Canul and the New England Association of schools and colleges ( 2019) studied the importance of self-assessment in improving the quality of school education. This study studied 2,171 self-assessment reports of general schools and in-depth interviews with 25 schools in the 2007-2008 school year, affirming that self-assessment helps schools improve the quality of teaching and education of the school. Research by Canul and Ribeiro, de Gusmão (2010) pointed out the limitations of self-assessment activities that schools still highly appreciate the achievement of standards compared to external assessment reports or schools do not clearly see their limitations as assessed by external assessment teams [39].
Regarding translated works, we can pay attention to "Some leadership experiences of the Principal" by XuKhomxki, translated and published in 1981. It raises the issue of "Division of work between the Principal and Vice Principal in professional inspection work".
Author RiGand in the work "Building an information system to serve leadership work" published by Hanoi Publishing House - 1984 paid attention to decentralization when organizing inspection work.
From some of the above studies, it can be seen that the activities of KTCM are highly valued by educational managers abroad. KTCM is highly appreciated in improving the quality of teachers' teaching, as well as improving the quality of students' learning, and KTCM is considered by teachers to be more important and have more impact on school activities than external inspections (inspections). At the same time, the above studies also show the role of the Principal in deciding and organizing KTCM in these countries.
1.1.2. Domestic research
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According to author Dang Quoc Bao, in the ten academic capacities of a teacher, there are two capacities: supervision and economic management in educational management. These two capacities support and complement each other and help teachers develop both talent and vision in school management. A talented person is someone who can correct mistakes, prevent bad things, and salvage bad things. A visionary person is someone who knows what is coming before they have a job, knows how it will develop, and can predict the final result when implementing a job. Economic capacity helps teachers develop talent, and supervisory capacity helps teachers develop vision in school management [2, p. 80].
The book “Organizational and Management Science - Some Theoretical and Practical Issues” by the Center for Research on Organizational and Management Science, edited by Nguyen Van Binh, was published by the Statistics Publishing House in 1999, clearly stating the definition, tools, principles of management and educational management and pointing out the methods of implementing the basic functions of management and educational management. This is one of the scientific works with a general theoretical basis for application in the management of social activities [4].
The book “The scientific basis of educational management” by author Nguyen Minh Dao published by the National Political Publishing House in 1997 is considered by managers as a handbook to implement the basic functions of educational management of social activities in general. The management knowledge in this work can be applied to the management of KTCM activities in general and secondary schools in particular [12].
Author Ha Sy Ho affirmed: "The inspection function is especially important because the management process requires accurate and timely information about the current status of the management object, about the implementation of the proposed decisions, that is, it requires accurate and solid connections between the management subsystems... Management without inspection will be less effective and become bureaucratic management" [17].
The role of auditing in educational institutions has attracted the attention of many researchers on educational management. According to author Tran Kiem, the ultimate goal of auditing is to adjust management decisions to effectively implement the proposed management goals. However, this is only the goal of management itself. In addition to this goal, auditing must also be associated with the development goals of organizations and individuals [21, p.131]. Auditing is not only adjusting, but also developing. School auditing is a basic management function, a particularly important step in the management cycle, ensuring the creation of regular and timely feedback links, helping the system form a mechanism for goal-oriented adjustment in the school management process. School auditing is a sharp tool that contributes to enhancing the effectiveness of school management to improve the quality of education and training. Leadership without auditing is considered no leadership [27, p.86].
According to Nguyen Ngoc Quang in the book "Basic concepts of educational theory and management", "The management process takes place through five stages: planning preparation; planning; organization; direction and inspection, in which stage 5 - inspection, is the final stage, ending a management cycle. Inspection helps
actively prepare for the next planning period. Good inspection, deep assessment and preparation of the final state of the system (school) then the next planning period (school year) will be favorable, inheriting strengths to continue to promote, detecting deviations to correct and eliminate" [27]. The author concludes: "Thus, according to the Cibernetic theory, inspection plays an inverse relationship role in the management process. It helps the management subject to optimally control the management system. Without inspection, there is no management" [ 27]. Currently, there are not many legal documents mentioning school inspection activities, the directive documents of educational management agencies at all levels related to inspection activities, new educational inspection mainly focus on educational inspection activities
Author Phan Quoc Cuong (2016) has researched the topic "Measures to manage educational quality assessment activities in junior high schools in Dak To district, Kon Tum province". The approach to the research on the management of educational quality assessment activities in junior high schools is conducted from the following perspectives: Planning educational quality assessment activities in junior high schools; Organizing the implementation of educational quality assessment activities; Directing the implementation of educational quality assessment activities; Assessing and evaluating educational quality assessment activities and ensuring resources for educational quality assessment activities. From the theoretical basis and limitations of the current situation, the author has proposed a number of measures such as: 1) Measures to raise awareness for staff and teachers about assessment activities; 2) Developing a plan for educational quality assessment activities; 3) Perfecting the organizational structure for implementing assessment activities; 4) Directing the implementation of assessment activities well; 5) Improve the effectiveness of auditing, evaluate and strengthen conditions to support auditing activities [10].
