General Assessment and Causes of the Current Situation of Management of Training Activities for Homeroom Teachers at High Schools in Binh Minh Town,

From the survey results, it can be seen that most managers and teachers agree on the management of support conditions for the class teacher training council in high schools in Binh Minh town at present with an average score of 3.63. Specifically as follows:

+ Managers and teachers agree that " The school creates favorable conditions in terms of time and pedagogical environment for homeroom teachers to participate in training". According to the assessment, 70.8% of managers and teachers think that schools do this well with an average score of 3.71, ranking priority 1.

+ With the average score: 3.70; DLC: 0.84, we know that managers and teachers agree that " The school organizes exchange and learning activities on issues related to the work of the homeroom teacher " to create conditions for homeroom teachers to exchange with schools in the cluster, in the province, especially schools with the same student population to share and learn experiences with an agreement rate of more than 70%.

+ Furthermore, managers and teachers all agreed that: " The school builds a core team of homeroom teachers for the training of homeroom teachers" (Average score: 3.65 and Standard score: 0.87). Through interviews with homeroom teacher 1, it was said that: "The school has built a core team of homeroom teachers in all homeroom groups, which are good homeroom teachers, leaders in various fields. This team is responsible for researching documents in advance, guiding colleagues to research on their own and leading discussions, but the school does not have enough funds to send this team for further training ."

+ " The school provides books on topics of homeroom work and how to solve pedagogical situations for the team of homeroom teachers " was ranked 4th by the managers and teachers (average score: 3.64; 0.89). Books on topics of homeroom work and how to solve pedagogical situations for the team of homeroom teachers are very necessary for the Board of Directors of homeroom teachers. However, through the ranking, we can see that the school provides documents and books on homeroom work but not many. Through actual observation of the library bookcase, the corner dedicated to homeroom teachers only has more than 4 types of books, the documents are still "necessary" but not "sufficient", meaning that the documents do not ensure the information that homeroom teachers really want to learn, the compiled content is still general, not approaching and answering the difficult problems that homeroom teachers are facing.

+ Managers and teachers also agree with the statement " The school coordinates to promptly resolve policies and regimes in the Board of Directors of the homeroom teachers " (Average score: 3.59; Standard score: 0.89) but ranked last in the 5 factors mentioned.

In general, through the above assessment results, it shows that the management of conditions and means in the work activities at high schools in Binh Minh town is well ensured and meets the requirements in the work activities for class teachers with the lowest % of agreement of managers and teachers being 72.3% and the highest being 76.2%. However, the school needs to pay attention to better ensuring the training of core staff, supplementing more documents and allocating more funds to support the work activities of class teachers.

2.5. General assessment and causes of the current situation of management of training activities for homeroom teachers at high schools in Binh Minh town, Vinh Long province

Through conducting a survey of the opinions of managers and teachers on the current status of activities and management of the class teacher team at high schools in Binh Minh town, Vinh Long province, the author of the thesis can draw the following strengths and weaknesses :

2.5.1. Strengths

Most of the managers and teachers of Binh Minh Town High School, Vinh Long Province have a good understanding of the purpose and meaning of the class teacher training activities. The school focuses on training the necessary content for class teachers such as: new knowledge and information, linked to the general education reform program, especially paying much attention to modern issues in student education methods, equipping class teachers with knowledge about student psychology and pedagogical communication and behavior to suit the requirements of current educational reform.

In addition to considering and selecting training content for the team of homeroom teachers, high schools in Binh Minh town also pay attention to changing the form and method of training.

Although there are still limitations in many aspects such as: facilities, time, finance..., the school's Board of Directors has created conditions and actively supported the Youth Union of class teachers in the school.

In planning, the school has paid certain attention to innovating the training method for the team of homeroom teachers, that is, building a training plan focusing on individuals building self-training plans and integrating them into the plans of professional groups, achieving quite good results. At the same time, the school determines the training content and implements it regularly.

In the organization and implementation of the training plan, the school has regularly organized training sessions in the following aspects: The principal has fully identified the main tasks of the training sessions for the class teachers and has assigned appropriate tasks to each teacher in charge of the class. In addition, the plan to innovate training methods for the class teachers focuses on the self-training factor of the class teachers.

