Tóm tắt: Phát triển đội ngũ Giảng sư ở các trường Trung cấp Phật học hiện nay theo hướng chuẩn hóa.

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

PHAM VAN DUNG

DEVELOPING THE PREACHER TEAM AT THE
CURRENT BUDDHIST INTERMEDIATE SCHOOLS IN
ACCORDANCE WITH STANDARDIZATION

Major: Education management
Code: 9. 14 01 14

SUMMARY OF DOCTORAL DISSERTATION OF
EDUCATION MANAGEMENT

HANOI, 2022


Project completed at:
GRADUATE ACADEMY OF SOCIAL SCIENCES
VIETNAM ACADEMY OF SOCIAL SCIENCES

Science instructor: Assoc. Pror. Ph.D Nguyen Thi Tinh

Reviewer 1: Pror. Ph.D Nguyen Thi Hoang Yen

Reviewer 2: Pror. Ph.D Tran Quoc Thanh

Reviewer 3: Assoc. Pror. Ph.D Pham Van Thuan

The dissertation will be defended before the Academy-level Thesis

Judging Committee meeting at: Graduate Academy of Social Sciences, 477
Nguyen Trai, Thanh Xuan, Hanoi
at

hour

date

month year 2022

This doctoral dissertation can be found at:
-

The Library of the Graduate Academy of Social Sciences

-

National Library of Vietnam


LIST OF PUBLISHED ARTICLES AND WORKS RELATED TO
Nhóm hướng dẫn khoa học:THE DISSERTATION

1. Pham Van Dung (2021), Theorical matters on developing the
preacher team at the current Buddhist intermediate schools in
accordance with standardization, Education Equipment Magazine,
No. 253 Season 2 – 11/2021, ISSN: 1859 – 0810
2. Pham Van Dung (2021), Developing the preacher team at the
current Buddhist intermediate schools in accordance with
standardization, Social Education Magazine, issue of December

2021, ISSN: 1859 – 3917
3. Pham Van Dung (2022), Actual situations of developing the
preacher team at the current Buddhist intermediate schools in
accordance with standardization, education magazine, issue 22 no.
7 season 1 of April 2022, ISSN: 2354 - 0753


INTRODUCTION
1. Urgency of the topic
With thousands of years of development in Vietnam, Buddhism is
one of the six major religions with a large number of followers. According
to the 2020 report of the Government Committee for Religious Affairs,
there are currently 15,157,873 Buddhists in Vietnam, the highest number of
Buddhists among religions in Vietnam today. Not to mention more than
half of the population is influenced by Buddhism to varying degrees.
In order to maintain the rapid growth in quantity and quality of
Buddhism in our country, the cause of education and training of monks and
nuns with sufficient virtue and talent is a Buddhist work that is highly
valued by the Buddhist Church of Vietnam. Education is the top task of
monks and nuns, Buddhists from the past to present, because wisdom is not
naturally obtained, not naturally born; Wisdom must be through education.
Moreover, the team of monks and nuns are the ones who spread Buddhist
teachings and ethics to the masses, helping people to live a good and good
life. When the people's knowledge is higher, the people's understanding of
the Buddha's Dharma is deeper, the team of monks and nuns requires not
only understanding the scriptures but also being fluent in and practicing
according to the scriptures.
In order to meet the educational needs of monks and nuns, the
leader of the Central Committee of the Vietnam Buddhist Sangha has
requested the Party and State to allow the opening of a system of schools to

train Buddhism. This system aims to improve people's knowledge, train
resources, and cultivate Sangha to serve the Dharma and the nation. Up to
now, the education system of the Vietnam Buddhist Sangha has been built
and perfected in the direction of regularity, completeness and science.
According to the report of the Government Committee for Religious
Affairs, as of February 2021, Vietnam has 34 Buddhist intermediate
schools. The Buddhist Intermediate School of the provinces under the
Central Committee of the Vietnam Buddhist Sangha and the People's
Committees of the provinces, has the task of training the contingent of
monks and nuns to provide human resources for the Buddhist governing
boards and representative boards of districts, towns and cities, and temples
in the provinces throughout the country.

