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Evaluation of Measures for Managing Organization and Coordination of Educational Forces Inside and Outside the School.

Table 8 : Assessment of measures to manage the organization and coordination of educational forces inside and outside the school.


Content of the Principal's teaching activities


SCHOOL

SELF-ASSESSMENT

HT

PHP, TT AND GV ASSESSMENT

IMPLEMENTATION LEVEL

IMPLEMENTATION RESULTS

TX

Dormitory

KTH

Good

TB

Not good

TX

Dormitory

a. Building a professional administrative and living order for teachers and students

TV1

100

_

72

10

18

82

7

11

TV2

100

_

99

1

0

97

3

0

TV3

100

-

58

21

21

64

12

24

b. Building and promoting the activities of socio-political organizations in schools.

TV1

100

-

73

8

19

78

8

14

TV2

100

-

99

1

0

97

3

0

TV3

100

-

59

19

22

59

16

25

c. Create conditions in terms of time, funding and other material conditions for the activities of domestic organizations.

school.

TV1

100

-

66

11

23

74

11

15

TV2

100

-

99

1

0

96

4

0

TV3

100

-

48

24

28

51

27

22

d. Pay attention to and build advanced and typical class groups.

TV1

-

100

59

24

17

58

20

22

TV2

100

—

96

4

0

94

6

0

TV3

-

100

51

18

31

57

18

25

e. Create conditions for the school and class parent representative committee to operate effectively.

TV1

-

100

74

13

13

73

8

19

TV2

100

—

99

1

0

97

3

0

TV3

-

100

51

24

25

45

33

22

/. Regularly inform families of learning results.

TV1

-

100

53

34

13

51

24

25

TV2

100

_

94

6

0

93

6

1

TV3

100

_

45

30

25

46

27

27

g. Advise local authorities and Party committees to take care of developing education.

TV1

100

-

70

16

14

67

13

20

TV2

100

—

99

1

0

97

3

0

TV3

-

100

63

22

15

63

24

13

h. Direct teachers and organizations in the school to regularly propagate the Party's guidelines and policies on education to the people. Raise awareness and responsibility for education in schools and vocational training.

family

TV1

-

100

63

18

19

55

18

27

TV2

-

100

96

4

0

94

6

0


TV3


-


100


53


22


25


56


25


19

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- Creating conditions in terms of time, funding and other material conditions for the activities of organizations in schools achieved the best results at TV2 (99% in terms of implementation level).

TX implementation and good implementation results 96%); TV1 (66% TX implementation and 74% good implementation) and TV3 lowest (48% TX implementation and 51% good implementation).

- TV2 school's teachers have regularly paid attention to building advanced and typical class groups, which were assessed to have achieved 96% of the implementation level and 94% of good results. TV1 and TV3's teachers' self-assessment was not regular, so TV1's results were only 58% and TV3's were 57%. The reason is that TV1 and TV3's teachers have not regularly checked students' activities, focusing on competition. They have not had a long-term plan to build class groups but only care about weekly and quarterly competition results.

- Regarding the creation of conditions for the school and class parent representative committees to operate effectively, the level of implementation of TX was assessed at 74, 99 and 51% in TV1, TV2 and TV3 with good implementation results of 73, 97 and 45%. Self-assessment by the HTs is not regular, except for TV2 school.

- Regarding the regular communication of students' learning and training results to their families, TV2 school has done very well, with 94% regular implementation and 93% good implementation results, while TV1 school (53% regular and 51% good implementation results) and TV3 (45% regular and 46% good implementation results) have much lower results.

- The school leaders have built good relationships with local authorities and party committees to take care of the education cause, but the results achieved in each school are different. The regular implementation level is assessed at 70, 90 and 63% in TV1, TV2 and TV3 with good implementation results of 67, 97 and 63%. While the results of non-implementation and poor implementation in TV2 are 0%, in TV1 and TV3 the rate is quite high at 13-20%.

- Directing teachers and organizations in schools to regularly propagate the Party's guidelines and policies on education to the people, raising awareness and responsibility for education in schools and families. The level of regular implementation has been assessed at 63, 96 and 53% in TV1, TV2 and TV3 with good implementation results of 55, 94 and 50%. In.

When the result of not implementing and not performing well in TV2 is 0%, in TY Ì and TV3 it is quite high at 18-25%.

