Survey Results of Management Staff on Organizing Skills Training for Teachers

Table 2.16. Results of survey of managers on organizing training of CNL skills for teachers

STT

Content

Opinion

Average score

Rank

Agree

Confused

Are not

Agree

Review, evaluate, classify

GVCNL team.

53.5

10.3

36.2

2.17

CNL work assignment

correct request

63.8

6.9

29.3

2.34

Assign CNL work appropriate to teachers' abilities

pill

70.7

8.62

20.7

2.5

Assign school leaders to be in charge of homeroom teachers and training work.

nourish

82.8

3.45

13.8

2.69

Mobilize resources to ensure effective implementation.

training results

72.4

5.17

22.4

2.5

Choosing a compensation expert

good professional qualifications

55.2

6.9

37.9

2.17

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2.3.3.3. Current status of directing activities to foster CNL skills for GVCN

To assess the current status of directing CNL skill development activities for class teachers, we conducted a survey of school managers and obtained the following results:

Table 2.17. Survey results of managers on directing activities to foster CNL skills for class teachers

STT

Content

Opinion

Average score

Rank

Agree

Confused

Are not

Agree

Directing the development of training plans (concentrated,

individual) true situation.

63.8

8.62

27.6

2.36

Directing the development of content on skills that need to be fostered for GVCNL to meet

meet the needs of modern society

39.7

6.9

53.5

1.86

Directing the selection of qualified teachers and experts to serve as training instructors

professional, good skills

67.2

8.62

24.1

2.43

Directing the evaluation of post-training results accurately, effectively promoting the work of class leaders.

homeroom teacher

60.3

10.3

29.3

2.31

Directing GVCN to self-improve

nutrition by other means effectively

63.8

6.9

29.3

2.34

Directing the preparation of adequate facilities to serve activities

fostering

70.7

3.45

25.9

2.45

Directing the work of drawing lessons from training to increase the effectiveness of training activities.

62.1

3.45

34.5

2.28

In directing the activities of fostering professional skills for teachers, managers pay much attention to 3 contents: Directing the preparation of adequate facilities to serve the fostering activities, directing the selection of teachers and experts to do the training.

The training lecturers have good professional qualifications and skills and direct the development of training plans (focused, individual) in accordance with the current situation. The two contents with the lowest rank are: Directing the work of drawing experience after training to increase the effectiveness of subsequent training activities and directing the development of skills content that need to be trained for teachers and managers to meet the requirements of modern society. It can be seen that the work of directing training activities of managers basically meets the requirements. However, when developing training content, it is necessary to pay attention to the development trend of society and strengthen the direction of drawing experience after training. In fact, the work of drawing experience after training is of little concern to schools, leading to the situation that the training work of the previous year is ineffective, not up to date, monotonous, and the following year remains the same. This reduces the enthusiasm of teachers when participating in training, and at the same time causes a waste of time, money, and facilities.

2.3.3.4. Current status of testing and evaluating the effectiveness of training CNL skills for class teachers.

To find out the current status of the work of inspecting and evaluating the effectiveness of training CNL skills for GVCN, we conducted a survey of managers and obtained the following results;

100

Rate % 50

10 11 12

Content

Agree Undecided Disagree

Figure 2.8. Survey results of managers checking and evaluating the effectiveness of training CNL skills for teachers

Through the survey results, it can be seen that the managers evaluate the effectiveness of training CNL skills for homeroom teachers through 3 main contents: Through the results of CNL work, through checking the records of homeroom teachers and checking the activities of students. The managers have focused on evaluating the products of CNL skills training, such evaluation is in the right direction, however, the quality of the evaluation work here has not been confirmed. The two contents with the lowest rank are Through the information form of the homeroom teacher and Through the opinions of students' parents. During the evaluation process, it is necessary to survey and interview homeroom teachers to clarify the issues arising during the inspection process, and at the same time, it is necessary to consult some parents to evaluate CNL skills and the attention of homeroom teachers to each student.

2.3.3.5. Factors affecting the management of CNL skills training activities in the modern educational environment for class teachers:

To clarify the causes affecting the management of training CNL skills in the modern educational environment for homeroom teachers, the author conducted a survey and obtained the following results:

Table 2.18. Survey results of managers and teachers on the causes affecting the results of the principal's activities to foster professional skills for teachers

Influencing factors	CBQL					GVCN
	Agree	Confused	Disagree	Average score	Rank	Agree	Confused	Disagree	Average score	Rank
	SL %	SL %	SL %	Average score	Rank	SL %	SL %	SL %	Average score	Rank
1	The system of directive text	37 63.8	11 19	10 17.2	2.47	4	60.3	20.7	19	2.41	4
2	Management Team	41 70.7	7 12.1	10 17.2	2.53	2	67.2	15.5	17.2	2.5	2
3	GVCN Team	40 69	9 15.5	9 15.5	2.53	2	65.5	17.2	17.2	2.48	3
4	Pupil	42 72.4	6 10.3	10 17.3	2.55	1	70.7	13.8	15.5	2.55	1
5	House facilities school	23 39.7	9 15.5	26 44.8	1.95	5	25 43.1	10 17.2	23 39.7	2.03	5
6	Local situation direction	22 37.9	7 12.1	29 50	1.88	6	24 41.4	7 12.1	27 46.6	1.95	6

