How to Process Survey Results and Rating Scores

Professional groups still do not have official documents specifying the organization, operation, and tasks of professional groups. The organization and operation of professional groups are often organized by schools themselves on the basis of professional groups to effectively implement the educational goals of the school as well as improve the quality of teaching of teachers, the learning of students; help school managers easily manage human resources and the quality of educational activities in the school. Therefore, the organization and operation of professional groups are often stipulated in the working regulations of the school. If the school's regulations create favorable conditions for professional groups to operate, it will help the professional groups operate effectively and vice versa, if the school's regulations are unclear, or do not mention the activities, functions, and tasks of professional groups, the activities of professional groups seem to be ineffective, or even non-operational.

- The structure of the school's teaching staff.

The structure of the school's teaching staff has a direct impact on the quality of professional group activities. In fact, for secondary schools with a full staff of teachers according to position, it will be very convenient to organize professional groups. In the activities of professional groups, the teaching staff will have good spirit and responsibility in performing tasks as well as regulations of the school, team, and professional group. For secondary schools with a small staff of teachers, lacking in comparison to the prescribed positions, it will lead to a large number of contract teachers. Therefore, when organizing professional groups, contract teachers are often not enthusiastic and have low responsibility in the activities as well as all other activities of the professional group.

- The conditions of facilities, equipment, and financial resources meet the operational requirements of the school's professional groups. This is a necessary condition in improving the teaching quality of the teaching staff, thereby improving the operational quality of the professional group in implementing the teaching goals as well as the general educational goals of the school.

1.5.2. Subjective factors

- Capacity of school management staff.

The management of professional group activities is the job of school managers. If school managers have good management capacity, enthusiasm, responsibility in their work, and dedication to the activities of professional groups, the management and maintenance of professional group activities will have high performance results, and the teaching staff in the professional groups will perform their professional tasks seriously and with quality. If the management staff's capacity is weak and they lack close attention to their work, the quality of management of professional group activities will not be high, the teaching staff will lack self-awareness in their work, and the activities and implementation of professional group tasks will be more formalistic.

- Management capacity of team leader, professional group leader.

The professional group is under the direct management of the professional group leader and the maintenance responsibility of the professional group leader. Therefore, the management capacity of the group leader and professional group leader has a direct impact on the maintenance of the activities as well as the quality of the professional group's activities. A group leader and professional group leader with good capacity and ethics will contribute to gathering the strength of solidarity in performing the tasks of the teaching staff, thereby improving the quality of professional activities according to the educational goals and tasks assigned by the school.

- Capacity of teaching staff.

The teaching staff are individuals who directly participate in the professional group, performing professional tasks according to the plan of the group and the professional team. Therefore, the capacity of the teaching staff will have a direct impact on the results of the group's professional tasks. A good team of teachers with high professional capacity and expertise will make the overall quality of the professional group's activities high, meeting the educational goals of the school.

Chapter 1 Conclusion

The professional group is an important component in the organization and management of secondary schools. The professional group plays an important role in the process of implementing the innovation of the education and training program, and is the "center" for teacher training to help teachers improve their professional capacity. At the same time, the professional group is the place to directly manage and train teachers in terms of awareness and professional expertise; discover the strengths, weaknesses, advantages and difficulties of each teacher in the teaching and education process. Therefore, the management of professional group activities plays an important role and significance in helping managers grasp the quality of the teaching staff and the quality of teaching and education of the school.

The thesis has clarified the basic concepts of the topic such as: management, school management, professional group activities, management of professional group activities. At the same time, it analyzes the specific functions and tasks of professional groups in secondary schools and the activities of professional groups including: implementing professional topics, training skills, pedagogical skills of teachers, implementing and participating in class observation, professional group activities, managing professional records,...

The author has deeply studied the management of professional group activities according to management functions, including the following contents: planning professional group activities, organizing and implementing professional group activities, directing the implementation of professional group activities and checking and evaluating professional group activities in secondary schools. At the same time, the thesis explores the factors affecting the management of professional group activities in secondary schools, including objective and subjective factors.

