Survey Results on the Regime and Policies for Teachers

Based on the guidance and direction of the Department of Education and Training, schools, based on the actual situation of the unit , apply the right of autonomy and self-responsibility to have their own policies, creating attraction to attract teachers to teach and contribute to the school. Attracting high-quality teachers to work to contribute to improving the quality of education of the units is a major policy, holding an important position in the strategy of developing the team of the industry and the locality . Creating a favorable environment to stimulate them to promote their capacity and talent and retain them to serve the industry for a long time is even more important. The Department has issued documents directing and guiding schools to create a favorable environment to retain high-quality teachers to work. In addition, many schools have created an environment for the development of teachers, demonstrated through the reasonable division of labor, creating favorable working conditions , respecting and encouraging teachers to be proactive and creative, knowing how to properly evaluate and promote the capacity of each teacher, creating opportunities for each teacher to develop. For non-public schools, although the city has regulations on policies and regimes for teachers, due to the instability of the number of students and tuition revenue, the implementation of regimes, salaries and related regimes is still limited. These schools cannot retain good teachers with the capacity to work long - term at the school; most teachers in these schools find every way to work at public schools.

In addition to the policies prescribed by the state, the survey results show that although there are schools that are interested in supporting funding and creating conditions in terms of time... for teachers to participate in training and development classes, many schools do not do this or if they do, it is very little. Therefore, many teachers have difficulty in participating in training, development , and self-study to improve their qualifications.

On the other hand, the policy of attracting excellent university graduates

There are still shortcomings, specifically many students after selection, are supported by the city

Maybe you are interested!

The subsidy is attractive but the teaching results are not good, there is little enthusiasm to participate in the educational activities of the school, and complacency with their job position. The Department of Education and Training has not had a plan to evaluate the effectiveness of this policy to gain experience , propose more appropriate and practical policy adjustments . This has created comparison and unfairness among teachers, reducing the enthusiasm of competent teachers in teaching and participating in the activities of the unit.

Also through the survey results, all schools carry out emulation and reward work for teachers such as launching emulation movements to celebrate major holidays, good teaching, excellent teacher competitions, grassroots emulation fighters... Through the movement, all schools carry out rewards for teachers. However , the rewards are often concentrated at the end of the school year, on the occasion of the anniversary of Vietnamese Teachers' Day - November 20, the form of rewards is often simple so it is not timely to motivate teachers; the rewards have not been widespread, and have not had a positive impact on the teaching staff.

Most of the teachers interviewed wanted the city, the Department and the school to have their own policies such as supporting tuition fees, rewards, creating favorable conditions for accommodation, time, etc. so that teachers have conditions to work, study, and complete assigned tasks ; at the same time, it is recommended that all levels should pay attention to emulation, rewards, honors, promotions, etc. so that this work can truly be a motivation for teachers to strive and contribute.

The survey on the regime and policies for teachers shows that: 14 managers said it was very good, accounting for 25.0%; 25 managers said it was good, accounting for 44.6%; 10 managers said it was normal, accounting for 17.9%; 07 managers said it was not good, accounting for 12.5%; no managers said it was poor. Of the total 354 teachers surveyed, 69 teachers said it was very good , accounting for 19.5%; 179 teachers said it was good, accounting for 50.6%; 80 teachers said it was normal, accounting for 22.6%;

50.6%

44.6%

25.0%

19.5%

17.9%

22.6%

12.5%

7.3%

0.0% 0.0%

26 teachers said it was not good , accounting for 7.3%; no teacher said it was bad.

CBQL

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

Very good

Good

Jar

often

Not good

Least

Figure 2.14: Survey results on benefits and policies for teachers

2.5.6. Teacher evaluation and inspection and examination of professional activities in high schools

Inspection and evaluation work is important and is a regular task in management work. In the current situation of educational innovation, the inspection and evaluation of high school teachers needs to be innovated, ensuring the correct assessment of the qualities , abilities , etc. of teachers. Thereby, promptly praising and rewarding good teachers, correcting and criticizing bad teachers; as a basis for screening teachers and building and implementing more effective training and development plans, proposing more appropriate policies and regimes.

