Danang Sports . In addition, every year, the Department of Education and Training also receives teachers from outside the city to work in the city according to their wishes and selects teachers according to the policy of attracting and participating in the project of developing high- quality human resources of the city .
The number of teachers at the end of the school year in each school often changes due to teachers retiring, resigning, transferring schools, transferring to other jobs, etc.; at the same time, determining the increase or decrease of teachers due to the increase or decrease in the size of students, schools, and classes.
Based on the staffing and labor assigned in accordance with the development scale of each school, the Department of Education and Training has coordinated with the City Department of Home Affairs to develop a plan to recruit new high school teachers. The recruitment of teachers is carried out publicly, objectively, fairly and ensures the regulations on the selection of cadres and civil servants according to current documents of all levels and in accordance with the actual situation of the city.
On the basis of Decision No. 62/2007/QD-BGDDT, dated October 26, 2007 of the Ministry of Education and Training promulgating Regulations on the content and form of teacher selection in preschools, public general education institutions and continuing education centers, Official Dispatch No. 2391/BGDDT-NG, dated March 21, 2008 of the Ministry of Education and Training on supplementing the content of Decision No. 62/2007/QD-BGDDT and documents regulating the selection and management of civil servants and public employees of the Government , the Ministry of Home Affairs and the Ministry of Education and Training , the Department of Education and Training of Da Nang city has implemented teacher selection through the form of examination based on training results at universities and interview and practice scores before the beginning of each school year.
For non-public high schools, the selection of teachers is decided by the schools. Every year, based on the number of classes enrolled, based on the lack of subject needs, the school owner decides to recruit teachers, mainly based on acquaintances to contract teachers; the school principal has no
The right to decide on teacher recruitment ; schools often do not set out criteria on qualifications , capacity, and moral qualities for selection, nor do they implement teacher selection processes according to the guidelines of all levels . Therefore, some teachers have not met the requirements on qualifications and capacity. The salary regime is mainly paid from student tuition fees, which is unstable, so the implementation of the regimes according to State regulations for employees is sometimes not fully and promptly implemented. The teaching staff in these schools is not secure in their work, often fluctuating and changing; there are few good teachers with good capacity working long-term at the schools.
In addition, according to the Department of Education and Training's Personnel Organization Department, during the school year, in addition to selecting teachers according to regulations, due to teachers retiring , resigning , transferring to work outside the city ... the Department of Education and Training has reviewed the teachers' applications for teaching labor contracts to select and assign teachers to replace the above teachers; schools are not allowed to decide on labor contracts for teachers. Thus, with this approach, the main responsibility lies with the Department of Education and Training, which partly affects the initiative of each school. At the same time, the selection of teachers for labor contracts does not follow any standards, which inevitably lacks objectivity, fairness, and recruits teachers lacking capacity and qualities. Among the teachers on labor contracts, there are teachers who have graduated from other universities and have received pedagogical training. Through discussions with many managers and teachers, these teachers are often limited in terms of qualifications and teaching methods , which has somewhat affected the quality of teaching. Currently, there is a contradiction between the supply and demand of teachers; many pedagogical students graduate but the demand for teacher recruitment is low, many students do not have jobs, including many good and excellent students. Therefore, it is necessary to consider teacher recruitment for this group so that schools can choose qualified teachers who meet the requirements of capacity and enthusiasm for the profession.
Implementing the city's human resource attraction policy, the Department of Education and Training has advised the City People's Committee to have a preferential policy for those who graduated from regular universities, achieved good or excellent results at public universities and those with master's and doctoral degrees to be assigned to work at high schools . The number and training level of newly recruited teachers over the years are shown in Table 2.5.
Table 2.5: Number of newly recruited high school teachers through school years
School year
TS GV new recruit | University of good quality | Excellent University | Master | ||||
TS | TL | TS | TL | TS | TL | ||
2010-2011 | 35 | 5 | 14.3 | 28 | 80.0 | 2 | 5.7 |
2011-2012 | 70 | 10 | 14.3 | 49 | 70.0 | 11 | 15.7 |
2012-2013 | 31 | 1 | 3.2 | 23 | 74.2 | 7 | 22.6 |
2013-2014 | 27 | 0 | 0.0 | 19 | 70.4 | 8 | 29.6 |
Maybe you are interested!
