Evaluation of the Investigation Subject on the Form of Training for School Psychological Counseling Capacity for Teachers in Secondary Schools in Mong Cai City,

Table 2.6. Assessment of the survey subjects on the form of training in school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province

STT

Content	Reviews						Total score		Rating
	Very suitable		Fit		Not suitable fit
	Number quantity	%	Number quantity	%	Number quantity	%
1	Concentrate	120	77.42	23	14.84	12	7.74	418	2.70	1
2	Not focused	62	40.00	62	40.00	31	20.00	341	2.20	5
3	Indirect	70	45.16	54	34.84	31	20.00	349	2.25	4
4	Direct	78	50.32	54	34.84	23	14.84	365	2.35	3
5	Frequent	47	30.32	62	40.00	46	29.68	311	2.01	6
6	Not often	93	60.00	54	34.84	8	5.16	395	2.55	2
									2.34

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Comments on table 2.6:

Table 2.6 shows: According to the assessment of the survey subjects, the implementation of forms of training in school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province only reached an average level = 2.34). However, the different assessment scores in the table for different contents are different. Specifically:

The forms with high evaluation scores include forms 1, 4, 6 (with = 2.7; = 2.35; = 2.55); in which form 1 has 77.42% of opinions rated as very suitable; form 4 has 50.32% of opinions rated as very suitable; form 6 has 60% of opinions rated as very suitable. Through research, we know that the reason these forms are highly appreciated is because the Principal proposed to the reporter when training because they are suitable for the characteristics of the school's teachers' situation, teachers are in class all week, so it is necessary to implement the form of training irregularly.

regularly, in addition to applying concentrated training to both exchange and learn, and to have opinions answered directly by the reporter.

The forms with an average level of appropriate use are forms 2,3,5 (with = 2.20; = 2.25; = 2.01 points); in which form 2 has 40% of opinions rated as very appropriate; form 3 has 45.16% of opinions rated as very appropriate; form 5 has 30.32% of opinions rated as very appropriate. Through research, we know that the reason for this situation is due to the nature of TVTLHĐ activities that need to be implemented in many classes of teachers with diverse ages, seniority, and experience, so indirect application is more difficult to absorb. In addition, each professional group is very busy with work throughout the week, causing the regular training process to affect other work.

To find out students' opinions on the effectiveness of TVTLHĐ activities, we conducted a survey of their opinions on a specific aspect: Consulting form. The results are shown in table 2.7:

Table 2.7. Students' opinions on the forms of TVTLHĐ implemented by teachers at secondary schools

STT

Content	Reviews						Total score		Rating
	Very suitable		Fit		Not suitable
	Quantity	%	Quantity	%	Quantity	%
1	Direct consultation	60	40.00	38	25.33	52	34.67	308	2.05	3
2	Online consulting	38	25.33	60	40.00	52	34.67	286	1.91	5
3	Consulting through integration in lecture content	63	42.00	40	26.67	47	31.33	316	2.11	1
4	Consulting through organizing speaking sessions topical	56	37.33	50	33.33	44	29.34	312	2.08	2
5	Establish information channels and supply document level	53	35.33	45	30.00	52	34.67	301	2.01	4
									2.03

Comments on table 2.7:

Table 2.7 shows that: Students said that teachers commonly apply the form of "Consulting through integration into the lecture content" with 2.11 points (Through subjects such as Civic Education, Math, Literature, English, etc. Subject teachers also integrate TVTLHĐ content for students) and the form of "Consulting through organizing thematic talks" with 2.08 points, in class activities or topics built by teachers of professional groups to advise students on TVTLHĐ. Less commonly applied forms are: Establishing information channels and providing documents = 2.01 points), direct consultation = 2.01 points), consultation via the internet = 1.91 points). However, all forms have an average level of application.

