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Results of the Feasibility Study of the Measures

Table 3.2. Results of testing on the feasibility of measures



TT


Proposed measures

Feasibility

Very possible

exam

Possible

Are not

feasible


1

Foster awareness for managers and teachers about the capacity to organize experiential activities for students.

junior high school student

56/70 (80%)

14/70 (20%)

0/70 (0%)


2

Organize assessment of the capacity of organizing experiential activities and identify training needs of the team.

middle school teacher

60/70 (85.7 %)

10/70 (14.3%)

0/70 (0%)


3

Develop a plan to foster the capacity to organize experiential activities for the school's teaching staff.

meet the current innovation of general education

65/70 (92.8%)

5/70 (7.2%)

0/70 (0%)

4

Diversify organizational capacity building activities

experiential activities for secondary school teachers

64/70

(91.4%)

6/70

(8.6%)

0/70

(0%)


5

Building a supportive, collaborative environment among teachers

teachers and encourage teachers to develop their capacity to organize experiential activities

63/70 (90%)

7/70 (10%)

0/70 (0%)

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Results of the Feasibility Study of the Measures

Thus, through testing the necessity and feasibility of the measures, it shows that 70/70 (100%) of the staff participating in the survey affirmed that the proposed measures ensure the necessity and feasibility. Although no measure was evaluated at an absolute level with 70/70 opinions, the survey results were quite high. This shows that the proposed measures are convincing to managers and teachers organizing experiential activities at secondary schools in Thai Nguyen city, Thai Nguyen province.

To confirm the objectivity, we interviewed a number of managers and teachers participating in the survey with the question: How do you evaluate if the above management measures are implemented at the school? According to the opinion of teacher LTTH, these measures can be implemented at the school because they are quite suitable and if implemented, they will also create certain changes in the school's capacity to organize experiential activities for teachers.

Thus, it can be affirmed that the management measures proposed in the topic are feasible and can be applied in practice in secondary schools in Thai Nguyen city.

Chapter 3 Conclusion


The quality of education in general and the quality of organizing experiential activities in particular depends a lot on management, specifically on the management measures of the Principal. Based on the requirements of the new general education program and innovation in educational management in schools. Based on the current situation of organizing experiential activities in secondary schools in Thai Nguyen city, the following management measures can be applied:

Foster awareness for managers and teachers about the capacity to organize experiential activities for secondary school students.

Organize assessment of capacity to organize experiential activities and identify training needs of secondary school teachers.

Develop a plan to foster the capacity to organize experiential activities for school teachers to meet current general education innovation. Diversify activities to foster the capacity to organize experiential activities.

Experience for secondary school teachers.

Build a supportive, collaborative environment among teachers and encourage teachers to develop their own capacity to organize experiential activities.

Through examining the necessity and feasibility of the measures through the assessment of experts in this field, the author of the topic draws some comments as follows:

- These measures are suitable to the conditions and characteristics of the actual situation of schools in the research area, so they are considered necessary and highly feasible.

- Due to the increasing demand for improving the quality of education in schools as well as the quality of organizing experiential activities in secondary schools, the above management measures are considered very necessary. Principals need to thoroughly implement them in the management of homeroom activities in the locality.

- With the assessment of high necessity and feasibility, it is the basis to affirm that: management measures to foster the capacity to organize experiential activities, if applied correctly and seriously, will improve the effectiveness of organizing experiential activities to meet the requirements of the new general education program and at the same time improve the quality of education of secondary schools in Thai Nguyen city.

CONCLUSION AND RECOMMENDATIONS


1. Conclusion

The ability to organize experiential activities is identified as a component capacity, a part of the pedagogical capacity of a teacher. Continuous professional development requires teachers to constantly practice and develop pedagogical capacity, including the ability to organize experiential activities.

Managing the training activities for teachers' capacity to organize experiential activities is a content in the management and development of the teaching staff in secondary schools. The management content includes: Surveying the needs and evaluating the capacity to organize experiential activities of the teaching staff; Developing a plan to train secondary school teachers on the capacity to organize experiential activities; Organizing and implementing the plan to train secondary school teachers on the capacity to organize experiential activities; Directing the implementation of the plan to train secondary school teachers on the capacity to organize experiential activities; Checking and evaluating the training activities for secondary school teachers according to the goal of developing the capacity to organize experiential activities.

