The results are as shown in table 2.11.

The results of Table 2.11 show that the work of inspecting and evaluating the implementation of the plan to improve teaching capacity for high school teachers in Meo Vac district, Ha Giang province according to the new general education program has been carried out, but only achieved average levels of implementation and effectiveness. The evaluation results of managers and teachers are not consistent between the contents. Specifically:

Managers have higher evaluations than teachers in most of the contents. In particular, managers evaluate the inspection and supervision of some contents in the training work at a high level in both implementation level and implementation content such as: Checking the implementation level of the content and training program for teaching capacity for high school teachers according to the new general education program (MĐTH: 2.67; HQTH: 2.56), Checking the implementation level of the process of training teaching capacity for high school teachers according to the new general education program (MĐTH: 2.56; HQTH: 2.4). These are also two contents that teachers evaluate higher in terms of MĐTH and HQTH, but only achieve average scores.

The content that teachers rated lowest in both quality and effectiveness was: Checking training management work (Grade: 1.5; Quality: 1.45).

Talking with teacher Tong T. H, Center for Continuing Education and Vocational Training, we learned: “ After the training course ends, teachers often apply what they have been trained to teaching, and there is rarely a plan to test and evaluate the level of understanding of teachers, and the ability of teachers to apply what they have learned to teaching. Gradually, teachers feel that participating in training is just a formality, not really effective.” Sharing with teacher Nguyen Van Hien, Director of Center for Continuing Education and Vocational Training about this, he said : “In fact, checking the training management work is done, but it is often focused on during the training process. After training, checking the effectiveness of training through the application of teachers' knowledge to teaching practice is not really good. This is something that all managers and staff in charge of training need to pay attention to in order to overcome.”

In addition, checking the satisfaction level of teachers is also a content that teachers do not rate highly (Average: 1.8). Normally, after training, it is necessary to get feedback from teachers participating in the training to have a basis for adjusting the method, form, selection of reporters, selection of space, location, and training content for the following training sessions. Because more than anyone else, teachers participating in the training are the ones who understand best what they have learned. This is an important, objective basis for improving the quality of training in the following courses.

Talking with Mr. Nguyen Van Ngu, a specialist in charge of training at the Ha Giang Department of Education and Training, we learned that: After each training course, the organizing committee often gives out forms to students to record their opinions on the level of satisfaction with the training course. However, the assessment of training effectiveness through whether teachers apply the training content to retrain their colleagues or apply it to teaching has not received much attention.

In general, the inspection and evaluation of the implementation of the plan to foster teaching staff for high school teachers in Meo Vac district, Ha Giang province according to the new general education program has been carried out, but not consistently in all contents. In particular, the inspection of the management work of the staff in charge of training and the inspection of the satisfaction level of teachers participating in training are the two contents that are assessed at the lowest level in terms of both implementation level and implementation content.

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