- Implement well the sightseeing, rest and medical examination regime for teachers. Visit and inquire about happy and sad occasions promptly.
- There is a subsidy regime for teachers in especially difficult circumstances.
- There should be a timely reward system for teachers with many achievements to motivate and encourage teachers to perform better.
- There are reasonable policies for teachers who go to school or do scientific research.
- In the process of implementing policies, it is necessary to ensure fairness, reasonableness, right person, right job.
Measure 3: Building a favorable psychological atmosphere and a healthy pedagogical environment
The success of advanced school systems is to build a united pedagogical team, with a sense of responsibility, with concern for others, and each teacher feels that he or she has enough space, time and freedom to be creative. With an open atmosphere, mentality, and a healthy pedagogical environment, teachers will consider school as home, colleagues as family members, students as their children, they feel respected, motivated to work enthusiastically, with quality, with all their responsibilities, of course the educational efficiency will be higher... To have a healthy pedagogical mentality, the system needs to:
- Ensuring essential conditions for teaching and learning (clean and green school, standard classrooms, and break rooms) to create positive aesthetic emotions for the teaching staff, thereby creating a state of relaxation, joy, and excitement. Ensuring these essential conditions makes the teaching staff see that the leaders are interested in solving their legitimate needs, creating trust for teachers in their own future and that of the collective.
- Build an effective organizational structure, define in writing the roles, positions, functions, and powers of each individual and department, build close and scientific coordination relationships, ensure the apparatus operates smoothly, synchronously, without overlapping or hindering each other.
- Strictly maintain order, discipline, order, and regulations set forth in the school. It is necessary to monitor and compare those regulations to see if they are suitable for the group and to adjust them appropriately to suit the environment.
- Democratize school activities, regularly meet and dialogue with homeroom teachers and students to understand their thoughts and aspirations, attract homeroom teachers to participate in management decisions to create a sense of respect, thereby raising the sense of responsibility and active participation of homeroom teachers in school.
- Deploy and organize activities to build a cultural school; the campaign "Friendly school, active students", "Green - clean - beautiful - safe" school with many lively, creative and practical contents and forms in schools to create a healthy and safe pedagogical environment, actively contributing to improving the work efficiency of the teaching staff.
- Educate students about the nation's fine traditions, the tradition of respecting teachers, the school's traditions, life skills; form and develop for students the school's cultural values and noble ideals of living, living a life useful to society.
Measure 4: Develop regulations and coordination mechanisms in work
To effectively educate homeroom students, homeroom teachers cannot do it alone, but need to coordinate and combine with other educational forces inside and outside the school. This activity, if the school leaders pay attention and create conditions to direct homeroom teachers to perform well, will help homeroom teachers manage their students in the most comprehensive and effective way.
To do this job well, the school needs to regulate the coordination process between the homeroom teacher and educational forces inside and outside the school, specifically:
- With the school board: School leaders establish a coordination mechanism between the class teacher and the school board right from the beginning of the school year. Assign members of the board to be in charge of each area of work and require the class teachers to report on the class activities to each board member according to the specific work assigned to them.
- For subject teachers: need to agree on coordination with specific measures as follows:
+ Unify educational requirements for students to create a combined strength to educate students.
+ Regularly monitor and grasp students' learning situation through homeroom teachers and inform homeroom teachers about the content and educational focuses of the class teacher in each stage of the school year.
+ Help the subject teacher understand the living conditions and psychological characteristics of each student in the class, and at the same time receive feedback from the subject teacher to have measures to influence the class to help the class learn the subjects most effectively.
- With organizations and groups in the school.
+ Cultural, artistic and sports activities to celebrate major holidays and anniversaries...
+ Social activities such as donations, volunteer activities...
+ Participate in protecting and preserving the environment
+ Prevent accidents and social evils
+ Study clubs, life skills education...
- For parents of homeroom students: Propaganda and raise awareness of parents about educational goals and learning plans of students during the school year and each semester; unify management plans, support learning and training, and educate students at school as well as at home; inform about students' learning and training results and handle feedback from parents.