-
Professional Training for Management Staff and Teachers to Organize Creative Experiential Activities on Educational Themes for Students at Thai Nguyen High School -
Building a Development Plan for High School Management Staff -
Factors Affecting the Management of Bdtx Activities for High School Teachers -
Strengthening the Survey and Correct Evaluation of the General Staff and the High School Management Staff in Particular: -
Managing high school teacher training according to the total quality management approach at Ho Chi Minh City University of Education - 19
(Source: Department of Organization and Personnel, Department of Education and Training, Da Nang City)
Master
Excellent university Fair university
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2010-2011 2011-2012
5.7%
15.7%
22.6%
29.6%
80.0%
70.0%
74.2%
70.4%
14.3%
14.3%
3.2%
2012-2013
0.0%
2013-2014
Figure 2.10: Training level of newly recruited high school teachers
2.5.3.2. Use of teachers
According to the survey results, 349 teachers, accounting for 98.6%, and 55 managers, accounting for 98.2%, said that schools have assigned teachers with the right expertise according to their training major . Thereby, promoting the working spirit , dedication and striving of the teaching staff. A few said that some schools, due to lack of uniformity in the teacher structure, have assigned teachers to teach incompatible subjects or teach combined subjects (teaching a second subject). This has directly affected the quality of teaching and education in each school.
Regarding the provision of resources and promotion of teachers to management positions, most opinions said that schools have implemented the provision of resources and promotion of teachers based on criteria such as professional competence, professional ethics, prestige, seniority, and interest in young teachers... Therefore, the provision of resources and promotion will be effective, meeting the requirements of planning and appointing staff. Through the survey , 254 teachers, accounting for 72.1%, and 42 managers, accounting for 75.0%, said that the appointment of professional team leaders was in accordance with standards and procedures; the remaining opinions said that there were cases of appointments that were not in accordance with standards and procedures. Through discussions and survey results, the Department and schools have not yet built a team of core teachers as the core of expertise in schools and the Department. Professional team leaders and core teachers have an impact on the development of teachers' careers. Therefore, it is necessary to build a strong team of professional group leaders and core teachers by selecting teachers with capacity, prestige, and a sense of responsibility to appoint and send for training and development.
Through discussions with the Department of Personnel Organization and principals of high schools on teacher management, in recent years, the Department of Education and Training has assigned teachers to schools according to the quantity needs of each unit. At the same time, schools have organized the signing of commitments for newly recruited teachers as committed to do.
Long-term work, compensation for post-graduate training costs (being assigned, provided with funding to study) if they voluntarily quit their jobs, maternity leave (for female teachers)... The signing of a commitment between the school and newly recruited teachers has created a more conscious and responsible team for their work, and a stronger bond with the school, but it also causes some difficulties for them, especially compensation , maternity leave , etc., affecting the psychological factor when working at the unit.
Currently , the Department of Education and Training has not yet implemented teacher rotation to harmonize quality between schools, only transferring teachers according to their wishes. Through discussions with managers and teachers, if the Department of Education and Training implements teacher rotation, it must follow the principles: ensuring stability, assigned targets and quality harmonization. The rotation subjects are competent teachers, young, with more than 5 years of working time at the old school.
Survey results of 354 teachers and 56 managers on teacher management methods
Table 2.6 below:
Table 2.6: Survey results on high school teacher management forms (%)
Management form
CBQL | GV | |||
SL | TL | SL | TL | |
- Through the professional team | 44 | 78.6 | 333 | 95.4 |
- Through the pedagogical council | 43 | 76.8 | 322 | 92.3 |
- Through means of communication | 20 | 35.7 | 185 | 53.0 |
- Through work profile | 40 | 71.4 | 321 | 92.0 |
- Through personnel records | 17 | 30.4 | 195 | 55.9 |
- Through direct manager | 35 | 62.5 | 202 | 57.9 |
This result shows that schools have combined many forms to manage teachers, mainly focusing on the form through professional groups , pedagogical councils and work records , so it is not yet thorough and comprehensive.
