Survey on the Urgency and Feasibility of Proposed Management Measures

Measure 3: Building culture, creating conditions for organizing GTS education activities for secondary school students

Measure 4: Actively cooperate with educational forces inside and outside the school to organize GTS education activities for students.

The four measures cover all management functions, and if implemented synchronously, will create a large system, in which the School with the core being an exemplary pedagogical collective, with teachers of moral qualities, good expertise, and proficient in their profession, is the core, the main system in GTS education for students of secondary schools.

3.4. Survey the urgency and feasibility of proposed management measures

3.4.1. Testing steps

3.4.1.1. Test objectives

Based on the proposed measures, the author surveyed and collected opinions from managers, teachers, and parents to confirm the necessity and feasibility of the measures. From there, there is a basis for applying and implementing the proposed measures in managing GTS education activities in secondary schools to improve the overall quality of education of the school.

3.4.1.2. Test content

The proposed measures are presented in detail in the thesis; the specific content includes the 4 measures mentioned; we conducted a survey to evaluate two contents: The necessity and feasibility of each proposed measure.

3.4.1.3. Testing process

Step 1: Create a questionnaire to collect opinions from managers, teachers, and parents of secondary schools in Mong Cai city, Quang Ninh province.

Step 2: Selecting subjects: Selection criteria: Principals, Vice Principals, Heads of professional groups, teachers and parents of secondary schools in Mong Cai city, Quang Ninh province. Total of 105 opinions.

Step 3: Collect opinions and process research results. Based on the developed form, discuss and ask for opinions according to the form. Mention two issues that need to be asked: the necessity and feasibility of research measures. Once the opinion poll form has been received, quantify the points at the following levels:

3.4.1.4. How to evaluate the form

Table 3.1. Necessity and feasibility of measures

Necessity

Feasibility
Very necessary	4 points	Very feasible	4 points
Necessary	3 points	Possible	3 points
Less necessary	2 points	Unlikely	2 points
Unnecessary	1 point	Not feasible	1 point

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3.4.1.5. Results of testing the necessity of measures

The results of the test on the necessity of measures to manage GTS educational activities for students of secondary schools in Mong Cai city, Quang Ninh province are shown in table 3.2 below:

Table 3.2. Assessment of the necessity of proposed management measures

Suggested management measures

Level of need

Average

Rank

Very necessary

design

Necessary

Less necessary

Unnecessary

Measure 1: Develop a plan for life values education throughout the school year based on themes and integration

into the subject

81.0

19.0

0.0

3.81

Measure 2: Organize training for teachers on skills to organize GTS educational activities in subjects and activities.

dynamic experience

93.3

6.7

2.9

3.99

Measure 3: Build culture, create conditions for organization

GTS Education Board for students

68.6

9.5

12.4

3.28

Measure 4: Actively cooperate with domestic and foreign educational forces

The school organizes GTS education activities for students.

78.1

21.9

0.0

3.78

Group average score

3.72

All measures were assessed as highly necessary, with the proposed measures being assessed with an average score of 3.72.

Thus, from the table above, it can be seen that the most highly rated measure is the measure of Organizing training for teachers on skills to organize GTS educational activities in subjects and experiential activities with an average score of 3.99, which shows that organizing training on skills for teachers to organize GTS educational activities well for students is very necessary, teachers often focus more on professional knowledge than cultivating personal skills in organizing GTS educational activities for students. The measure of Building a plan for life values education throughout the school year according to topics and integrating them into subjects with an average score of 3.81, is ranked 2nd in terms of necessity. Ranked 3rd is the measure of Actively cooperating with educational forces inside and outside the school to organize GTS education activities for students with an average score of 3.78 and ranked 4th is the measure of Building culture, creating conditions to organize GTS education activities for students with an average score of 3.28.

3.4.1.6. Results of testing the feasibility of the measures

The results of the feasibility study of measures to manage GTS educational activities for students in secondary schools in Mong Cai city, Quang Ninh province are shown in table 3.3 below:

The proposed measures were all assessed as feasible, with the average score of the four measures being 3.58.

The results from Table 3.3 show that the highest rating, ranked 1st with an average score of 3.74, is the measure of Organizing training for teachers on skills to organize GTS educational activities in subjects and experiential activities. This measure in Table 3.2 is also ranked 1st in terms of necessity and in Table 3.2 is also rated as very feasible. This shows that the team of managers, teachers and parents are aware of the need to train teachers in skills to organize GTS educational activities for students. Ranked 2nd is the measure of Building a plan for life values education throughout the school year according to topics and integrating into subjects with an average score of 3.58. Ranked 3rd with an average score of 3.56 is the measure of Building culture, creating conditions for organizing GTS education activities for students and 4th is the measure of Actively cooperating with educational forces inside and outside the school to organize.

GTS Education activities for students with an average score of 3.45.

Table 3.3. Feasibility assessment of proposed management measures

Suggested management measures

Feasibility

Average

Rank

Very

feasible

Possible

Little

feasible

Are not

feasible

Measure 1: Develop a plan for life values education throughout the school year according to themes and

integrated into the subject

69.5

19.0

11.4

3.58

Measure 2: Organize training for teachers on skills to organize GTS educational activities in subjects and activities.

dynamic experience

83.8

6.7

9.5

3.74

Measure 3: Building culture, creating conditions for organizing GTS education activities

pupil

68.6

19.0

12.4

3.56

Measure 4: Actively cooperate with educational forces inside and outside the school to organize activities.