In directing the implementation of the training plan, the school has included self-training activities on the work of head teachers in the school's annual competition targets so that members can best perform their tasks for the school year. The school also cares about the material and spiritual life of the homeroom teachers participating in training, demonstrated by the principal always allocating budget resources for professional activities to encourage homeroom teachers to complete assigned tasks.

In the work of checking and evaluating the implementation of the training plan, the school pays attention to building testing and evaluation standards. In addition, the Principal also proposes a reasonable reward and criticism regime for this training council.

The school leaders have paid great attention to the conditions and means of supporting the class teacher's team.

2.5.2. Weaknesses

Besides the advantages, the work of managing the class teacher team's activities also has the following disadvantages:

There are still some school managers and teachers who do not fully understand the meaning and purpose of training class teachers.

The forms of training for the team of homeroom teachers mentioned in the study, although, are regularly implemented by schools. However, the form of inviting experts and scientists with experience in the field of homeroom work to train and report on the topic of homeroom work is still not regularly implemented.

Training methods are frequently used by managers. However, nearly 50% of teachers believe that the use of Self-selected training topics and report writing and Self-selected training topics and report writing is not effective because in reality, teachers rarely or never implement them.

The school has not regularly and consistently used the forms of assessment and evaluation of teaching activities for the class teachers.

In the planning stage for the class teacher training activities, the principal is still hesitant when proposing a training plan for the class teacher. It can be seen that the school has not paid much attention to some aspects such as: surveying and analyzing the needs of class teachers; planning for class teacher training; guiding class teachers to develop self-training plans. The managers are still confused in determining the goals, content, form and training methods for the class teacher team (drawing conclusions from the opinions of managers and teachers), arranging time for class teacher training activities is not really effective.

In terms of organization, the organization of the training activities is still formal and not really in-depth. The facilities are still difficult and lacking, so on-site training activities and self-training of class teachers are not conducted regularly. Most of the training content for class teachers is implemented according to the training plan at the school level once or twice a year, with average efficiency.

In the direction work, although the class teachers have received regular guidance in the training work, the effectiveness is not high because the Principal has not closely directed the organization of the training activities for the class teachers, so their active participation in training has not been fully promoted. The urging, supervision, detection and adjustment of the implementation of the training activities; the direction of the departments managing the material and technical facilities to create conditions for the training activities is still ineffective.

2.5.3. Causes of the current situation

To find out the cause of the above situation, the author surveyed the level of influence of factors on management efficiency, the results obtained are as follows:

Table 2.16. Evaluation of factors affecting the effectiveness of class teacher training activities and management of class teacher training activities

Content	Managers and Teachers
Content	D TB		D LC		Angle	H
	D TB		D LC		Angle	H	Subjective factors
1	HT has not invested in documents and funding sources. for the Board of Directors of the class teachers	,66	2	,64	0	1
2	Lack of enthusiasm of the class teacher team in training	,52	2	,80	0	2
3	Professional and technical qualifications The teaching capacity of the team of class teachers is still low.	,40	2	,83	0	3
	Objective factors
1	Regime and policy of treatment for the team The number of class teachers is not commensurate with the work that the class teachers have to do.	,84	2	,81	0	1
2	Planning is not close to needs GVCN training needs	,58	2	,69	0	3
3	Content, method and form of organization The class teacher team's organization is not diverse.	,61	2	,63	0	2
4	Documents related to the main work limited responsibility	,47	2	,64	0	4
GPA		,47	2

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Through table 2.16, it shows:

In terms of difficulties , managers and teachers believe that the above factors have little impact on the activities of the class teacher team (average score: 2.47). Specifically:

- The influence of subjective factors :

+ The factor " Managers have not invested in documents and funding for the class teacher training activities " is the factor with the highest influence (Average score: 2.66; Standard score: 0.64) with a consensus assessment of 63.1% of managers and teachers.

+ Next, the factor that managers and teachers assessed as having the second most influence on the management of the class teacher team's training activities with 52.3% is " Lack of enthusiasm of the class teacher team in training " (Average score: 2.52; Standard score: 0.80).

+ “ The professional qualifications and pedagogical skills of the class teachers are still low” does not have much influence (Average: 2.40; Standard: 0.83). 52.3% of managers and teachers believe that the weak professional qualifications and pedagogical skills of class teachers have little influence on the quality of classroom teacher management activities.