According to the assessment of managers, there are 3 factors that have the greatest impact on the results of training CNL skills for teachers: the team of managers, the team of homeroom teachers and students. Through this, it can be seen that the success or failure in training CNL skills for homeroom teachers is mainly due to human factors: Educational managers must pay attention and direct, closely follow training activities, thereby promoting the activities of homeroom teachers in this work. Besides, managers also need to understand that new things are always difficult, if they cannot create motivation, it will be difficult to succeed. In addition, it is also necessary to pay attention to the student factor because this is the product of CNL work. The factors with the lowest ranking are: School facilities and Local situation. From this, it can be seen that to have good results in training CNL skills for teachers, the most important thing is the human factor, then the selection of training content must closely follow the actual requirements, must be practical, and ensure scientific. Then, it is necessary to choose the appropriate training form and method. Because receiving new things at first is always difficult, therefore, education managers need to be persistent, and regularly pay attention to and urge the training work, besides, it is necessary to strengthen the inspection, consulting and promotion work to bring the training work to the chosen goal, overcoming the conservative thinking and fear of innovation of teachers.

When answering the question: According to you, to improve the skills of homeroom teachers in the current educational environment, what effective management measures are needed?

- Mr. Ha Hong Doan, principal of Tan Huong Secondary School, said: Managers must regularly communicate with students to grasp their thinking and activity trends, and on that basis, have measures to direct and manage, and foster necessary skills for homeroom teachers.

- Mr. Ha Dinh Suy, principal of Tan Phong Secondary School, said: To improve homeroom teacher skills in the current educational environment, it is necessary to find out which skills homeroom teachers are weak in, and on that basis direct training activities for homeroom teachers.

Chapter 2 Summary

From the survey results of managers, homeroom teachers, students, and parents on the current state of awareness, the level of task performance of homeroom teachers, and the current state of 5 CNL skills. Most homeroom teachers have formed some skills but only perform well in some simple contents, contents that demonstrate sophistication, flexibility, and limited application of information technology by homeroom teachers, for example: Updating information related to students' psychology and spirit, building a healthy public opinion in the class and attracting students' participation in building classroom rules, establishing relationships with students and parents through information technology applications, detecting outstanding problems of students to carry out prevention work in the class, in the school...

Regarding the current status of training of CNL skills of homeroom teachers in Ninh Giang district secondary schools, it shows that homeroom teachers are aware of training CNL skills but the frequency is still low, and managers have developed training plans. However, some skills have not been properly trained, such as: Counseling and advising skills for students and Education skills for students with unexpected behaviors, and training forms have not been diversified. The reason is that the system of CNL skills that need to be trained has not been established, the training plan has not been really focused on, and is not close to reality...

Through a survey of managers and homeroom teachers on the current status of managing CNL skills training activities of managers of secondary schools in Ninh Giang district, it was found that: Schools have organized skills training for homeroom teachers and have mobilized resources for training. However, there are still some limitations as follows: schools have not proactively developed training plans, have not paid attention to classifying teachers before training, have not paid attention to directing the work of drawing experience after training, have not paid attention to building and surveying skills that need to be trained,

There is no attention paid to diversifying training forms; the application of information technology, building an educational environment, and coordinating forces in education are still limited.

To improve the professional skills of class teachers, first of all, school managers must have practical and feasible measures to manage training activities to overcome immediate and long-term difficulties, promote effective professional skills training, and meet the requirements of society for education.

Chapter 3

MEASURES TO MANAGE TRAINING ACTIVITIES IN CLASS MANAGEMENT SKILLS IN A MODERN EDUCATIONAL ENVIRONMENT FOR TEACHERS OF SECONDARY SCHOOLS IN NINH GIANG DISTRICT, HAI DUONG PROVINCE

3.1. Principles when developing measures

3.1.1. Ensuring consistency

In the process of principal management to improve CNL skills for homeroom teachers in secondary schools, the synchronization of solutions has a very special meaning; because only when we implement the solutions synchronously can we fully promote the strengths of each solution. The synchronization of solutions to manage CNL skills training activities is affected by many factors such as: Management staff, teachers, students, facilities, educational environment, etc.

We know that in improving the CNL skills of teachers in secondary schools, we cannot just organize CNL skills training for teachers, but we need to create conditions and environments for class teachers to apply the skills into the practice of educating students, and must increase inspection, consultation and support for class teachers. Therefore, ensuring consistency is very necessary.

3.1.2. Ensuring feasibility

When proposing a solution, it is necessary to have the ability to apply it to the practice of the principal's management activities in secondary schools in a convenient way, without encountering any obstacles and bringing high efficiency in the process of implementing management work. To do that, it is required that when building a solution, it must be tested, verified objectively, have a scientific basis and have steps to follow a specific and precise process.

3.1.3. Ensuring inheritance

Succession is the continuity between the past, present and future. Building measures to ensure continuity means there must be continuity between the measures.

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