GD GTS for students

66.7

11.4

21.9

3.45

Group average score

3.58

3.4.1.7. Correlation between necessity and feasibility

Applying the Spearman rank correlation coefficient formula, the correlation between the necessity level and the feasibility level of the management measures presented in

following table:

Table 3.4. Correlation between the necessity and feasibility of proposed management measures

Measures

Level

necessary

Level

feasible

D 2

Rank

step

Rank

step

Measure 1: Develop a plan for life values education throughout the school year according to the theme and integrate it into the subject.

learn

3.81

3.58

Measure 2: Organize training for teachers on skills to organize GTS educational activities in subjects and activities.

dynamic experience

3.99

3.74

Measure 3: Building culture, creating

conditions for organizing GTS education activities for students

3.28

3.56

Measure 4: Actively cooperate with

Education forces inside and outside the school organize GTS education activities for students

3.78

3.45

-1

According to the formula for calculating Spearman's rank correlation coefficient:

6 D 2

r = 1 -

N ( N 2  1)

(-1 r 1)

In which: r is the correlation coefficient (r < 0: negative correlation, r > 0: positive correlation, the closer the r value is to 1, the stronger the correlation)

D is the difference between the rank of X and the rank of YN is the number of measures

We have: r = 1-6∗(0+ 1+1+1+1) = 1 - 0.3 = 0.7

4∗(4 2 −1)

With the correlation coefficient: r = 0.7, it allows to initially confirm the necessity and feasibility of measures to manage GTS educational activities for students in secondary schools in Mong Cai city, Quang Ninh province. The correlation ratio is

smooth and tight

Chapter 3 Conclusion

Based on the principles, the study proposed 04 measures to manage GTS education activities for students in secondary schools in Mong Cai city, Quang Ninh province. Each measure clarifies the purpose, meaning, content, implementation method and implementation conditions. The measures are presented systematically from the construction of GTS education plans throughout the school year program of students to serve as a premise for the following measures. The remaining measures refer to how to implement activities according to the management function approach. If the above measures are implemented synchronously and systematically, it will contribute to improving the quality of GTS education of the school.

Proposed measures: (1) Develop a plan for life values education throughout the school year by topic and integrate it into the subject; (2) Organize training for teachers on skills to organize life values education activities in subjects and experiential activities;

(3) Building a culture and creating conditions for organizing GTS education activities for students; (4) Actively cooperating with educational forces inside and outside the school to organize GTS education activities for students;

Each measure has a certain role, affecting different aspects of this process. Each measure cannot be implemented separately but must be implemented closely together to promote effectiveness. To effectively manage GTS education activities for students in secondary schools in Mong Cai city, Quang Ninh province, it is necessary to synchronously implement the proposed measures.

CONCLUSION AND RECOMMENDATIONS

1. Conclusion

1.1. Managing GTS educational activities in secondary schools are planned and appropriate pedagogical impacts of the Principal to gather all efforts of the teaching staff, mobilize and coordinate the strength and intelligence of other social forces into the elements of GTS educational activities in schools to contribute to shaping the most basic life values for students according to educational goals.

1.2. The content of managing life values education activities for secondary school students includes six contents: Managing the development of life values education activities plan for secondary school students; Organizing human resources and developing regulations for implementing life values education activities for secondary school students; Directing and supervising life values education activities for secondary school students; Managing the inspection and evaluation of life values education activities for secondary school students; Managing the mobilization and coordination of forces participating in life values education for secondary school students; Managing facilities and conditions for implementing life values education activities for secondary school students.

Management of GTS educational activities in secondary schools is influenced by three groups of influencing factors including factors belonging to the management subject, factors belonging to the management object, and factors belonging to the management environment.

1.3. The results of the study on the current situation of organizing GTS education activities and managing life value education for students in secondary schools in Mong Cai city show that: Secondary schools in Mong Cai city have introduced GTS education activities into schools, have directed educational forces in schools and coordinated with the Parents' Representative Board, relevant agencies such as the City Youth Union, City Police, and Medical Center. However, the school has only focused on training life skills for students, not on educating life values for students, and the understanding of life values of teachers and students is still limited. The school's Board of Directors has not yet developed a detailed plan for activities, nor has there been any positive solutions in managing, organizing, and directing GTS education activities for students. The coordination of educational forces inside and outside the school is not yet tight, and the potential of educational forces has not been fully exploited.

1.4. Based on the principles, the study proposed 04 measures to manage life values education activities for students in secondary schools in Mong Cai city, Quang Ninh province. (1) Develop a plan for life values education throughout the school year according to the theme and integrate it into the subject; (2) Organize training for teachers on skills to organize life values education activities in subjects and experiential activities; (3) Build a culture and create conditions for organizing life values education activities for students; (4) Proactively cooperate with educational forces inside and outside the school to organize life values education activities for students.

The measures for managing life values education presented in the topic have all been tested and have been considered urgent and feasible.

2. Recommendations

2.1. For the Ministry of Education and Training

Incorporate GTS education content into the general education program, making it a basic subject in the official education program.

2.2. For the Department of Education and Training of Quang Ninh province

Open training courses on organizing GTS educational activities for managers, subject teachers, homeroom teachers, general managers, and Youth Union Secretaries of schools.

Building GTS educational content and programs is specifically integrated into cultural subjects and is a mandatory content of the subject's objectives.

Develop a plan for regular assessment and evaluation of schools in moral education activities in general and GTS education in particular.

2.3. With the School

Proactively develop plans and program content, integrate them into subjects and extracurricular activities, and coordinate with organizations inside and outside the school to effectively organize extracurricular educational activities for students.

Send staff to attend higher-level training courses, implement school-level training activities, organize seminars, exchange experiences among teachers in the school, evaluate and draw lessons after each activity, and provide timely encouragement and rewards.

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