In general, TV2 school system has the best measures to manage, organize and coordinate educational forces inside and outside the school, demonstrated through the regular implementation rate of 94-99% and good implementation results of 93-97%, while TV1 only has 53-74% regular implementation and 51-82% good implementation results, TV3 has the lowest with 45-64% regular implementation and 45-64% good implementation results.

Reason


TV2 School Board regularly monitors and inspects school activities, so the implementation results are assessed as quite high.

TV1 and TV3 schools have specific plans for all aspects of work, but they mainly assign the assigned departments to self-manage, so during the implementation process, they cannot make timely adjustments. The budget for organizing the activities of the school's organizations is still limited, the school needs support from external forces such as the parent fund, the scholarship fund, the locality... To achieve this, the school must be very proactive in communication and must build a united collective, a pedagogical council that has enough trust from the people in both the working style and the quality of the school's products.

2.2.4. Organize conditions to support students' learning activities.


Table 9 : Evaluation of the organization of conditions to support students' learning by the Principals of Tam Vu 1, Tam Vu 2 and Tam Vu 3 schools



Content of the Principal's teaching activities


SCHOOL


HT'S SELF-ASSESSMENT

EVALUATION OF PHT, TT AND GV

IMPLEMENTATION LEVEL

IMPLEMENTATION RESULTS


TX


Dormitory


KTH


Good


TB


Not good

TX

Dormitory

a. Encourage and reward good and excellent students with achievements to promptly stimulate

student learning

TV1

100

_

90

10

0

83

17

0

TV2

100

—

99

1

0

97

3

0

TV3

100

-

61

16

23

61

21

18

b. Organize to mobilize students to buy textbooks,

TV1

-

100

63

26

11

57

23

20

TV2

100

—

94

6

0

93

7

0

TV3

-

100

42

27

31

48

28

24

c. Regularly take care of facilities, accommodation for teachers and conditions serving teaching and learning.

TV1

100

-

91

9

0

85

15

0

TV2

100

-

99

1

0

96

4

0

TV3

100

-

52

27

21

55

27

18

d. Annually build a scholarship fund and a fund for poor students with difficult circumstances.

TV1

100

-

86

14

0

82

17

1

TV2

-

100

91

9

0

86

13

1

TV3

-

100

36

31

33

41

28

31

DDHT. Organizing textbook rental for students in difficult circumstances.

The data in Table 9 also shows that TV2 school has results that surpass TV1 and TV3, as shown in the content.

- Regarding the encouragement and rewards for good and excellent students with achievements to promptly stimulate students' learning, the Centers and Teachers assessed the level of regular implementation at 90, 99 and 61% in TV1, TV2 and TV3 with good implementation results of 83, 97 and 61%. While the implementation results were not good in TV1 and TV2 at 0%, TV3 accounted for a fairly high rate of 18%. All HTs self-assessed that it was regular.

- Organizing to mobilize students to buy textbooks and teaching aids; organizing to lend textbooks to students in difficult circumstances is assessed to have a regular implementation level of 63, 94 and 42% in TV1, TV2 and TV3 with good implementation results of 57, 93 and 48%. The poor implementation results in TV2 are 0%, while TV1 and TV3 account for a fairly high percentage of 20-24%. This is consistent with the self-assessment of the Principals of TV1 and TV3.

- Regarding the care of facilities, accommodation for teachers and conditions for teaching and learning, the level of regular implementation is assessed at 91, 99 and 52% in TV1, TV2 and TV3 with good implementation results of 88, 6 and 55%. While the poor implementation results in TV1 and TV2 are 0%, TV3 accounts for a fairly high rate of 18%.

- Annually, the scholarship fund and the fund to support poor students with difficult circumstances are assessed to be regularly implemented at 86, 91 and 36% in TV1, TV2 and TV3 with good implementation results of 82, 86 and 41%. While the implementation results are not good in TY Ì and TV2 at 1%, TV3 accounts for a fairly high rate of 31%.

In general, the two schools TY Ì (63-91% regularly implemented and 57-85% good results), TV2 (91-99% regularly implemented and 86-97% good results) are all interested in TX.

encouragement and rewards; taking care of facilities and conditions for teaching and learning, while TV3 is more limited (36-61% implementing TX and 41-61% achieving good results). In fact, in recent years, the state and industry have invested in facilities and teaching equipment in schools in the research area, but they are still lacking and do not meet training requirements. In addition, people's lives are facing many difficulties, so funding sources for rewards and creating conditions for teaching and learning activities are still limited. To organize conditions to support effective learning requires teachers to take advantage of and exploit all resources from inside and outside the school.