1


The quality of training in Buddhist intermediate schools depends on
many factors, of which the teaching staff - the teaching staff of Buddhist
schools - is the decisive factor to the quality of training. In order to develop
the teaching staff at Buddhist schools, it is necessary to develop planning
and plans for training and fostering the teaching staff; standardize the
teaching staff in terms of both professional knowledge, classics and
pedagogical expertise; to renew training objectives, contents and methods,
and to adopt preferential regimes for lecturers; encourage higher learning.
These are the requirements set forth for the management and development
of teaching staff in general as well as of the teaching staff at training
institutions in the Buddhist education system in Vietnam in particular.
Developing a teaching staff to meet the requirements of the
intermediate level of training in Buddhism is an urgent matter under the
management of the school's Board of Directors, directly the Principals of

the Buddhist Intermediate Schools. Over the years, the work of developing
the teaching staff at the Buddhist Intermediate School has been focused and
achieved certain results, but there are still many shortcomings and
limitations: lack of quantity, asynchronous in structure, limited pedagogical
capacity, lack of and weak qualified lecturers, etc.; The recruitment and use
of lecturers is still inefficient, there is no appropriate sanctions to manage
the teaching staff; The examination and evaluation of lecturers has not been
focused, the pressure on lecturers to self-train and self-improvement is not
high, the regime and remuneration policy for lecturers are still limited, etc.
There have been many researches on the management and
development of teachers, high schools, and teaching staff of intermediate
schools, colleges and universities in general. However, there has not been
any research on the development of teaching staff in Buddhist intermediate
schools. To look for solutions to manage and develop the preacher team at
the current buddhist intermediate schools in order to improve training
efficiency of schools, to meet the requirement of the State in the present
days and in the future, we choose the topic: “developing the preacher team
at the current Buddhist intermediate schools in accordance with
standardization”.

2


2. Research purpose and objectives
2.1. Research purpose
On the basis of theorical research on developing the preacher team
at the current Buddhist intermediate schools in accordance with
standardization, and from there analyze the actual situations of developing
the preacher team at the current Buddhist intermediate schools and proposes
solutions to develop the teaching staff in Buddhist intermediate schools in

sufficient quantity, meeting the requirements of quality and synchronous
structure, contributing to improving the training quality of the school and
meets the training needs of the Buddhist Sangha of Vietnam.
2.2. Research objectives
1) Make a general overview of research works related to developing
the preacher team
2) Build theory bases on developing the preacher team at the
current Buddhist intermediate schools in accordance with standardization.
3) Survey, analyze and evaluate the actual situations of developing
the preacher team at the current Buddhist intermediate schools in
accordance with standardization.
4) Proposing measures to develop the preacher team at the current
Buddhist intermediate schools in accordance with standardization, test the
necessity and feasibility of the proposed solutions and test a solution in practice
3. Research subject and scope
3.1. Research subject
Developing the preacher team at the current Buddhist intermediate
schools in accordance with standardization.
3.2. Research scope
3.2.1. Limit of research content
At Buddhist schools at all levels, there are currently two groups of
lecturers/lecturers involved in training activities: 1) The oshos, theros and
venerable play the role of permanent lecturers and 2) Professors, doctors,
lecturers from universities, academies, institutes, research centers play the
role of visiting lecturers; In this study, professors are perceived as teaching
lecturers at Buddhist training institutions at all levels. Teachers must be
members of the church. Therefore, when discussing the problems of the
professor, it is necessary to discuss the characteristics of the lecturer in

3

some basic contents, lecturers and teaching staff are also mentioned in
many aspects such as lecturers and teaching staff in general.
The dissertation on developing the preacher team at the current
Buddhist intermediate schools in accordance with standardization is mainly
based on the theory of human resource development of Leonard Nadler,
approaches the standardization for theoretical and practical research on
developing the preacher team at the current Buddhist intermediate schools
in accordance with standardization, proposes solutions to develop the
teaching staff in Buddhist intermediate schools in sufficient quantity,
meeting the requirements of quality and synchronous structure, contributing
to improving the training quality of the school and meets the training needs
of the Buddhist Sangha of Vietnam.
3.2.2. Limits on survey subjects and areas
The thesis chooses to research the problem of developing the
teaching staff at the Buddhist Intermediate School in the direction of
standardization in the management staff, preachers and monks and nuns of
9 Buddhist intermediate schools across the country, including: Hanoi
Buddhist Intermediate School, Nam Dinh Buddhist Intermediate School,
Hai Duong Buddhist Intermediate School, Da Nang Buddhist Intermediate
School, Thua Thien Hue Buddhist Intermediate School, Quang Nam
Buddhist Intermediate School, Ho Chi Minh City Buddhist Intermediate
School, Vinh Long Buddhist Intermediate School, Dong Nai Buddhist
Intermediate School.
Management staff include: Principal, Vice-Principal, Heads and
Deputy Heads of Education Departments, School Sponsoring Boards,
Advisory Boards.
3.2.3. Limits on research time
The secondary data are taken from the years 2010 to 2016, survey

data from 2016 to 2021
3.2.4. Limits on management subjects
The topic of Developing teaching staff at Buddhist intermediate
schools today in the direction of standardization is carried out by many
subjects, in which the main subject is the Board of Directors of Buddhist
intermediate schools.