Up to now, there have been a number of research theses on school inspection work such as: Nguyen Ngoc Huynh with the topic "Some management solutions to improve the quality of inspection activities at secondary schools in Quan Son district, Thanh Hoa"; Lai Thi Thanh Huyen with the topic "Management of inspection activities at primary schools in Vinh Yen city, Vinh Phuc province"; Nguyen Trong Van with the topic "Management of internal inspection activities at secondary schools in Hung Ha district, Thai Binh province according to the requirements of educational innovation" ... the authors have mentioned a number of general issues on educational inspection work, school inspection and measures to improve the quality and effectiveness of management of inspection activities at educational institutions.
Research on the KTCM activities conducted at the College is the research of Le Quoc Khanh (2016) in the topic "Measures to manage KTCM activities at the College of Transport II". Approaching the aspect of managing KTCM activities at the College, the author analyzed the aspects such as: Planning KTCM activities; Managing KTCM activities; Managing information collection, evidence; Managing the processing, analysis of information, evidence and assessment of the level of achievement of criteria; Managing the writing of reports on standards and self-assessment reports; Managing KTCM operating conditions. Based on the survey of the current status of KTCM management at the College of Transport II, the author pointed out the limitations of KTCM management such as: The staff participating in KTCM activities have not been trained and educated in deep CM skills. The development of a system of guiding documents and procedures for implementing KTCM activities is still limited. The school's propaganda work has not been regular and widespread. The archival management of some units in the school and the school has not been scientifically developed, making it difficult to collect evidence. In particular, there are no appropriate policies and have not been timely motivated for the staff to participate in the KTCM activities. According to the author, to improve the effectiveness of KTCM management, it is necessary to implement measures such as: "Raising awareness for teachers, staff and employees about KTCM activities and KTCM activities; Developing appropriate and feasible KTCM implementation plans; Strengthening the management of specialized groups in KTCM activities; Promoting the work of auditing and monitoring the implementation of KTCM activity processes; Strengthening the conditions to ensure and support KTCM activities" [20].
In the past, there have been a number of documents and research articles related to KTCM activities in general schools. However, these studies are mostly presented in the form of training topics, directive documents or experience initiatives... For secondary schools in Luc Nam district, Bac Giang province, there has been no research on the management of KTCM activities. Therefore, it is very necessary to research and propose measures to manage KTCM activities to improve the quality of education in secondary schools in general and secondary schools in Luc Nam district, Bac Giang province in particular.
1.2. Some basic concepts related to the topic
1.2.1. Management
According to FWTaylor (1856 - 1915): “Management is knowing exactly what you want people to do and then seeing that they do it in the best and cheapest way” [13] .
According to Harold Koontz, in his work "Essentials of Management": " Management is an essential activity, it ensures the coordination of individual efforts to achieve group goals. The goal of every manager is to create an environment in which people can achieve group goals with the least amount of time, money, material and personal dissatisfaction " [16].
According to the Vietnamese Dictionary of the Institute of Linguistics published by the Education Publishing House in 1994: "Management is to look after and maintain according to certain requirements, to organize and control activities according to certain conditions " [38].
There are many different definitions and expressions of management: Tran Kiem in the book Basic issues of educational management science wrote " Management is the art of completing work through others " [21, p.8]; " Management is the process of planning, organizing, directing, and controlling the work of members in the organization and using all available resources of the organization to achieve the organization's goals " [21, p.133].
According to Tran Quoc Thanh: " Management is the process of conscious impact of the subject on the management object to coordinate resources to achieve the organization's goals in the changing environment " [36].
Each of the above concepts has a different approach and presentation on the issue of management, but it can be generalized: Management is the directional and purposeful impact of the management subject on the management object in the organization to make the organization operate to achieve the set goals. Or in other words: Management is the process of achieving the organization's goals by performing the functions of management, planning, organizing, directing and controlling.
1.2.2. Education Management
QLGD is a type of social management, that is, the management of educational activities in society. There have been a number of typical definitions of QLGD.
Specifically, PV Khudominxky stated: “Educational management is the systematic, planned, and purposeful impact of management subjects at different levels on all stages of the educational system with the aim of ensuring communist education for the young generation, ensuring their comprehensive and harmonious development” [2]; MIKondakov affirmed: “Educational management is a set of measures to organize staff, education, planning, finance, ... to ensure the normal operation of agencies in the educational system, ensuring the continued development and expansion of the system in both quantity and quality” [2].