2.3. COMMENTS ON LEARNING RESULTS:


In general, the learning quality of students in the study area according to statistics from schools in 3 school years is not equal (Figure 1).

- The rate of good and excellent students in 3 years : TV1 school has a high rate of good and excellent students continuously in 3 years (ranging from 46.6-53.9%); next is TV2 (26.7-36.9%) and the lowest is TV3 (8.5-23%). The annual rate of good and excellent students of TV1 school is considered too high, exceeding the regulations of national standard schools (standard schools allow 33% or more). The rate of good and excellent students of TV3 fluctuates a lot, year by year and suddenly drops to only 8.5% (2000-2001).

- Percentage of weak students in 3 years : TV1 school has the lowest percentage of weak students (ranging from 5.6-8.5%); next is TV2 (18.6-22.6%) and TV3 has a very high percentage of weak students (23.8-46.0%).

- Rate of poor students in 3 years : TV1 school has the lowest rate of poor students (ranging from 0.0-0.2%), followed by TV2 (0.1-1.3%) and the highest rate of poor students is also at TV3 (8.5-15.7%). The rate of weak and poor students of TV2 and TV3 schools is still quite high, while TV3 fluctuates very abnormally (in 2000-2001, it was 61.7%).

The above results show that the evaluation standards of the schools are quite different, TV1 school has the most good students, followed by TV2 students and TV3 school has the most weak students. This result is due to the subjective evaluation of students by each subject teacher.

Through the evaluation of the Vice Principal, Principal, Teachers and the learning results of the schools do not match (TV1). This is very dangerous because some students are complacent and do not try hard enough, which is also the reason why the number of excellent students every year in the schools in the district is high but the rate of students passing the university entrance exam is still very low.

To better understand the causes of students' learning outcomes, we conducted a survey of subject teachers, homeroom teachers and students in 3 schools and 3 grades about students' learning process.

2.3.1. Opinions of vice principals, group leaders and teachers on students' learning


Through the survey of the principals, teachers, and students, we found that the students of the 3 schools in the study had the following characteristics (Appendix 5c):

- The average awareness of complying with school and class rules and teacher regulations of the 3 schools is 82%. Of which, TV2 school has the highest rate of 94% and TV3 has the lowest rate of 63%.

- The average attendance rate of 3 schools is 78%, TV2 has the highest rate of 89% and TV3 has the lowest rate of 69%.

- Memorizing lessons and doing homework before coming to class is rated on average at 34% in 3 schools, TV2 has the highest rate of 75% and TV1 has the lowest rate of 20%.

- Textbooks and learning materials are rated on average at 56% in 3 schools, TV2 has the highest rate of 89% and TV3 has the lowest rate of 22%.

- The right motivation and attitude, the awareness of building lessons in class, the average of 3 schools is 52%, TV2 school has the highest rate of 88% and TV3 has the lowest rate of 30%.

- Having the spirit of helping and respecting friends and teachers, the average of the 3 schools is 81%, TV2 school has the highest rate of 99% and TV3 has the lowest rate of 55%.

- Participation in Union activities, activities, and awareness of collective building of the 3 schools is 72% on average, TV2 school has the highest rate of 97% and TV3 has the lowest rate of 57%.

- The average ability and capacity to absorb lessons of the 3 schools is 40%, TV2 school has the highest rate of 76% and the lowest is TV3 at 21% and next is TV1 at 27%.

- The average will to improve and seek progress of the 3 schools is 53%, TV2 school has the highest rate of 93% and TV3 has the lowest rate of 28%.

- The average learning method of the 3 schools is 40%, TV2 school has the highest rate of 73% and TV3 has the lowest rate of 16%.

Through the evaluation of the teachers, principals, and teachers of the 3 schools on the awareness, spirit, and attitude of students in studying, participating in group activities, and supporting each other in studying... it shows that students of TV2 school have many positive aspects with the highest percentage, the percentage of the remaining 2 schools is too far from TV2, which is TV1 students and finally TV3 students. This result is consistent with the evaluation of the management measures of the HT.

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