Thus, the measure to build a quality culture at Ho Chi Minh City University of Education according to the TQM approach is necessary and highly feasible. The correlation between necessity and feasibility is positive and closely correlated with each other.
3.3. Relationship between measures
Through building a theoretical basis and determining the current status of high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education, 05 measures have been proposed, including 04 measures that directly impact high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education, including (1) Building a system of indicators for high school teacher training management according to the TQM approach; (2) Completing the system of regulations, processes and documents guiding high school teacher training management according to the TQM approach; (3) Disseminating and training the operation of the system of regulations, processes and documents guiding high school teacher training management according to the TQM approach; (4) Building and operating the system and tools for monitoring, evaluating and collecting information on high school teacher training management according to the TQM approach and 01 measure that impacts the factors affecting high school teacher training management according to the TQM approach, which is (5) Building a quality culture according to the TQM approach. According to the Deming cycle (PDCA), measures (1) and (2) are the planning steps (Plan); measure 3 is the implementation step (Do); measure 4 is the check and improvement step (Check and Action). Measure 1 is the foundation for measures 2, 3, 4. Measure 2 realizes the indicator system in measure 1. Measure 3 aims to popularize the indicator system in measure 1 and the system of regulations, processes and instructions in measure 2 to all customers, helping the operating team understand the system and helping the beneficiary team know what they need to do to enjoy the best product. Measure 4 helps managers as well as all customers to monitor and evaluate the entire system and whether the system's operations are of good quality or not, whether there are any errors or not, as well as having the necessary information for evaluating and improving the entire high school teacher training management system according to the TQM approach at Ho Chi Minh City University of Education. Measure 5 is the environment and also the condition for the school to successfully establish a management system according to the TQM approach. The quality culture is also the foundation for high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education.
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Relationship Between Research Variables in the Model
In addition, Pearson test (r) shows that the necessity and feasibility of the measures for managing high school teachers according to TQM approach at Ho Chi Minh City University of Education are also positively and closely correlated with each other (Appendix 8).
Chapter 3 Conclusion
Based on the theory of high school teacher training management according to the TQM approach proposed in chapter 1 and determining the current status of high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education in chapter 2, 05 management measures have been proposed, of which 04 measures have a direct impact on high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education, including: (Step 1) Building a system of indicators for high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education; (Step 2) Completing the system of regulations, processes and guidance documents for high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education; (Step 3) Disseminating and training relevant customers to operate the system of regulations, processes and guidance documents for high school teacher training management according to the TQM approach at Ho Chi Minh City University of Education; (BP4) Building and operating a system and tools to monitor, evaluate and collect information on the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education and 01 measure to impact the factors affecting the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education is (BP5) Building a quality culture at Ho Chi Minh City University of Education according to the TQM approach. The proposed measures are both necessary and highly feasible. There is a positive and close correlation between the necessity and feasibility of the measures. At the same time, the level of necessity of the measures and the level of feasibility of the measures are also positively and closely correlated. This proves that the proposed measures are appropriate and meet the requirements of the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
Training management according to TQM approach in general and training management of high school teachers according to TQM approach in particular are new trends in training management research of educational science researchers and are reflected in university training management policies of many countries in the world. An overview of the research shows that there have been many domestic and foreign scientific research works discussing the issue of training models, training, and training management of high school teachers in general and training management of high school teachers according to different approaches. However, there has not been any scientific work that systematically studies the training management of high school teachers according to TQM approach at Ho Chi Minh City University of Education. Training management of high school teachers according to TQM approach at Ho Chi Minh City University of Education is proposed to manage 11 factors of high school teacher training including input factors (1) The process of determining customer needs; (2) The process of reviewing and adjusting training standards and programs; (3) The enrollment process; (4) Process of ensuring human resources for training; (5) Process of ensuring facilities, equipment, and learning materials for training; (6) Process of preparing finances for training; process elements include
(7) Teaching process of lecturers; (8) Learning process of students; (9) Pedagogical internship process of students and output factors including (10) Evaluation process of training results, granting graduation certificates; (11) Graduates. PDCA practice in managing these 11 factors includes 6 activities: (P1) Identifying the indicator system; (P2) Developing regulations, processes, plans; (D1) Training implementation personnel; (D2) Organizing and directing implementation; (C) Monitoring, measuring, evaluating; (A) Standardizing the indicator system, regulations, processes and identifying changes to apply in the next cycle.
