However, the reality is that the number of teachers with qualifications that meet or exceed the high standards is not commensurate with the quality and efficiency of their work. The number of teachers only meets the training standards, but compared to the professional standards of high school teachers, there are still many shortcomings. Some teachers have not yet raised their sense of responsibility in educating students, have not been proactive in self-studying and self-training to improve their qualifications, professional skills, and knowledge in other areas of society is still limited, thus greatly affecting the improvement of teaching quality. This is a contradiction between qualifications and capacity in the issue of the quality of high school teachers in particularly difficult areas in particular and high school teachers in general. This contradiction is caused by many reasons: The students have special characteristics; the conditions for teaching have not been met, and there are not enough conditions for teachers to improve their professional qualifications.
The teaching staff in high schools in particularly difficult areas still have many limitations in their awareness and teaching activities. Even the regular annual training for teachers is not guaranteed. However, most of the teaching staff are always aware of improving their own qualifications by investing in lectures, referring to documents and professional books that directly serve the classroom hours.
The Department of Education and Training has assigned the core teaching staff to both research and prepare lessons for students, and to research and disseminate a number of topics to improve the knowledge of the teaching staff through summer training sessions, thematic activities at school, school cluster and provincial levels. Schools have created all conditions for teachers to participate in thematic training courses organized by the Department of Education and Training; at the same time, they have organized learning exchanges between high-quality schools in the province.
Schools have implemented many synchronous measures such as teaching plans that are unified from the beginning of the school year to ensure the Ministry's program and build programs suitable for each subject and local circumstances. Regulations on records, lesson plans, and teaching preparation routines are unified and strictly implemented. Focus on directing professional groups to strengthen measures to improve quality, innovate teaching methods, and actively organize extracurricular activities and creative experiences to serve the profession. The use of teaching aids in teaching sessions, in teaching conferences, and competitions of teachers
are cared for, encouraged and invested appropriately. Due to the increasing level of education, the need of students to study with teachers with good professional qualifications is increasing, which is a factor contributing to promoting the improvement of the professional qualifications of the teaching staff.
2.2. Purpose, content and survey methods
- Survey purpose: To clarify the current situation of organizing training in school counseling skills for high school teachers in extremely difficult areas, Bac Kan province, to find out the causes of the current situation to create a basis for proposing effective measures to organize training in school counseling skills for high school teachers in extremely difficult areas, Bac Kan province.
- The survey content of the topic includes the following contents:
+ Current status of training activities on school counseling skills for high school teachers in extremely difficult areas, Bac Kan province.
+ Current status of organizing training in school counseling skills for high school teachers in extremely difficult areas, Bac Kan province.
- Survey subjects: We conducted a survey of 145 subjects, including 40 managers and 40 teachers directly involved in school counseling; 65 students at high schools in extremely disadvantaged areas, Bac Kan province.
- Survey methods and data processing methods
To implement the above research contents, we combine research methods such as: Observation method, conversation method, questionnaire investigation method,...
The survey questions are designed with 03 options with the following evaluation scores: Often (Highly influential; Very suitable; Very difficult; Very necessary; Very feasible): 3 points; sometimes (Lowly influential; Suitable; Difficult; Necessary; Feasible): 2 points; not implemented (No influential; Not suitable; Not difficult; Not necessary; Not feasible): 1 point.
Based on the average score, we assume:
+ If 1.00 ≤ X ≤ 1.67: Low rating;
+ If 1.68 ≤ X ≤ 2.34: Average rating level;
+ If 2.35 ≤ X ≤ 3: High rating.
2.3. Current status of training activities on school counseling skills for high school teachers in extremely disadvantaged areas, Bac Kan province
2.3.1. Awareness of managers and teachers about the importance of organizing activities to foster school counseling skills for high school teachers in especially disadvantaged areas
To survey the awareness of managers and teachers about the importance of organizing activities to foster school counseling skills for high school teachers in especially difficult areas, we used question number 1 in appendix number 1, the results are shown in table 2.5.
Table 2.5. Assessment of managers and teachers on the necessity of training activities on school counseling skills for high school teachers
Object
Reviews | ||||||
Very necessary | Necessary | Unnecessary | ||||
Number quantity | Percentage | Number quantity | Percentage | Number quantity | Percentage | |
Managers and Teachers | 15 | 18.75 | 28 | 35.0 | 37 | 46.25 |
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Table 2.5 shows that: 18.75% of teachers rated it as very necessary, 35.0% of teachers rated it as necessary and 46.25% of teachers rated it as unnecessary. This shows that there are still some managers and teachers who are not aware of the importance of training in school counseling skills, which leads to the low quality of training in school counseling skills for high school teachers in extremely difficult areas. This requires that in the coming time, high schools in extremely difficult areas need to increase activities to raise awareness for managers and teachers about the importance of training in school counseling skills.