2.5.4. Teacher training and development
Faced with the increasing demands of innovation in general education programs, improving the quality of education in each school and the current status of professional capacity of high school teachers in the city , training and fostering work must be focused on and carried out regularly and continuously.
Training and fostering work must be carried out in a planned, scientific manner, with specific content that meets requirements, with appropriate forms, for the right subjects and with effective investment. Only then can we improve the professional capacity, moral qualities, political theory level... of high school teachers.
a) On political and moral qualities:
Through discussions with managers and teachers, training to improve political and ethical qualities is organized in forms such as summer political and legal training ; organizing and implementing campaigns, emulation movements, regulations on ethical qualities of teachers, cadres, civil servants, public employees, typical examples in the industry, etc.
Based on the city's targets, the Department has coordinated with schools to send teachers in the reserve to attend intermediate and advanced political classes at the Academy of Administration and Politics of Region 3 , Da Nang and the City Political School. In addition, based on the guidance and direction of the Department of Education and Training, schools have organized training for teachers at their units . Training on political qualities, ideology , and professional ethics is shown through the following contents :
- Fostering political theory and Ho Chi Minh's ideology through major movements in the industry ; especially the movements "Studying and following Ho Chi Minh's moral example ", "Each teacher is a model of morality , self-study and creativity"; thoroughly grasping the guidelines , policies , resolutions ,
Party directives , State policies and laws;
- Basic issues on guidelines and policies for socio-economic development , education and training and other fields in the renewal period of the Party, State and the city;
- Regulations on teachers' moral qualities, regulations for civil servants and public employees ; setting examples of exemplary models and typical factors in the teaching movement of the Party and State.
4.5%
95.5%
Through the results of the annual evaluation of this training work and through discussions with managers and teachers, it shows that the training content is relatively appropriate, with about 95.5% of teachers and managers participating in summer political and legal training. Regarding the level of political theory, there are 51 managers and teachers with intermediate and advanced degrees, accounting for 2.4%. According to the evaluation results, the training organization is not effective, the number of teachers attending each training class is quite high; the management work, service conditions, and reporters are not good, ... leading to low training quality. At the same time, schools also pay little attention to this work, mainly focusing on professional and technical training.
Participate in training
No training
Figure 2.11: Percentage of teachers and managers participating in summer political and legal training
b) Regarding expertise and profession :
Training and retraining on professional qualifications for teachers occupy a position
important position in training and development.
Every year, the Department and schools coordinate with Da Nang and Hue Pedagogical Universities , Da Nang University of Foreign Languages and other units to organize training and fostering for teachers. The training is mainly post-graduate training under the state regime ( for heads , deputy heads of professional groups, reserve teachers , young people with development orientation) and self- funded training (for teachers who wish). In addition, reserve teachers are also sent to study bachelor's and master's courses in educational management... The training content often focuses on improving the professional qualifications and skills of teachers such as training in specialized topics, teaching methods, adjusting program content, textbooks, school counseling, homeroom work...
Regarding the team of professional group leaders, although there is concern , there is no separate training and development plan. Every year, the Department and schools have to carry out the work of creating exam questions, testing, and training teachers, so a team of competent teachers (called core teachers) is needed. However, the Department and schools have not yet built this team, only assigning tasks according to job requirements. Therefore, the capacity of this team has not been gathered and fully promoted.
Schools have created conditions for teachers to complete postgraduate training courses ; many teachers have promoted their professional qualifications and pedagogical capacity , gradually matured in their work, and are active and core factors in the teaching staff of their units and sectors , actively participating in activities, contributing to improving the quality of education at each school.
According to the survey results, forms of improving professional capacity such as professional activities of groups and teams; discussions and exchanges on new professional issues ; organizing competitions in schools ... are used by schools.