This is an important theoretical basis for studying the current situation of the problem in chapter 2 and proposing management measures in chapter 3 of the thesis.

Chapter 2

CURRENT STATUS OF MANAGEMENT OF PROFESSIONAL GROUP ACTIVITIES AT SECONDARY SCHOOL IN HONG BANG DISTRICT, HAI PHONG

2.1. Overview of the current situation survey

2.1.1. Survey objectives

Collect information as a basis for assessing the current status of professional group activity management in secondary schools in Hong Bang district, Hai Phong as a basis for proposing management measures to improve the quality of professional group activity management.

2.1.2. Survey content

- Current status of professional activities at secondary schools in Hong Bang district.

- Current status of management of professional group activities of secondary schools in Hong Bang district.

2.1.3. Survey subjects

120 people are managers and teachers of 8 secondary schools in Hong Bang district, specifically: Secondary school managers: 16; Secondary school teachers: 104.

Secondary schools include: Bach Dang Secondary School, Hong Bang Secondary School, Hung Vuong Secondary School, Ngo Gia Tu Secondary School, Nguyen Trai Secondary School, Phan Boi Chau Secondary School, Quan Toan Secondary School, Tran Van On Secondary School.

2.1.4. Survey method

- Questionnaire survey.

- Interviewing a number of school administrators and teachers about the advantages and difficulties in professional group activities and managing professional group activities at secondary schools.

2.1.5. How to process survey results and score evaluation

Use statistical software to calculate and check data when collecting information from managers and teachers.

Includes assessment levels:

* For implementation level: Evaluated according to 3 levels: often (3 points), sometimes (2 points), never (1 point).

For response level: Evaluated according to 3 levels: good response (3 points), partial response (2 points), no response (1 point).

To determine the scale, we calculate the scale score using the formula:

(Maximum score - Minimum score): Number of levels

The distance between the levels of the scale is: (3 - 1): 3 = 0.67 points. The minimum score of level 1 is 1 point.

The minimum score for level 2 is: 1 + 0.67 = 1.67 points. The minimum score for level 3 is: 1.67 + 0.67 = 2.34 points. So the 3 levels of the scale are as follows:

Low level: 1 to below 1.67. Medium level: 1.67 to 2.34. High level: 2.34 to 3.

* For performance results: evaluated according to 4 levels: good (4 points), Fair (3 points), Average (2 points), Poor (1 point).

For the level of influence: assessed according to 4 levels: very influential (4 points), influential (3 points), little influential (2 points), no influential (1 point).

To determine the scale, we calculate the scale score as follows:

(Maximum score - Minimum score): Number of levels

The interval between the levels of the scale is: (4 - 1 ): 4 = 0.75 points. The minimum score of level 1 is 1 point.

The minimum score for level 2 is: 1 + 0.75 = 1.75 points The minimum score for level 3 is: 1.75 + 0.75 = 2.5 points The minimum score for level 4 is: 2.5 + 0.75 = 3.25 points So the 4 levels of the scale are as follows:

- Low level: From 1 to below 1.75.

- Average level: From 1.75 to below 2.5.

- Good level: From 2.5 to below 3.25

- High level: From 3.25 to 4.

2.2. Current status of organization and operation of professional groups at Hong Bang district secondary school

2.2.1. Organizational structure of professional groups

The professional groups in Hong Bang district secondary schools are specifically structured as follows:

- Professional groups by school unit are professional groups with a large number of teachers: Math group 6,7,8,9; Literature group 6,7,8,9; Physics, Chemistry, Biology, Technology, Foreign Language, Physical Education, elective groups.

- Professional groups by district unit because there are few teachers: Music and Art groups.

On average, each school has about 17 professional groups and the number of group members is based on the structure of teachers directly teaching.

The professional group leader is proposed by the professional group and assigned by the principal at the beginning of the school year.