4


4. Research methodology and research methods
4.1. Research Methodology
The research will be carried out on the basis of considering and
applying some basic approaches as follows:
- Systematic approach: requires considering the objects in a
comprehensive way, in their relationships, in the state of movement and
development, in specific circumstances to find out the movement laws of
the research object. In the thesis topic, applying a systematic approach to
see the development of the teaching staff at the Buddhist Intermediate
School of the overall development of the teaching staff. Developing the
teaching staff at Buddhist intermediate schools in the direction of
standardization requires not only the direct management of the leaders of
the Buddhist intermediate schools, but also the policy and orientation of
human resource development of the Church. Vietnamese Buddhism, the
participation of the Buddhist training system and the formal training
system.
- Approach to human resource management: To research and develop
the team, the topic uses the human resource management approach. The
process of developing teaching staff at Buddhist intermediate schools
follows the stages of human resource management, including: planning,

recruiting, fostering staff, formulating and implementing policies, regimes,
and policies. create a suitable working environment, examine and evaluate
the development of teaching staff at Buddhist intermediate schools.
- Standardized approach: Similar to the trend of standardization in
teachers and preachers, preachers who want to thrive in quality also need to
meet standardization requirements. Standardization and professionalization
of the teaching staff is an indispensable requirement in the development of
the teaching staff at the macro and micro level. The thesis uses competency
standards of the teaching staff to determine the level of satisfaction of the
basic requirements of the capacity of the teaching staff at the Buddhist
Intermediate School, identify solutions to develop the teaching staff at the
university. Buddhist Secondary Schools.
- Approaching management function: Approaching management
function in this study is the consideration and application of basic functions
of management that managers at all levels in Buddhist intermediate schools
must implement. activities and content of developing the teaching staff at

5


the Buddhist Intermediate School in the direction of standardization on the
basis of the theoretical basis, the practical basis and especially in the
implementation of solutions to develop the teaching staff At the
Intermediate School of Buddhism in the direction of standardization, it will
be proposed in this thesis to achieve the purpose of the topic and the goal of
developing the teaching staff at the Buddhist Intermediate School in the
direction of current standardization.
- Practical approach: A practical approach in researching this
thesis is to find out the dialectical relationship between the requirement to
improve the quality of education of monks and nuns at intermediate schools

of Buddhism with the requirement of team development. Lecturers at the
Buddhist Intermediate School follow the current standardization direction.
In other words, this is approaching the needs of society and the Buddhist
Church today for human resources of monks and nuns. On the other hand,
this approach is used to determine the current situation of the teaching staff
at the Buddhist Intermediate School and the current situation of developing
the teaching staff at the Buddhist Intermediate School in the direction of
current standardization. Along with that, the practical approach also aims to
recognize the experience of Vietnam and some countries in the region and
the world on human resource development in general and the development
of teaching staff at the Buddhist Intermediate School in particular to have
lessons for developing the teaching staff at the Buddhist Intermediate
School in the direction of current standardization.
- Competency approach: The capacity approach in this thesis is
based on the function and role of the Preacher at the Buddhist Intermediate
School to form a framework of professional competence of the teaching
staff at the Buddhist Intermediate School meet the requirements of training
monks and nuns and contribute to improving the quality of preacher at the
Buddhist Intermediate School. Moreover, this approach also affirms that the
development of the teaching staff at the Buddhist Intermediate School in the
direction of standardization is not only concerned with sufficient quantity,
synchronous in structure but also needs to develop in quality (qualities,
capacity) of the teaching staff at the Buddhist Intermediate School today
- Approaching Buddhism: Buddhist education is very humane,
cause-and-effect always aims to train people to be good, have true beliefs,
bring benefits to themselves, their families and society, together community

6

join hands to build peace and prosperity. Whether Buddhist education
succeeds or not depends on a team of monks and nuns who must work hard
to study, practice, and cultivate "precepts - concentration - wisdom" to
become a qualified and ethical monk. Only then can we bring happiness and
peace to ourselves and to society. This approach emphasizes the role of the
teaching staff in the current Buddhist Intermediate Schools.
4.2. Research Methods
4.2.1. Methods of researching documents
4.2.2. Observation method
4.2.3. In-depth interview method
4.2.4. Questionnaire survey method
4.2.5. Professional solution
4.2.6. Mathematical statistical methods
4.2.7. Method of summarizing experience
4.2.8. Product research method works
4.2.9. Test methods
These methods are presented in detail in chapter 2 of the thesis.
4.3. Scientific hypothesis
Currently, due to various reasons, the teaching staff at Buddhist
intermediate schools are lacking in quantity, limited in quality,
asynchronous in structure, lacking in operational motivation; did not meet
the requirements of teaching and the requirements of the current standards
of preachers. If the proposal and synchronous use of solutions to develop
the teaching staff at the Buddhist intermediate schools affect the structural
element system of the teaching staff in the direction of standardization, the
teaching staff at the Buddhist schools will The Buddhist Intermediate
School will be sufficient in quantity, meeting the requirements of quality,
synchronous in structure, contributing to improving the training quality of
the school and meeting the training needs of the Buddhist Sangha. Vietnam
Buddhist Association