According to author Dang Quoc Bao, “Educational management in general means operating and coordinating forces to promote the training of the young generation according to the requirements of social development. Nowadays, with the mission of developing continuing education, educational work is not only limited to the young generation but for everyone. Therefore, educational management is understood as the management of the national system”[2]; and according to Nguyen Ngoc Quang: “Educational management is a system of purposeful, planned, and lawful impacts of the management subject (educational system) to make the system operate according to the Party's educational guidelines and principles, realizing the characteristics of Vietnamese socialist schools, whose focal point is the process of teaching and educating the young generation, bringing the educational system to the expected goal, advancing to a new state of quality”[28].
Thus, education management is a system of purposeful, planned, and lawful impacts of the management subject to make the education system managed and operated in accordance with the Party's educational guidelines and viewpoints, and to achieve the set educational goals. Education management levels exist not for themselves, but first and foremost for the quality and effectiveness of school operations. The actual achievements of schools make up the quality of education. Thus, the quality of education is mainly created by the quality of schools. We agree with the concept of school management of author Pham Minh Hac: "School management is the conscious, planned and targeted impact of the management subject (principal) on the management object (teachers, students and other departments), on all aspects of school life, to ensure optimal operation in terms of socio-economic and pedagogical organization of the teaching and education process for the young generation and to fulfill its mission well" [14].
1.2.3. Professional testing at school
1.2.3.1. Professional examination
Testing is to examine the reality of the matter; It is the process of measuring the set goals with the actual level of achievement of the subject in order to collect feedback information based on which the teaching, education and management processes can be controlled and adjusted. At the same time, through the results of testing, teachers, learners and management objects can self-control and adjust their learning and working processes.
With the above concept, KT is the process of: Collecting feedback information; Creating feedback channels; Adjusting information; Self-adjusting the subject's information.
Professional inspection is the investigation, monitoring, review, control, detection, and testing of the progress and results of CM activities within the scope of the agency or unit, carried out by the CM Inspection Board as assigned by the Principal, or the specialized inspection team according to the Decision of the Head of the Department of Education and Training, comparing the actual results with the expected results to be achieved according to the plan, thereby being able to control and adjust the management process to improve the quality of CM and management efficiency in the unit [ 21].
1.2.3.2. Professional testing at school:
Professional inspection at school is a professional management activity of the Principal (head of an educational institution) to investigate, monitor, review, control, detect, and test the developments and results of educational activities within the school or within the educational institution and evaluate whether the results of educational activities are consistent with the goals, plans, standards, and regulations set forth or not? Thereby promptly encouraging and promoting good aspects, adjusting and correcting substandard aspects to improve the quality and effectiveness of education and training of the school and educational institution. The content of professional inspection is the main content in the internal inspection activities of schools or educational institutions.
KTCM in schools essentially consists of two activities:
- The principal conducts inspections of the work, activities, relationships of members, departments, and conditions and facilities serving teaching and education in the school.
- Self-inspection of departments and individuals in the school and self-inspection of management work of the Principal.
School inspection activities have been regulated in Article 22 of Decision 478/QD of the Minister of Education and Training, dated March 11, 1993, on promulgating the regulations on organization and operation of the education and training inspection system: " Principals of schools and heads of educational and training institutions in the sector are responsible for using the management apparatus and staff in the unit to inspect the implementation of policies, laws, tasks, and plans of individuals and departments under their authority to consider and resolve complaints and denunciations about issues under their management responsibility.
Inspection activities are carried out regularly, publicly and democratically; Inspection results are recorded in writing and archived. The Principal or Head of the Unit shall be responsible for these inspection conclusions. If necessary, the Principal or Head of the Unit shall establish an inspection team to conduct the inspection.
In schools and units with many teachers, staff, and workers, the Principal or Head of the unit assigns a full-time or part-time staff member to act as an assistant to handle complaints and denunciations.
Principals of general schools, schools and preschools organize periodic inspections of school teachers" [ 5].
School self-assessment (general school) is an aspect of school management activities, in essence it is a comprehensive self-assessment of the school. School self-assessment is an internal measurement activity to help the school obtain necessary information as a basis for evaluating the results of the school's educational activities, teaching and learning conditions; Review compliance with and implementation of regulations and rules of the industry; Find out the causes of achievements and limitations to have appropriate measures to urge, assist and adjust the activities of individuals and departments to implement the plan, in accordance with predetermined standards and goals. School self-assessment contributes to consolidating, perfecting and developing the school, developing teachers and students in particular.
School management is a tool to enhance the effectiveness and efficiency of school management, improve the quality of education and training of schools. If schools are considered as the objects of inspection by state management levels on education, then school management is inspection from within.