- The influence of objective factors :

+ 64.6% of managers and teachers assessed the factor: The remuneration policy for the class teachers is not commensurate with the work that the class teachers have to do as the objective factor that has the most influence on this activity (Average score: 2.84; Standard score: 0.81). The interview result of class teacher 2 said that "Rewarding work must be done regularly to encourage the class teachers to do better, to meet the discipline and responsibility of teachers. On the contrary, the lack of remuneration policy for the work that the class teachers have to do will lack the motivation to encourage the enthusiasm of the class teachers in the activity".

+ “ The content, methods and forms of organizing the class teacher training activities are not diverse ” is the second most influential objective factor for the class teacher training activities (Average score: 2.61; Standard score: 0.63). The level of influence of this factor on the management of the class teacher training activities is also assessed by 59.2% of the survey subjects as having a high influence.

+ " The planning is not close to the training needs of class teachers" also has a significant impact on the training activities of class teachers (Average score: 2.58; Standard score: 0.69). This factor is also assessed by 51.5% of teachers and managers as having a great impact on the management of training activities for class teachers of the unit.

+ Contrary to the 3 objective factors mentioned above, 53.0% of managers and teachers stated that the factor " Documents related to homeroom work are still limited " has little impact on the current situation of managing the work of homeroom teachers (Average: 2.47; Standard: 0.64).

In summary, from the results of two groups of subjective and objective factors, we obtained quite accurate assessments of the level of influence of these two groups on reality.

Status of managing the class teacher's work activities: Human awareness and the application and compliance with State management regulations greatly affect the management of the class teacher's work activities. Therefore, in order to better manage the class teacher's work activities, the subjects managing the class teacher's work activities need to pay attention to first of all influencing people's awareness so that all participants in the class teacher's work activities have awareness and thorough understanding of the roles and tasks to be performed. In addition, when setting goals, building plans, and implementing plans, the school needs to pay attention to the needs of the class teacher.

Chapter 2 Conclusion

In summary, by using main research methods such as: questionnaire survey, observation and interview with teachers who are homeroom teachers and managers at 02 high schools in Binh Minh town, Vinh Long province, the researcher has provided a general picture of the current situation of class teacher training activities and the current situation of class teacher training activities management at high schools in Binh Minh town, Vinh Long province, showing that:

- Managers and teachers are aware of the importance of the class teacher training program at high schools.

- Most managers and teachers agree on the program's goals, content, and implementation methods.

- Most high schools in Binh Minh town, Vinh Long province have built a plan for the class teacher's work activities program right from the beginning of the school year, paying attention to directing the implementation, and effectively checking and evaluating this activity.

However, the self-training of the class teachers is still not regular and not implemented according to plan; the program of class teacher training of school managers in some schools is still formal. The organization and direction

The implementation of the training activities for the class teachers in high schools is of interest to school managers in guiding the process of organizing the training activities for the class teachers, building the force participating in this work, unifying the goals, program content, and implementation methods for the training activities for the class teachers. However, the organization of topics, exchanges, discussions, and experience exchanges between school units is still rare and depends heavily on the general practical conditions of each unit. In addition, the inclusion of training content for the class teachers in professional group activities in high schools is not really regular. Principals are still hesitant about this issue because most groups spend a lot of time on professional work. Although the inspection and evaluation of the class teacher training activities in high schools have been specified regularly and periodically, focusing on the evaluation of teachers participating in the class teacher training activities, sometimes the coordination of evaluation methods for this activity has not been effective, and there is still a mindset of underestimating the class teacher training activities compared to professional activities. The issue of mobilizing and using means, facilities, and resources for organizing class teacher training activities has also been of concern to school managers, but has not been effective. The results of mobilizing funds for this activity are still limited. The arrangement of time for class teacher training activities depends largely on the actual conditions of each school, especially the heavy pressure on curriculum distribution and teaching quality in other cultural subjects. In addition, the budget for rewarding homeroom teachers in high schools is still limited, there is a lack of policies for teachers and learners on homeroom work... The core team doing in-depth training on homeroom work in schools in the town is very limited, often assigned to homeroom teachers or Vice Principals in charge of homeroom training, so it is not in-depth, not systematic, and has low efficiency.

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