5. New scientific contributions of the thesis
5.1. About the theory
Based on the approach to human resources and management
functions, the thesis has built a theoretical basis for the development of
teaching staff in Buddhist secondary schools in the direction of
standardization (identifying basic concepts) contents, qualifications and

7


competences of preachers, contents of development of teaching staff at
Buddhist intermediate schools on the basis of specific characteristics of
training activities at Buddhist schools). This is a new theoretical issue,
which has not been studied in Vietnam yet.
5.2. About practice
The thesis assesses the current situation of quality and capacity of
the teaching staff at 9 Buddhist intermediate schools in the direction of
standardization, assesses the situation of the development of the teaching
staff in the Buddhist intermediate schools in the direction of standardization
point out the strengths and limitations of this situation. The thesis proposes
6 solutions to develop the teaching staff at Buddhist intermediate schools in
the direction of standardization. These are solutions that reflect the
specificity of the development of teaching staff in Buddhist intermediate
schools in the direction of standardization. The results of this practical
research are new, reflecting the peculiarities of the development of the
teaching staff in our country today.
6. Theoretical and practical significance of the topic
6.1. Theoretical meaning
The research results of the thesis contribute to supplementing and
enriching the theoretical basis for the development of the teaching staff in

general and the development of the teaching staff at the Buddhist
intermediate schools in the direction of standardization in particular.
6.2. Practical significance
The thesis is a reference for leaders, departments and faculties of
Buddhist intermediate schools on the development of teaching staff at
Buddhist intermediate schools in the current period in the direction of
standardization. Especially, the assessment of the limitations and solutions
to develop the teaching staff at the Buddhist Intermediate Schools will be
one of the important bases for the Buddhist intermediate schools in
developing the teaching staff at the University. Buddhist intermediate
schools in the current period towards standardization.
7. Thesis structure
In addition to the introduction, conclusion, recommendations, list of
references and appendices, the thesis content is presented in 04 chapters:
Chapter 1. Overview of research projects related to the
development of teaching staff

8


Chapter 2. Theoretical basis for the development of teaching staff at
the current Buddhist Intermediate School in the direction of standardization
Chapter 3. Results of practical research on the development of
teaching staff at current Buddhist intermediate schools in the direction of
standardization
Chapter 4. Solutions for developing teaching staff in Buddhist
intermediate schools in the direction of standardization.
Chapter 1
OVERVIEW OF RESEARCH WORKS RELATED TO TEACHER
DEVELOPMENT

1.1. Research projects on teachers, lecturers, and preachers
1.1.1. Research projects on teachers and preachers
Teachers and preachers in general are a key element to the success of
the education system. Therefore, studies on teachers and lecturers in general
attract the attention of experts with diverse topics and multi-dimensional
approaches. In general, when it comes to the development of teachers and
preachers, in addition to the agreement on the content of tasks with the
human resource development management, the research pays special
attention to the quality of the staff. With the development of modern
teaching technology means, the content of knowledge of scientific
disciplines is increasingly rich ... leading to urgent requirements to innovate
the content, educational methods, and the role of the team sleep.
1.1.2. Research projects on teaching staff
1.2. Research projects on the development of teachers, preachers, and
preachers
1.2.1. Studies on the development of teachers and preachers
1.3. General assessment
Developing a contingent of teachers and preachers as high-quality
human resources is an urgent issue, attracting the research of many
organizations. Many domestic and foreign scientists have made important
achievements on this research content. However, these works are only
general or only in-depth research into certain areas of the problem or are
associated with educational institutions in certain regions.