The current situation of managing training activities for teachers of secondary schools in Thai Nguyen city, Thai Nguyen province on the capacity to organize experiential activities shows that:

- The awareness of some educational managers and teachers in schools is not complete about experiential activities and the organization of experiential activities in secondary schools; they are not really proactive and positive in innovating methods of educating students through experiential activities.

- The development of plans, programs, content, and forms of training in organizing experiential activities for teachers is not consistent among schools.

- Facilities and equipment to support the process of training teachers' capacity to organize practical activities are available but not yet uniform and of poor quality, especially equipment for practical work is still lacking, and funding for training is limited.

Reason for limitation:

- The propaganda work to raise awareness of the role and significance of organizing creative experiential activities and managing creative experiential activities for students to educational forces is still formal, mainly in the form of work implementation, not concretizing the importance of creative experiential activities in current secondary schools.

- The training of staff is not specialized to each target group, so it has not fully developed the capacity of each individual. Most of the training sessions are only at the mass level.

- The planning and assignment of responsibilities of educational forces have not yet clearly defined responsibilities for each individual, department or organization. Schools have not yet had measures to stimulate teachers to enthusiastically participate in experiential activities, leading to experiential activities being done just enough, not effective. Moreover, the content, methods and forms of organizing experiential activities for secondary school students are not rich and attractive.

Inspection and evaluation work still has many limitations; Coordination between educational forces and forces outside the school lacks strictness,...

Based on theoretical and practical research on teacher training activities, the topic proposes measures to manage teacher training activities at secondary schools in Thai Nguyen city - Thai Nguyen province on the capacity to organize experiential activities, including:

Foster awareness for managers and teachers about the capacity to organize experiential activities for secondary school students.

Organize assessment of capacity to organize experiential activities and identify training needs of secondary school teachers.

Develop a plan to foster the capacity to organize experiential activities for school teachers to meet current general education innovations.

Diversify activities to foster capacity in organizing experiential activities for secondary school teachers.

Build a supportive, collaborative environment among teachers and encourage teachers to develop their own capacity to organize experiential activities.

2. Recommendations

2.1. For the Department of Education and Training of Thai Nguyen city

Actively advise the City People's Committee to create financial and administrative mechanisms and policies... so that schools have more funds to organize teacher training activities, especially training teachers on the capacity to organize experiential activities conveniently.

Be proactive in innovating the management of teacher training activities, especially focusing on training teachers in the capacity to organize experiential activities.

Strengthening inspection and supervision of teacher training activities, it is necessary to issue a set of standards to evaluate teachers after training, especially after training in the capacity to organize experiential activities.

2.2. For secondary schools in Thai Nguyen city

With the measures to manage the training of teachers on the capacity to organize experiential activities, school principals can apply them right at their units to gradually improve the quality of the teaching staff in terms of qualifications, knowledge, and skills in organizing experiential activities. In order for the training of teachers according to the measures proposed by the author to be highly effective, principals of secondary schools need to implement well the following requirements:

Fostering awareness among teachers and managers about the requirements and urgency of innovating teacher training activities, especially training teachers in the capacity to organize experiential activities.

Annually develop plans and pay special attention to applying management measures for training activities for secondary school teachers on the capacity to organize experiential activities.

Create all favorable conditions for teachers who have been selected to become core teachers to effectively play their role in guiding and advising colleagues on career development.

Encourage, motivate and create opportunities for school teachers to participate in training activities, especially training in the capacity to organize experiential activities to develop their own careers.

2.3. For the teaching staff

It is necessary to deeply understand the importance of experiential activities for the comprehensive development of students, thereby making efforts to study and improve professional qualifications, skills, and capacity to organize experiential activities. It is necessary to clearly define one's tasks and responsibilities in training the future young generation to meet the needs of educational innovation in the current context.

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