When interviewing students, they said , "We like to receive direct advice from teachers because we are easy to talk about, many things are difficult to express psychologically, so we need teachers to encourage us immediately, help us relieve our spirit and orient our behaviors to avoid negativity" (Interview with Hoang Manh C, Ka Long Secondary School). During the discussion and interview, Mr. Tran Tien H - Binh Ngoc Secondary School said: "Due to the limited cultural and intellectual level of the locality, many parents do not understand and do not care about school counseling for their children, many parents even ignore or completely entrust the school in the work of psychological counseling for students. Therefore, the form of individual counseling for each individual student also encounters difficulties and obstacles. The use of the information portal system, the internet or the school's website is still very limited, in addition, the skills of using information technology not only among students but also among a number of psychological counseling staff are still weak. Therefore, the role of applying information technology in school counseling has not been promoted .

Thus, currently, secondary schools in Mong Cai city in general use some forms of training TVTLHĐ for teachers.

not suitable, to find out the reason we interviewed the teacher (Ms. Nguyen Thi T - Hai Xuan Secondary School, said "The nature of concentrated learning is mainly short-term, the training content is long, so it is difficult for us to propose a form, besides the form of self-study through documents on the internet is limited for teachers who are old, slow in using information technology, young teachers with little experience in online learning cannot deeply understand the problem". In the work of psychological counseling for students in secondary schools in Mong Cai city, many different forms have been implemented, however, the level of implementation of these forms is only at an average level. Mainly, the forms of regular implementation are aimed at groups of students, classes. The forms of personal counseling, indirect counseling via phone, via the internet have not been promoted much. In particular, the connection with counseling centers, with families to implement counseling for students is still very limited. The above limitations in the form of psychological counseling for students will affect the flexibility to implementing counseling content, limiting the effectiveness of school psychological counseling for students, even leading to boredom, monotony and reducing the attraction of students to psychological counseling activities. Therefore, in the training process, it is necessary to help teachers choose the appropriate form of counseling.

2.4. Current status of management and training of school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province

2.4.1. Current status of planning to improve school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province

To survey the current status of planning to foster school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province, we conducted a survey with question number 5 (appendix 1), the results are in table 2.8:

Table 2.8. Assessment of the survey subjects on the current status of planning to foster school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province

STT

Content

Reviews

Total score

Rating

Frequent

Sometimes

Never

Number

quantity

Number

quantity

Number

quantity

Develop a plan to foster TVTLHĐ capacity for secondary school teachers based on the guidance documents of the Ministry of Education and Training, especially according to the regulations.

Secondary school teacher standards

103

66.45

14.84

18.71

384

2.48

Capacity survey and assessment

TVTLHĐ of secondary school teachers

40.00

34.84

25.16

333

2.15

Determine the goals, content and forms of training TVTLHĐ capacity for

secondary school teacher

48.39

40.00

11.61

367

2.37

Plan to prepare facilities, technical equipment, and financial resources to serve

training resources

50.32

30.32

19.35

358

2.31

Plan to invite experts or select speakers to conduct training

TVTLHD capacity for teachers

110

70.97

10.32

18.71

391

2.52

Draft action plan

Training TVTLHĐ capacity for teachers

48.39

34.84

16.77

359

2.32

Expected method of testing and evaluating the results of TVTLHĐ capacity development

for GV

45.16

34.84

20.00

349

2.25

2.34

Comments on table 2.8:

Table 2.8 shows: According to the assessment of the survey subjects, the implementation of the principal's planning work on fostering school psychological counseling capacity for teachers in secondary schools in Mong Cai city, province

Quang Ninh achieved an average score = 2.34). However, the different evaluation scores in the table in different contents are different. Specifically:

The high-level planning contents are: 1,3,5 (with average scores of: = 2.48; = 2.37; = 2.52 respectively); in which content 1 has 66.45% of opinions rated as regular; content 3 has 48.39% of opinions rated as regular; content 5 has 70.97% of opinions rated as regular. The reason for these contents

This content is highly appreciated because when learning about this, we learned that: In order to improve the capacity of school psychological counseling for teachers in secondary schools in Mong Cai city, Quang Ninh province, the principals of the schools need to determine the plans for reporters to conduct training, closely following the guidelines of the Ministry of Education and Training, the Department of Education and Training of Quang Ninh province, the Department of Education and Training of Mong Cai city to direct and from there urge at their units; in addition, the principal clearly defines the goals, methods, ... when conducting in-depth interviews. Ms. Hoang Thi H, teacher - Van Ninh secondary school said: "The school principal makes efforts to prepare training plans, to propagate to teachers in the school about the policies of the higher levels, which affirms that the management levels and schools are very interested in propagating to raise awareness for the teaching staff to improve professional capacity.