Through the results of the survey by questionnaire, in-depth interview and research on the product of the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education, it can be seen that the school has had certain achievements in the management of high school teachers according to the TQM approach by practicing PDCA in management, which is regularly implemented for factors such as (2) Managing the process of reviewing and adjusting the training standards and training programs; (3) Managing the enrollment process; (8) Managing the learning process of students; (9) Managing the pedagogical internship process; (10) Managing the process of evaluating training results and granting graduation certificates. In which, practicing PDCA in managing factor (3) Managing the process of
The admission process meets the requirements. However, the practice of PDCA is not yet uniform, regular and systematic. The overall assessment of each activity of the PDCA cycle does not meet the requirements and needs to be improved. In addition, the factors affecting (1) Identifying customers and customer needs, (2) Leadership and strategy, (3) School quality culture are assessed as both obstacles and promotion, not meeting the conditions of an organization successfully applying TQM.
From the theory proposed in Chapter 1 and the current situation identified in Chapter 2, 05 management measures have been proposed, including (Step 1) Building a system of indicators for managing high school teachers according to the TQM approach at Ho Chi Minh City University of Education; (Step 2) Completing the system of regulations, processes and guidance documents for managing high school teachers according to the TQM approach at Ho Chi Minh City University of Education; (Step 3) Disseminating and training relevant customers to operate the system of regulations, processes and guidance documents for managing high school teachers according to the TQM approach at Ho Chi Minh City University of Education; (Step 4) Building and operating a system and tools for monitoring, evaluating and collecting information on managing high school teachers according to the TQM approach at Ho Chi Minh City University of Education; (Step 5) Building a quality culture at Ho Chi Minh City University of Education according to the TQM approach. These measures are necessary and highly feasible; they have a positive and close correlation with each other. However, these measures are only initial, systematic, general, and do not specify the content of the indicator system for the factors, have not established a detailed process system for each process, have not proposed the content of how to use each statistical tool to control quality, and have not proposed the specific content of each tool to monitor the quality of high school teachers according to the TQM approach at Ho Chi Minh City University of Education.
2. Recommendations
For the Ministry of Education and Training
Develop and promulgate policies and regulations on remuneration and training of high school teachers as well as determine an appropriate admission mechanism for the characteristics of high school teacher training to help high school teacher training schools attract talent.
Review the overall quality and quantity of high school teachers to have a good orientation for the process of recruiting, training, retraining and fostering high school teachers.
For the President of Ho Chi Minh City University of Education
Organize and direct the review of mission, vision, determine quality goals and strategic plans, in which clearly defining TQM approach in high school teacher training management is an important goal of the school to mobilize all individuals and groups in meeting customer needs and improving the quality and position of Ho Chi Minh City University of Education.
Early deployment and completion of the construction of the school's internal quality management system according to the TQM approach.
Synchronously implement the management measures proposed in the thesis to improve the school's high school teacher training quality.
For Heads of training management units of Ho Chi Minh City University of Education
Based on the proposed measures, the Heads of the Training Management Units will study and develop detailed contents of the indicator system, the system of regulations, procedures and specific guidance documents for each element in the training management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education. At the same time, it is necessary to establish and operate a quality monitoring system using TQM quality control tools as mentioned in Chapter 3.
For lecturers and students of Ho Chi Minh City University of Education
Be proactive, positive, and creative in all personal activities as each person is a quality element in the overall quality system of Ho Chi Minh City University of Education according to the TQM approach.
3. Future research directions
The research results of the topic are only an initial overview of the current situation and the proposed measures are general and systematic for the management of high school teachers according to the TQM approach at Ho Chi Minh City University of Education. On this basis, further in-depth studies need to be carried out as follows:
(1) Research and develop detailed content for each indicator for 11 training management factors that the topic has proposed in accordance with the school's quality management orientation of approaching national and international quality assessment standards;
(2) Research and complete the system of regulations, procedures and implementation guidance documents. Regulations, procedures and guidance documents need to be built on legal documents issued by superior management agencies and follow the TQM approach;
(3) Establish a monitoring and evaluation system for GVTHPT training based on TQM quality control tools;
(4) Building the quality culture of Ho Chi Minh City University of Education according to the TQM approach is a new and systematic content and there has been no research on this issue. Therefore, there needs to be many further research topics to be able to successfully build the quality culture of Ho Chi Minh City University of Education according to the TQM approach.
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