Within the scope of the topic, we delve into the following subject groups: Math, Physics, Chemistry, Literature, History, Geography, English. The structure and number of subject groups at 8 secondary schools are listed as follows:

Table 2.1: Number of professional groups in secondary schools

STT

Secondary School	Maths	Lee	Chemistry	Literature	History	Land	Language Older brother
1	Bach Dang Secondary School	4	1	1	4	1	1	1
2	Hong Bang Secondary School	4	4	2	4	4	1	2
3	Hung Vuong Secondary School	4	1	1	4	1	1	1
4	Ngo Gia Tu Secondary School	4	1	1	4	1	1	1
5	Nguyen Trai Secondary School	4	1	1	4	1	1	1
6	Phan Boi Chau Secondary School	4	1	1	4	1	1	1
7	Quan Toan Secondary School	1	1	1	1	1	1	1
8	Tran Van On Secondary School	4	1	1	4	1	1	1
	Total	29	11	9	29	11	8	9

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• Expert Survey Results on Research Scales
• The Goal of Moral Education for Middle School Students
• The Structure of Physical Ability of Middle School Students
• Survey Results on Corporate Communication

Through statistics, it can be seen that the Math and Literature subject groups have a large number of subject groups. Each school (except Quan Toan Secondary School) consists of 4 groups divided equally among grades 6, 7, 8, and 9. These are the 2 subjects with the most content and number of lessons per week and year. For the remaining subjects, each school has an average of 1 subject group. Hong Bang Secondary School is the school with the largest number of subject groups (21 subject groups). The difference is that according to the characteristics of each school, according to the direction of the Principal, Hong Bang Secondary School is a school with a large number of teachers, so to ensure that the subject group activities are smooth, the school is divided into many groups.

2.2.2. Current status of professional group activities in secondary schools

To study the current situation of professional groups in secondary schools in Hong Bang district, we used the question: What is the teacher's assessment of the current situation of professional group activities in the secondary school where he/she is working? (Question 2, Appendix 1), and processed the survey, we obtained the results as shown in Table 2.2 below:

Table 2.2: Current status of professional group activities in secondary schools

STT

Content	Level of implementation
	Often through	Exam occasionally	K. ever	Total	TB	Rank step
1	Carry out the topics Expertise	123	158	0	281	2.34	2
2	Professional group activities	144	144	0	288	2.40	1
3	Training skills and expertise teacher education	39	202	6	247	2.06	5
4	Organize and participate in classes observe, teach	45	210	0	255	2.13	4
5	Manage group profiles Expertise	102	172	0	274	2.28	3
	Average value:					2.24

Professional group activities in secondary schools are not carried out regularly, with an average value of 2.24. In which, the level of implementation of each content is different. Specifically as follows:

* Current status of professional activities and topics of professional groups at secondary schools in Hong Bang district

Professional group activities and professional topics are carried out quite regularly. These are two contents included in the regulations of the General School Charter and specific regulations of the Department of Education and the school, with average values ​​of 2.40 and 2.34 respectively, ranking 1/5 and 2/5.

The professional groups strictly implemented the distribution of the 37-week professional program according to the general school program that had been developed and approved by the District Professional Assessment Council. The professional groups actively developed teaching topics by subject, interdisciplinary, and integrated to ensure flexibility and effectiveness. Specifically, in the 2015-2016 school year, 210 topics were developed, and in the 2016-2017 school year, 185 topics were developed. The professional groups implemented the topics in district-level professional activities and in class periods at school.

The Department of Education and Training issued Plan No. 33/KH-PGD&DT for the 2015-2016 school year on directing the implementation of "Innovation in teaching methods and innovation in testing and assessment towards developing the capacity of secondary school students", secondary schools have developed professional activity plans (schools, groups, teams), in which the orientation is to innovate the form and content of professional group and team activities based on research on students' learning activities; towards developing students' capacity. At the same time, organize professional activities according to practical and effective topics; develop quality teaching topics, stipulate the number of professional activities per week, month, and professional activities of professional groups and teams. In the 2015-2016 school year, the Department of Education organized professional activities at the district level and carried out 46 meetings.