9


The development of teaching staff at Buddhist training institutions
has been mentioned, but only suggested by articles, situation reviews and
single proposals through seminars, no research typical expertise. In

particular, there has not been any research on the management and
development of the teaching staff in Buddhist intermediate schools. That is
the main content that the thesis continues to research to clarify. The
research results of the thesis will serve as a scientific basis for the
management and development of the teaching staff in order to improve the
quality of teaching in Vietnamese Buddhist intermediate schools.
The above studies also suggest for a research thesis on the
development of teaching staff at Buddhist intermediate schools in the
direction of approaching human resources, approaching the capacity of
preachers.
Chapter 2
THEORETICAL BASIS OF TEACHING DEVELOPMENT IN
CURRENT BUDDHISM SCHOOL
UNDERSTANDARDIZATION
2.1. Teaching staff at the Buddhist intermediate school
2.1.1. Preacher team
2.1.1.1. Preacher concept
The professor is a preacher of the Vietnam Buddhist Church,
teaching at the Church's educational institutions from elementary,
intermediate, college to Buddhist Academy.
2.1.1.2. Team concept
2.1.1.3. The concept of teaching staff
The teaching staff at the Buddhist intermediate schools are the
force directly involved in the teaching and education process at the
Buddhist intermediate schools. They work with a plan and stick together
through material and spiritual benefits within the framework of laws and
social institutions. The members are linked together on the basis of
realizing the goals, tasks and functions of training activities at the Buddhist
Intermediate School.
To form a team, first of all, there must be a certain number of

professors. The determination of the necessary number of preachers must come

10


from the teaching task, the organization of pedagogical labor of each school
and the regulations of the superiors. However, in order for the teaching staff to
have high quality, there must be a reasonable structure, including the structure
of majors, teaching seniority, and educational qualifications.
2.1.2. Buddhist Middle School
2.1.3. Some basic problems about the teaching staff at the Buddhist
Intermediate School
2.1.3.1. Notion
Based on the concept of the teaching staff and the Buddhist
Intermediate School, the thesis defines the concept of the teaching staff at
the Buddhist Intermediate School as follows:
The teaching staff at the Buddhist Intermediate School is a
collection of people who carry out teaching and educational activities at the
Buddhist Intermediate Schools, organized into a force with the same task of
realizing the goals education has been set out for intermediate schools of
Buddhism.
2.1.3.2. Functions and duties of the teaching staff at the Buddhist Intermediate
School
2.1.3.3. Criteria for the title of professor of the teaching staff at the
Buddhist Intermediate School
a) Standards of professional ethics
The teaching staff of the Buddhist Intermediate Schools have the
following basic qualities:
* Political qualities
b) Standards of professional and professional competence

* Professional competence
* Teaching ability
* Capacity to develop and implement training programs
* Professional development capabilities
2.2. Standard and standardized approach
2.2.1. Standard
2.2.2. Standardization
2.3.1. Concept
2.3.1.1. Development concept
2.3.1.2. The concept of developing the teaching staff at the Buddhist
Intermediate School

11


In summary, applying the perspectives of previous studies on
teacher development, it can be seen that the development of teaching staff
at the Buddhist Intermediate School is the development of pedagogical
human resources in the school, and the process of making the teaching staff
is gradually transformed and improved in order to best meet the increasing
requirements of the responsibilities and duties of the teaching staff as well
as that of the school. The concept of developing a teaching staff at the
Buddhist Intermediate School can be defined as follows:
Developing a teaching staff at a Buddhist Intermediate School is
the process of planning, recruiting, employing, training, creating a working
environment, and evaluating a teaching staff at a Buddhist intermediate
school. help the teaching staff to grow in quantity, quality, reasonable
structure, have high professional qualifications to complete the set teaching
tasks.
2.3.1.3. The concept of developing a teaching staff at a Buddhist

intermediate school in the direction of standardization
From the concept of standardization, it can be seen that
standardization in team development is the process of making the team
meet the issued standards. On that basis, it is possible to define the
development of the teaching staff at the Buddhist Intermediate School in the
direction of standardization as follows:
Developing the teaching staff at Buddhist intermediate school in the
direction of standardization is the process of planning, recruiting,
employing, training and fostering, creating a working environment, and
evaluating the teaching staff at Buddhist intermediate school that helping
the teaching staff to grow in quantity, quality, reasonable structure, with
high professional qualifications to complete the set teaching tasks and meet
the general standards of the teachers, as well as teachers' own standards,
in order to improve the quality of education at Buddhist intermediate
school.
Conclusion for Chapter 2
In Chapter 2, the thesis has built a theoretical basis for the
development of teaching staff at the Buddhist Intermediate School in the
direction of standardization.
The teaching staff at the Buddhist Intermediate School is a
collection of people who carry out teaching and educational activities at the