2.3.2. Content of training activities on school counseling skills for high school teachers in especially disadvantaged areas
To survey the content of activities to foster school counseling skills for high school teachers in particularly difficult areas, we used question number 2 in appendix number 1, the results are shown in table 2.6.
Table 2.6. Assessment of managers and teachers on the content of activities to foster school counseling skills for high school teachers in especially disadvantaged areas
STT
Content | Implementation results | X | Rank | ||||||
Often through | Sometimes | Are not perform | |||||||
SL | % | SL | % | SL | % | ||||
I | General consulting skills group mentality | ||||||||
1 | Listening skills | 42 | 52.5 | 25 | 31.3 | 13 | 16.2 | 2.36 | 2 |
2 | Questioning skills | 5 | 6.2 | 43 | 53.8 | 32 | 40.0 | 1.66 | 5 |
3 | Empathy skills | 34 | 42.5 | 28 | 35.0 | 18 | 22.5 | 2.20 | 3 |
4 | Feedback skills | 52 | 65.0 | 22 | 27.5 | 6 | 7.5 | 2.58 | 1 |
5 | Information delivery skills | 29 | 36.3 | 34 | 42.5 | 17 | 21.2 | 2.15 | 4 |
6 | Silence breaking skills | 6 | 7.5 | 40 | 50.0 | 34 | 42.5 | 1.65 | 6 |
II | Specialized skills group on consulting school problems | ||||||||
1 | Early detection skills | 21 | 26.2 | 35 | 43.8 | 24 | 30.0 | 1.96 | 5 |
2 | Student psychological assessment skills | 35 | 43.8 | 27 | 33.7 | 18 | 22.5 | 2.21 | 4 |
3 | Skills in building and organizing activities prevention in school | 34 | 42.4 | 35 | 43.8 | 11 | 13.8 | 2.29 | 3 |
4 | Skills in coordinating forces education | 44 | 55.0 | 22 | 27.5 | 14 | 17.5 | 2.38 | 1 |
5 | Intervention skills | 17 | 21.2 | 34 | 42.5 | 29 | 36.3 | 1.85 | 6 |
6 | Psychological record keeping and documentation skills of students | 44 | 55.0 | 21 | 26.2 | 15 | 18.8 | 2.36 | 2 |
Group average score | 2.14 | ||||||||
Table 2.6 shows: The content of the school counseling skills training activity for high school teachers in extremely disadvantaged areas of Bac Kan province was evaluated by the survey subjects with an average score of 2.14 (average). However, the evaluation scores for different contents in the table are different:
In the general skills group, some well-performing skills have average scores.
The most highly rated skills are feedback skills ( X = 2.58); listening skills ( X = 2.36). In addition, some training content still faces many difficulties in implementation.
have low evaluation scores such as questioning skills ( X = 1.66); silence-breaking skills ( X = 1.65). Thus, it is clear that in school counseling work, there are still many managers and teachers who have difficulty in asking appropriate questions to exploit necessary information, breaking the silence is a barrier in the interaction between teachers doing school counseling work and students. However, these skills have not been focused on in the training process. Talking directly with some teachers directly participating in school counseling work, we learned that the main difficulty for them is the technique of asking questions.
In the specialized skills group, the most practiced skills are "skills in coordinating educational forces" ( X = 2.38); "skills in establishing and storing psychological records" (X = 2.38);
of students” ( X = 2.36). This is the job of the teacher who does counseling work.
must be done regularly to do well in school counseling.
In addition, three implementation contents have not been evaluated at the average level, which are Skills to build and organize preventive activities in schools ( X = 2.29); Skills to assess students' psychology ( X = 2.21); Skills to detect early
( X = 1.96); Intervention skills ( X = 1.85). These specialized skills require thorough training from experts with deep expertise in the field of educational psychology. Teachers doing school counseling work, in addition to self-study from practice, need to regularly participate in training courses conducted by the Department of Education and Training in conjunction with the school to contribute to improving their professional qualifications and skills.
2.3.3. Methods of training school counseling skills for high school teachers in particularly difficult areas
To evaluate the method of training school counseling skills for high school teachers in particularly difficult areas, we used question number 3 in Appendix 1, the results are shown in Table 2.7.