The planning contents at the average level are: 2,4,6,7 (with the average scores respectively: = 2.15; = 2.31; = 2.32; = 2.25); in which content 2 has only 40% of opinions rated at the regular level; content 4 has 50.32% of opinions rated

regular assessment; content 6 has 48.39% of opinions rated as regular, content 7 has 45.16% of opinions rated as regular. The reason these contents are rated at an average level, when we learned about this, we learned: All schools have plans to coordinate and train school counseling staff. However, it also depends on the directive documents of the industry, locality

Localities must plan for financial resources to serve the implementation, while the funding sources of the facilities are still difficult, the resources from the district and province are slow to be implemented. Moreover, the determination of means and equipment is still limited. The reason is that the managers and teachers doing TVTLHĐ work are mainly part-time, do not have specialized knowledge and skills for this field, so the preparation of appropriate means is not yet guaranteed.

Through the evaluation results, in general, the Principals of secondary schools in Mong Cai city have made quite good plans. The overall evaluation score can confirm that the implementation of management of TVTLHĐ capacity building activities for secondary school teachers according to the programs of the Ministry of Education and Training, the Department of Education and Training, the Department of Education and Training and secondary schools in Mong Cai city has been seriously and fully implemented to the team of secondary school teachers. The evaluation and comments on the above contents of managers and teachers are reliable. To find out the cause of the above problem, an in-depth interview with the Principal of Binh Ngoc Secondary School said: "From the limitations of knowledge and skills in school psychological counseling work, the management of school psychological counseling activities is also dominated and affected. In which, the vision and management thinking in managing and planning this activity still have certain weaknesses. Moreover, coordination, learning from experience and training are still slow to be implemented". Through practical research by observing and directly interviewing managers and teachers, I found that all secondary schools have plans to coordinate and train school counselors. However, it still depends on the directive documents of the industry and locality, and it is necessary to estimate the financial resources for implementation, while the funding sources of the facilities are still difficult, and the funding from the district and province is slow to be implemented. Moreover, the selection of teachers to participate in training school counselors also faces difficulties due to the surplus and shortage of teachers, so the problem of selection

Teachers directly participating in school psychological counseling activities is also a very difficult and complicated issue for schools.

2.4.2. Current status of organizing and implementing activities to foster school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province

To survey the current status of organizing training in school psychological counseling capacity for teachers in secondary schools in Mong Cai city, Quang Ninh province, we conducted a survey with question number 6 (Appendix 1), the results of table 2.9 are as follows: Table 2.9. Assessment of the survey subjects on the current status of organizing training in school psychological counseling capacity for teachers in schools

Mong Cai City Secondary School, Quang Ninh Province

STT

Content

Reviews

Total score

Rating

Often

through

Sometimes

Not included

hour

Number

quantity

Number

quantity

Number

quantity

Identify and classify the activities needed to achieve the goal of capacity building.

TVTLHD force

51.61

25.16

23.23

354

2.28

Building the organizational structure of capacity building activities

TVTLHD

54.84

25.16

20.00

364

2.35

Construction and operation

TVTLHD capacity building program

47.74

34.84

17.42

357

2.30

Assign tasks to managers and teachers to carry out training activities.

TVTLHD capacity

50.32

36.77

12.90

368

2.37

Coordinate forces in the process of implementing capacity building

TVTLHD for Teachers

43.23

40.00

16.77

351

2.26

Ensure resources for training activities

TVTLHD capacity

58.06

25.16

16.77

374

2.41

2.33