3.3. Relationship between measures
The above proposed groups of measures are interrelated and have mutual impacts. Among the above groups of measures, the group of measures to raise awareness for managers and teachers about the importance of the work of homeroom teachers is the basic orientation group. The group of measures to enhance training and improve the qualities, capacity and expertise of the team of homeroom teachers is the core group of measures, deciding the quality of the work of homeroom teachers. If group 2 of measures is of good quality, then group 3 of measures to select, assign and arrange the team of homeroom teachers will have many advantages, assigning the right person, the right job, the right capacity and expertise will satisfy and motivate the team of homeroom teachers to best meet the implementation of the tasks of the school year.
The group of measures to manage the performance of duties of homeroom teachers according to management functions is the focus in the management of the team of homeroom teachers. Strict and scientific management, understanding the current work status of the team of homeroom teachers, combined with inspection and evaluation are the basis for orienting training, improving capacity and assigning appropriate tasks.
Group of measures: Focus on managing supporting conditions for CNL work to motivate homeroom teachers to work actively and enthusiastically, which is a lever to put homeroom teachers' activities in order, positively impacting and promoting teaching and learning activities in schools.
Awareness raising measures
Measures to improve quality and capacity
Measures to manage GVCN team
Selection and assignment measures
Measures to manage task implementation
Support condition management measures
Diagram 3.2. Relationship between measures for managing the GVCN team
Diagram 3.2 shows the relationship between the measures for managing the team of homeroom teachers proposed by the topic. Although divided into groups of measures, in reality they have a close relationship, have an impact on each other and support and complement each other to create a unified system of measures. Implementing this group of measures well will create conditions for other groups of measures to achieve high efficiency. With the specific characteristics and conditions of each school, the school needs to flexibly apply the measures. Depending on the time
different but focus more on a certain group of measures to be suitable, but must always ensure that these groups of measures need to be fully and synchronously applied in the school year plan. The result will bring success in the management of the team of class teachers of the HT.
3.4. Testing the urgency and feasibility of proposed groups of measures
3.4.1. Purpose of testing
Experiment to evaluate the scientific value and practical value of the class teacher management measures proposed by the topic.
3.4.2. Test content
The necessity and feasibility of 5 groups of measures to manage the team of class teachers in high schools in Soc Trang city, Soc Trang province.
3.4.3. Test subjects
Managers and teachers of 4 high schools in Soc Trang city, Soc Trang province
To know the urgency and feasibility of the groups of measures proposed by the topic, we conducted a survey using a questionnaire (Appendix 3), collecting opinions from 14 managers and 137 teachers. Table 3.1 below presents the characteristics of the survey subjects:
Table 3.1. Statistics on characteristics of survey subjects
Statistical content
CBQL | % | GV | % | ||
Quantity | 14 | 9.3 | 137 | 90.7 | |
Sex | Female | 3 | 21.4 | 72 | 52.6 |
Male | 11 | 78.6 | 65 | 47.4 | |
Years of service | Under 5 years | 0 | 0 | 13 | 9.5 |
Over 5 – 10 years | 0 | 0 | 46 | 33.6 | |
Over 10-15 years | 3 | 21.4 | 33 | 24.1 | |
Over 15 to 20 years | 7 | 50.0 | 30 | 21.9 | |
Over 20 years | 4 | 28.6 | 15 | 10.9 | |
Job position | Principal | 4 | 2.6 | ||
Vice Principal | 10 | 6.6 | |||
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Statistical content
CBQL | % | GV | % | ||
Team Leader | 37 | 24.5 | |||
GV | 100 | 66.2 | |||
Management seniority | Under 5 years | 5 | 35.7 | 0 | 0 |
5 to 10 years | 5 | 35.7 | 0 | 0 | |
over 10 to 15 years | 4 | 28.6 | 0 | 0 | |
Over 15 years | 0 | 0 | 0 | 0 |
“Source: From 4 high schools in Soc Trang city, Soc Trang province” Through statistical results from managers and homeroom teachers at 4 high schools in Soc Trang city,
Soc Trang province, we have the following comments: The ratio of managers is 9.3%, teachers is 90.7%.
Female managers and teachers account for 21.4% and 52.6% respectively. Male managers and teachers account for 78.6% and 47.4% respectively.