Table 2.7. Assessment of managers and teachers on the method of fostering school counseling skills for high school teachers in particularly disadvantaged areas
TT
Method | Level of implementation | X | Rank | ||||||
Often through | Sometimes | Are not perform | |||||||
SL | % | SL | % | SL | % | ||||
1 | Presentation method | 40 | 50.0 | 28 | 35.0 | 12 | 15.0 | 2.35 | 1 |
2 | Problem statement method | 29 | 36.2 | 36 | 45.0 | 15 | 18.8 | 2.18 | 3 |
3 | Group discussion method | 30 | 37.5 | 29 | 36.3 | 21 | 26.2 | 2.11 | 4 |
4 | Situation handling method | 40 | 50.0 | 27 | 33.8 | 13 | 16.2 | 2.34 | 2 |
5 | Self-study and self-research method | 24 | 30.0 | 35 | 43.8 | 21 | 26.2 | 2.04 | 5 |
Group average score | 2.20 | ||||||||
Table 2.7 shows that: The method of fostering school counseling skills for high school teachers in particularly difficult areas was evaluated by the survey subjects with an average score of 2.20 (average). However, the evaluation scores for different methods in the table are different:
The most effective method is the presentation method with X = 2.35 in which (regular implementation is 50%, sometimes 35%, not implementing is
15%), followed by the situation handling method with X = 2.34 in which (the regular implementation rate is 50.%, sometimes 33.8%, never 16.2%). Teacher Le Van Chung (Vice Principal in charge of counseling) of Na Phac Secondary and High School said: “The presentation method is an indispensable traditional method to help teachers impart knowledge when conducting training. However, to effectively implement school counseling work, it is necessary to use additional hypothetical methods to help all teachers doing school counseling work better understand counseling work. In addition, the situation handling method is a method that needs to be used more often”.
In the methods of training school counseling skills for high school teachers in especially difficult areas, there are some ineffective methods, such as the problem-posing method with an average score of X = 2.18, in which (the level of implementation is often
often 36.2%, sometimes 45%, never 18.8%) and discussion method
group with average score X = 2.11 in which (regular implementation level is 37.5%, sometimes is 36.3%, never is 26.2%); Self-study method, self-research
The study had an average score of X = 2.04, of which (the regular implementation rate was 30%, sometimes 43.8%, never 26.2%). The above training methods are only effective when learners are proactive, positive, and self-conscious in their studies. This method used in particularly difficult areas is often ineffective, especially for ethnic minority students. They have little contact with the outside environment, and are often shy and self-conscious in communication.
2.3.4. Forms of training in school counseling skills for high school teachers in particularly difficult areas
To evaluate the form of training in school counseling skills for high school teachers in particularly difficult areas, we used question number 4 in Appendix 1, the results are shown in Table 2.8.
Table 2.8. Assessment of managers and teachers on the form of training in school counseling skills for high school teachers in especially disadvantaged areas
TT
Form | Reviews | X | Rank | ||||||
Very suitable fit | Fit | Not suitable fit | |||||||
SL | % | SL | % | SL | % | ||||
1 | On-site training | 31 | 38.7 | 32 | 40.0 | 17 | 21.3 | 2.18 | 1 |
2 | Concentrated training | 29 | 36.2 | 31 | 38.8 | 20 | 25.0 | 2.11 | 2 |
3 | Remote training | 21 | 26.2 | 28 | 35.0 | 31 | 38.8 | 1.88 | 4 |
4 | Self-study | 24 | 30.0 | 29 | 36.2 | 27 | 33.8 | 1.96 | 3 |
Group average score | 2.03 | ||||||||
According to Circular 31/2017/TT-BGDT issued by the Ministry of Education and Training, general schools must establish psychological counseling teams for students, and staff in the counseling team must be trained to have a psychological counseling certificate to work. However,
However, at present, in many localities, this work has only stopped at establishing consulting teams in schools and building consulting rooms. Many localities have not yet sent staff to study to obtain certificates.
The survey results show that all four basic forms of training, namely centralized training conducted by the Department of Education and Training; on-site training conducted by schools, self-training conducted by teachers and distance training, are only implemented at an average level with an average score of 2.03. Thus, the appropriateness of the training forms is not high.
In reality, the training methods are not flexible and not really suitable for the conditions of teachers participating in training. Training is mainly carried out in a centralized form organized by the Department of Education and Training. The remote training method is rarely applied. Many teachers believe that mainly applying the centralized training method will help save funding for training activities, but there are certain limitations, that is, teachers face difficulties in the training process due to pressure on time, working conditions, means of transportation, etc. In this regard, many teachers wish to participate in on-site training to facilitate their work.
From here, the Department of Education and Training of Bac Kan needs to pay attention to adjusting the training forms to improve the training effectiveness. At the same time, to do well in school counseling requires in-depth knowledge provided by a team of experts. If the training is not given attention, the school counseling work will not achieve practical results.
2.3.5. Current status of counseling activities for high school teachers in extremely disadvantaged areas, Bac Kan province
To evaluate the school counseling activities of high school teachers in extremely disadvantaged areas of Bac Kan province, we first studied the psychological difficulties of students in high schools in extremely disadvantaged areas of Bac Kan province using question number 1, appendix 02, the results are shown in table 2.9.