12


Buddhist Intermediate School, organized into a force with the same task of
realizing the educational goals set out for Buddhist Intermediate School.
Developing a teaching staff at a Buddhist Intermediate School is
the process of planning, recruiting, employing, training, creating a working
environment, and evaluating a teaching staff at a Buddhist intermediate

school, which helps the teaching staff to grow in quantity, quality,
reasonable structure, have high professional qualifications to complete the
set teaching tasks.
Developing the teaching staff at Buddhist intermediate school in the
direction of standardization is the process of planning, recruiting,
employing, training and fostering, creating a working environment, and
evaluating the teaching staff at Buddhist intermediate school, helping the
teaching staff to grow in quantity, quality, reasonable structure, with high
professional qualifications to complete the set teaching tasks and meet the
general standards of the teachers, as well as teachers' own standards, in
order to improve the quality of education at Buddhist intermediate school.
The content of developing the teaching staff at Buddhist
intermediate school in the direction of standardization includes:
- Planning the teaching staff in the direction of standardization
- Recruiting teaching staff in the direction of standardization
- Recruiting teaching staff in the direction of standardization
- Training and fostering teaching staff in the direction of
standardization
- Evaluate the teaching staff in the direction of standardization
- Implement regimes and policies, create motivation to develop the
teaching staff in the direction of standardization
Chapter 3
PRACTICAL RESEARCH RESULTS ON THE DEVELOPMENT OF
TEACHING STAFF IN BUDDHISM INTERMDIATE SCHOOLS IN
THE DIRECTION OF STANDARDIZATION
3.1. Research organization and methods
3.1.1. Research organization
3.1.1.1. Survey target and research area
a. Survey target
The total number of subjects surveyed was 965 persons, of which:

13


- Subjects participating in the survey are 610 persons, evenly
distributed in the study areas. Specifically, including: 360 monks and nuns,
204 teachers, 46 managers of Buddhist intermediate schools.
- Survey targets for the in-depth interview are 25 persons,
including 15 teachers and 10 managers of Buddhist intermediate schools.
- Survey targets participating in the test of measures is 180 persons.
- Survey targets participating in the experiment are 150 persons.
b. Research area
The author has conducted a survey on the current status of the
teaching staff and developed the teaching staff in the direction of
standardization at 9 Buddhist intermediate schools affiliated to the three
regions of the North - Central - South. In which, we randomly selected 3
Buddhist intermediate schools in the Northern provinces, 3 Buddhist
intermediate schools in the Central provinces, and 3 Buddhist intermediate
schools in the Southern provinces.
3.2.2. The current situation of the structure of the teaching staff of Buddhist
intermediate schools
The statistics on the structure of the teaching staff at the Buddhist
Intermediate School are shown in Table 3.1 .
Table 3.2. The structure of the teaching staff at the Buddhist Intermediate
School was surveyed
Qualification

Quantity
Rate
(%)

Work year

University,
College

Master

Doctor

>5
years

<5
years

183
70,1

61
23,4

17
6,5

86
32,9

175
67,1

State
management
qualification
Already Not
have
have
yet
21
240
8,0
92,0

Foreign
language level
Already
have
257
98,5

The teaching staff at Buddhist intermediate schools have ensured
the structure of subjects in terms of quantity and quality. The number of
lecturers with master's and doctoral degrees accounts for nearly 30%, the
rest are professors with college and university degrees. However, among
the lecturers with postgraduate qualifications, most of them are invited
professors from the Vietnam Buddhist Academy in different regions. This
shows that the permanent teaching staff of intermediate schools of
Buddhism still have many shortcomings in some aspects such as unstable

14

Not
have
yet
4
1,5


knowledge, weak pedagogy, and the pedagogy have not really taken
advantage of the strength.
The number of lecturers working at Buddhist intermediate schools
mostly belongs to the professional structure, which is invited to lecture,
circulates and concurrently holds many Buddhist tasks such as: abbot of
pagodas or concurrently the management of Buddhist schools. departments,
branches and institutes directly under the Central Executive Council of the
Vietnam Buddhist Sangha or the administrative boards of the provincial
Buddhist Association. Therefore, the teaching work takes place only in the
lecture halls of the school. It greatly affects the professionalism and quality
of training, not promoting the role of the teacher.
Among the lecturers working at Buddhist intermediate schools,
67.1% of the lecturers have less than 5 years of seniority. In other words,
the percentage of young teachers in Buddhist intermediate schools is very
high. This result shows long-term advantages for Buddhist intermediate
schools in developing teaching staff. However, the shortage of lecturers
with seniority, profession, seniority and training experience makes it
difficult for Buddhist intermediate schools to develop and implement
training contents.
3.2.3. The situation of the quality of the teaching staff of the Buddhist
intermediate schools
3.2.3.1. Standards of professional ethics of teaching staff