In recent years, the Department of Education and Training and schools have strengthened inspection, evaluation and timely rewards for teachers; considering this an important measure in the development of high school teachers in the city.

The survey results show that 347 teachers, accounting for 98.0 %, and 56 managers , accounting for 100%, believe that inspection and evaluation is an important and also the most difficult step in the process of managing teachers. Inspection and evaluation are conducted in the form of inspection of teachers' pedagogical activities , internal inspection, class observation, document inspection, implementation of professional regulations, participation in meetings, tutoring , school activities , etc. Through the survey, 301 teachers, accounting for 82.2%, believe that inspection and evaluation are not carried out regularly, are still formalistic, subjective, and lack objectivity, and the number of teachers inspected and evaluated is still small. Therefore, inspection and evaluation have not had much impact or influence on teachers; The discovery, comments on violations, direction and guidance of the Department of Education and Training were not timely enough for teachers to correct their violations , and schools learned from experience in organizing the implementation of inspection , evaluation and classification of teachers.

The work of evaluating and classifying high school teachers is carried out on the basis of the regulations of all levels on evaluating and classifying teachers according to Decision No. 06/2006/QD-BNV dated March 21, 2006 of the Minister of Home Affairs on promulgating the Regulation on evaluating and classifying preschool teachers and public general education teachers ; evaluating and classifying teachers according to the provisions of Circular No. 30/2009/TT - BGDĐT dated October 22, 2009 promulgating the Regulation on Professional Standards for Secondary School Teachers and High School Teachers of the Minister of Education and Training.

Through discussions with a number of principals and teachers, this work still faces many difficulties and problems ; many teachers do not have a correct understanding of the purpose and meaning of teacher evaluation and classification, so they are not proactive and honest in self-evaluation and classification; they are still too considerate, give opinions that lack objectivity, and do not evaluate the capacity and qualities of their colleagues.

Through the survey, 134 teachers, 37.9 % of them said that the principal has not thoroughly understood the purpose, meaning and specific instructions for evaluating and classifying teachers. Professional groups have not seriously organized the feedback and evaluation of colleagues; therefore, the principal's evaluation and classification of teachers of the unit is not objective, unfair and does not help teachers really see the limitations that need to be improved.

The work of processing the results of teacher evaluation and classification has not been effectively implemented in the work of building and developing this team. Some units have only stopped using the evaluation results to synthesize and report to the Department of Education and Training, and have not organized analysis and evaluation of the results, drawn out the strengths and shortcomings of the teaching staff and the limitations in the management, inspection, evaluation and organization of school activities. Schools have not resolutely disciplined teachers who violate professional and ethical standards, nor have they proposed job transfers for teachers with low evaluation and classification results , weak professional capacity or violations of ethics and lifestyle. Due to limitations in evaluating and classifying teachers according to Professional Standards and evaluating and classifying teachers annually according to Decision No. 06/2006/QD-BNV, the development of training and fostering plans for teachers is not close to the actual requirements of teachers and the unit; the proposal of policies and regimes for the team is still slow to innovate, not meeting the aspirations and actual conditions of teachers, not creating motivation for developing teachers.

Every year, the Department of Education and Training organizes inspections and checks on the management of school principals, pedagogical activities of teachers , and teacher observation ... However, this work is not regular, and the number of teachers inspected , checked, and observed is still small. The work of inspecting and supervising the organization of assessment, the impact of assessment, and classification of teachers in schools has not received due attention. Therefore, the Department of Education and Training has not detected in time.

shortcomings in management work in schools regarding the organization of teacher evaluation and classification, to have directions, instructions , and create conditions for schools to organize and implement teacher evaluation and classification effectively, in accordance with requirements , thereby building a training and development plan of the industry close to the actual requirements of teachers and schools.