Regarding working seniority: Under 5 years as manager: 0%, teacher: 9.5%; 5 to 10 years as manager: 0%, teacher: 33.6%; Over 10 - 15 years as manager: 21.4%, teacher: 24.1%; Over 15 to 20 years
Managers: 50%, Teachers: 21.9%; Over 20 years of experience Managers: 28.6%, Teachers: 10.9%
Job Position: Principal 2.6%, Vice Principal 6.6%, Team Leader: 24.5%, Teacher 66.2%
Most of the management seniority is less than 10 years, of which less than 5 years accounts for 35.7%, from 5 to 10 years accounts for 35.7% and over 10 to 15 years accounts for 28.6%.
Thus, it can be said that the survey subjects are diverse, so their opinions reflect the urgency and feasibility of the groups of measures to manage the class teacher team.
3.4.4. Data processing method
From the survey data obtained, use SPSS statistical processing software to process the results.
Processing method: We use the frequency statistics method and calculate the average score: The scores of the questions are converted according to a 4-point scale corresponding to the levels. In which the lowest score is 1, the highest score is 4, divided equally into 4 levels. Based on that, we have the following table:
Table 3.2. Convention for data processing on the necessity and feasibility of measures to manage the class teacher team
Necessity
Feasibility | Average score | |
Very necessary | Very possible | 3.26 – 4.00 |
Necessary | Possible | 2.51 – 3.25 |
Less necessary | Unlikely | 1.76 – 2.50 |
Unnecessary | Not feasible | 1 – 1.75 |
3.4.5. Test results
3.4.5.1. Group of measures to raise awareness for managers and teachers
Table 3.3. Opinions of managers and teachers on the necessity and feasibility of measures to raise awareness of managers and teachers
TT
Raising awareness for Managers and Staff | Level of need | Feasibility | |||||
Average | DLC | TH | Average | DLC | TH | ||
1 | Raising awareness of the role, position and importance of GVCN in education HS | 2.99 | 0.63 | 3 | 3.17 | 0.66 | 2 |
2 | Organize seminars and disseminate business initiatives experience in CNL work | 3.57 | 0.58 | 1 | 2.70 | 0.50 | 3 |
3 | Putting CNL work into criteria compete | 2.74 | 0.71 | 4 | 2.25 | 0.72 | 4 |
4 | Correcting misconceptions deviation in CNL work | 3.39 | 0.70 | 2 | 3.28 | 0.45 | 1 |
GPA | 3.17 | 2.85 | |||||
“Source: From 4 high schools in Soc Trang city, Soc Trang province”
From Table 3.3, it can be seen that managers and teachers both highly appreciate the group of measures to raise awareness of managers and teachers about the importance of CNL work at the necessary level (average score: 3.17) and the feasible level (average score: 2.85). In which:
The two most highly rated measures are: Organizing thematic conferences, disseminating initiatives and experiences on CNL work, which are considered very necessary (Average score: 3.57), with a feasibility level (Average score: 2.70), with a DLC of 0.50 to 0.58, showing that these opinions are quite focused; and the measure: Correcting misconceptions in CNL work, which is considered very necessary (Average score: 3.39), with a very feasible level (Average score: 3.28).
The remaining two measures are also assessed at the necessary and feasible levels: Raising awareness of the role, position, and importance of homeroom teachers in student education; Including CNL work in the competition criteria (average scores for necessity are 2.74 and 2.99 respectively) (average scores for feasibility are 2.25 and 3.17 respectively).
3.4.5.2. Group of measures to enhance the training of qualities and capacities for class teachers Table 3.4. Opinions of managers and teachers on the necessity and feasibility of measures to enhance the training of qualities and capacities for class
TT
Strengthening the training of qualities and capacities for the team of class teachers | Level of need | Feasibility | |||||
Phone B | DL C | TH | Average | DL C | TH | ||
1 | Nurture and improve moral qualities | 3.35 | 0.69 | 3 | 3.49 | 0.68 | 1 |
2 | Organize training on the content and methods of class management for the team Class teacher. | 3.49 | 0.76 | 2 | 3.29 | 0.83 | 3 |
3 | Fostering necessary job skills homeroom teacher for the class teacher team. | 3.57 | 0.73 | 1 | 3.41 | 0.81 | 2 |
4 | Directing the team of homeroom teachers to regularly self-study and practice, improving their initiative, creativity, objectivity, perseverance, composure, and self-reliance. confidence, decisiveness in education | 3.35 | 0.53 | 3 | 2.70 | 0.57 | 4 |
GPA | 3.44 | 3.22 | |||||
“Source: From 4 high schools in Soc Trang city, Soc Trang province”