3.3. The situation of developing the teaching staff of Buddhist
intermediate schools in the direction of standardization
3.3.1. The situation of planning the teaching staff in the direction of
standardization
The survey results on the current situation of planning the teaching staff
at the Buddhist Intermediate School are reflected in the following data
table:
Table 3.9: The situation of planning the teaching staff at the Buddhist
Intermediate School
No.
Content
1

2

Analysis of the
current status
of the teaching
staff
Forecasting the

Degree evaluation
Quantity (%)
Very Good Average Weak Poor
good

Average
mark

ĐLC

23
52
74
(9,2) (20,8) (29,6)

90
11
(36,0) (4,4)

2,94

0,89

13

94

2,63

0,98

43

66

15

34

3

4

5

6

need for
teaching staff
resources
Developing a
plan to develop
the teaching
staff
Disseminating
the plan to the
entire teaching
staff of the
school
Organizing the
implementation
of the plan
Evaluating the
implementation
of the plan
Average

(5,2) (17,2) (26,4)

(37,6) (13,6)

21
50
68
(8,4) (20,0) (27,2)

79
32
2,80
(31,6) (12,8)

0, 98

19
44
64
(7,6) (17,6) (25,6)

89
34
2,70
(35,6) (13,6)

0,55

21
48
68

(8,4) (19,2) (27,2)

83
30
2,79
(33,2) (12,0)

0,45

19
43
59
(7,6) (17,2) (23,6)

93
36
2,67
(37,2) (14,4)

0,57

2,75

0,69

The survey results show that the planning of lecturers at Buddhist
intermediate schools in the direction of standardization is carried out at an
average level with the general average mark = 2.75, ĐLC = 0.69. The
average mark of the criteria is quite similar, ranging from 2.63 to 2.94.
3.3.2. The situation of recruiting teaching staff in the direction of

standardization
3.3.3. The situation of using teaching staff in the direction of
standardization
3.3.4. The situation of training and fostering teaching staff in the direction of
standardization
3.3.5. The situation of evaluating teaching staff in the direction of
standardization
3.4. The situation of the influence of factors on the development of
teaching staff at Buddhist intermediate schools
3.4.1. The influence of objective factors
3.4.2. The influence of subjective factors
The results of Table 3.17 show that subjective factors are also
assessed to have a significant influence on the development of teaching
staff at the Buddhist Intermediate School in the direction of standardization.
In which, the prominent and influential factors include: "Sense of
improving the professional qualifications of the lecturers": (average score =

16


4.47, ranked 1st); the factor "Motivation for the development of lecturers"
(meaning average = 4.44, ranked second) and the factor "Responsibility of
lecturers" (meaning average = 4.44, ranked second). “Currently at the
school, the lecturers are too busy with many Buddhist duties. If a lecturer is
absent, busy… immediately affects the class schedule and the quality of
training is significantly affected” (Principal, Venerable T.P.T.)
3.5. General assessment of the situation of developing the teaching staff
of Buddhist intermediate schools in the direction of standardization
3.5.1. Strengths
- The qualifications of the teaching staff at the Buddhist

Intermediate School are assessed at an average level and gradually
improved, basically meeting the teaching needs at the Buddhist
Intermediate Schools.
- The Buddhist Intermediate Schools have carried out the planning
of the teaching staff and the recruitment of lecturers at the Buddhist
Intermediate Schools at an average level, in which the outstanding work is
the use of the teaching staff in the direction of standardization.
- Buddhist intermediate schools have also issued a number of
policies to attract and treat lecturers such as: paying attention to improving
working and living conditions for lecturers, creating a pedagogical
atmosphere in the collective, solidarity in the school,…
- Focus on training and fostering to improve the qualifications and
capacity of the teaching staff. Buddhist intermediate schools have made
great efforts, developing training plans, fostering teaching staff, sending
many lecturers to attend training and retraining courses to standardize and
improve the quality of teaching staff.
* Cause of Strengths
- Buddhist intermediate schools currently have human resources
with high academic qualifications and broad knowledge. The lecturers all
have bachelor's degrees or higher in both Buddhist and Secular studies. In
particular, with many Buddhist universities in recent years, they have
created strong human resources for Buddhist schools in general and
Buddhist intermediate schools in particular. If you know how to take
advantage and exploit this team, it will create high-quality human resources
for Buddhist intermediate schools.
- Because the teaching staff at the Buddhist Intermediate School
have quite high qualifications, the teaching quality of this team is quite
good. An intelligent lecturer of Buddhism, cultivating morality is a shining
example for monks and nuns to follow. For foreign subjects, Buddhist