2.6. General assessment

2.6.1. Achievements and advantages

The number of high school teachers is basically sufficient; most of the teachers have good qualities and abilities; the work of selection, use, training, fostering, preferential policies for teachers and supervision, inspection and examination have been paid attention by the Department and schools. In particular, the city's teacher attraction policy has achieved certain results, attracting many good and excellent teachers to work at high schools in the city. The implementation of decentralization of management has also created conditions for the Department of Education and Training to do better in developing high school teachers. The above achievements and advantages are an important basis for implementing solutions to develop high school teachers in Da Nang city more conveniently and effectively.

2.6.2. Limitations and shortcomings

Besides the achievements in developing high school teachers, facing the requirements of educational innovation in the period of industrialization and modernization, national development, education and training of the city in general and the development of high school teachers still have limitations .

- The work of developing high school teachers' union of management and leadership at all levels of schools has not been clearly decentralized , sometimes loose, lacking in determination, sometimes heavily relying on administrative methods, lacking in democracy and sympathy, so there are still prolonged complaints and petitions that go beyond the level, affecting the reputation of teachers and schools. There are many times when teachers have not really shown that they are

The exemplary teacher has not shown tolerance and forgiveness, but has also shown indifference and insensitivity towards the students' situations and difficulties that they need to share and sympathize with; has not found educational measures and help that the students are expecting from teachers.

- Planning work has not been focused on, the Department of Education and Training and schools have not yet developed plans for the development of teachers, only conducting reviews and statistics, leading to a situation where the quantity is sufficient but the structure is not uniform, there is a lack of teachers in some subjects such as national defense education, school counseling, and a lack of qualified teachers to transfer to teach at Le Quy Don High School for the Gifted... The gender structure is too different between men and women, the age is not equal, especially young teachers account for a very large proportion in rural schools and disadvantaged schools. The quality of teachers and the proportion of teachers have not been harmonized and balanced between schools; the ratio of teachers in the classroom is still different between schools; especially in schools in the outskirts of the city.

- The work of selecting and using teachers is still inadequate. The selection of teachers under the form of labor contracts is not based on specific standards, not public, which can easily lead to recruiting the wrong people; the recruitment of teachers who do not graduate from the Pedagogical University has also affected the quality of education. Due to the lack of planning, there will be a local surplus or shortage of teachers, some teachers do not teach in their field of expertise, which also leads to low teaching quality. Besides the majority of teachers who have a firm political stance, pure ethics, love their profession, love their students, are close to their colleagues, are devoted to their beloved students, and have a sense of responsibility for the innovation of the education cause in particular and the innovation of the country in general, there is also a group of teachers who are not exemplary in their qualities, ethics, and sense of responsibility, the phenomenon of oppressing, harassing students, and teaching extra classes against regulations has not been reported yet.

overcome , lack of interest in the cause of education and training innovation of the industry, of the country , demanding personal rights, linking duties with enjoyment.

- Training and fostering work has not been focused on and implemented regularly, so teachers are still inadequate in terms of professional qualifications, pedagogical capacity, foreign language and IT skills.

One problem in high school teachers that the Department of Education and Training and schools in the city need to find solutions and plans to implement to overcome is the contradiction in the training level and pedagogical capacity of teachers.

A large number of high school teachers have not met the requirements of educational innovation, teaching method innovation, and their pedagogical capacity is still limited.

- Inspection work is not carried out regularly, evaluation is often inaccurate due to the mindset of taking teachers lightly, being considerate... Inspection and evaluation have not had a strong impact on teachers, have not created motivation for teachers to strive...

The above limitations originate from many causes, but mainly due to the fact that the development of high school teachers in Da Nang city still has many limitations . To develop high school teachers in Da Nang city to meet the requirements of innovation in education and training, it is necessary to quickly overcome the above limitations with feasible and synchronous solutions, in which attention must be paid to planning, selecting, using, training, fostering, testing, evaluating teachers and strengthening decentralized management.

2.6.3. Advantages and opportunities

The education sector is actively implementing the Education Development Strategy for the 2011-2020 period and Resolution No. 29-NQ/TW, the 8th Conference of the Central Party Executive Committee , term XI on education and training innovation, in which developing teachers is an important solution. This is a favorable condition and a good opportunity for

Comment