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intermediate schools also invite prestigious professors, associate professors
and lecturers from neighboring universities, thereby improving the quality
of teaching intermediate Buddhist programs.
- Facilities are invested by Buddhist intermediate schools and called
on sponsors to donate, thereby creating good facilities to serve the teaching
task of the lecturers.
3.5.2. Limitations
Besides the achieved results, the development of teaching staff at
the Buddhist Intermediate School still has shortcomings and limitations that
need to be overcome. This is shown on the following sides:
The capacity of the teaching staff at the Buddhist Intermediate
School surveyed in our country today shows that the capacity of the
lecturers is at an average level. Some of the most limited competencies are:
the professional competencies assessed by the lecturers are all average;
teaching capacity of the teaching staff; the capacity to develop and
implement the training program of the teaching staff at the Buddhist
Intermediate School is assessed at medium level, and still limited.
Regarding the development of the preacher of the Buddhist
intermediate schools: the planning of the preacher at the Buddhist
intermediate schools in the direction of standardization is carried out at an
average level. The development of recruitment standards for lecturers was
assessed as being average and weak. The implementation of training
content and lecturer training in the direction of standardization is assessed
at an average level. The evaluation of the preacher in the direction of
standardization is performed at a weak level. The implementation of
remuneration policies for lecturers is generally assessed as average.
Most Buddhist intermediate schools have regulations on the

responsibilities and duties of lecturers, but they only stop at the documents
stipulating general standards, which are still general, and have not yet built
a specific competency framework. Therefore, the examination and
evaluation of lecturers is not focused, the pressure on lecturers to self-train
and foster is not high, the screening of lecturers lacks basis. The planning of
the preacher is currently not uniformly built, and the professional
competence standards associated with the duties of the title preacher are not
clear. The recruitment of lecturers according to the administrative process is
still temporary, there is little decentralization down to the faculties and
departments, not following the requirements, the task description of the
competency framework and the capacity of the candidates has not been
assessed.

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The arrangement and use of lecturers in some intermediate schools
of Buddhism is not really appropriate, some lecturers have not been
arranged with the right capacity, there is a shortage of highly qualified
lecturers. This is also an issue that schools need to pay attention to.
The evaluation of lecturers has not been carried out effectively, has
not been evaluated according to the capacity of the lecturers, the results of
the evaluation of lecturers are still formal, not as a basis for the lecturers to
adjust themselves, not really a motivation to motivate professors to strive,
grow, and not serve as a basis for rewarding, disciplining, screening and
implementing policies to develop the preacher team.
The training, fostering and developing the preacher team are still
formal, with a mass quantity by topic, not really focused on developing the
capacity of lecturers. Most schools do not have long-term training plans,
lack initiative and have not taken advantage of opportunities.

* Cause of restriction
Buddhist intermediate schools currently do not have a team of
professional education management personnel, well-trained in education
management and state management. Therefore, there is a lack of uniformity
between the management levels. A part of the manager team lacks planning
experience and lacks qualifications in developing training programs.
The monks themselves in the management boards of intermediate
schools of Buddhism are often those with many responsibilities,
concurrently holding too many public positions, almost holding many
management positions at the same time. Therefore, sometimes they have
not paid attention to the development of the preacher team, and the plan is
not disseminated to the entire preacher team in the school. Some managers
are still biased, self-centered, patriarchal, and subjective, which hinders the
development of the preacher team in the direction of standardization.
There should be more lecturers who are passionate about education,
not afraid to work hard, have a sense of responsibility and self-motivation
to improve their qualifications.
The activities of the Buddhist intermediate schools mainly rely on
support from the Vietnam Buddhist Sangha and from donations from benefactors
and businesses in the school's area, so there is still a lack of funds for construction
activities, training and retraining of the preacher team.
Lecturers are often in different localities, geographically far away,
so it is difficult to have time to meet and discuss expertise. Therefore, the
preacher 's self-study is only at individual level without forming academic
exchange groups, thereby developing the preacher’s expertise.

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Chapter 4

SOLUTIONS TO DEVELOP THE PREACHER TEAM IN
BUDDHIST INTERMEDIATE SCHOOLS IN THE DIRECTION OF
STANDARDIZATION
4.1. Principles of proposed solutions
4.2. Solutions to develop the preacher team of Buddhist intermediate
schools in the direction of standardization
4.3. Testing the necessity and feasibility of solutions
After proposing solutions, we tested the necessity and feasibility of the
proposed solutions. The testing process is carried out as follows:
4.3.1. Objective of the test
The test aims to: 1) Assess the necessity of the proposed solutions for the
development of the preacher team at Buddhist intermediate schools in the
direction of standardization. 2) Assess the feasibility of the proposed
solutions for the development of preacher team at Buddhist intermediate
schools in the direction of standardization
4.3.2. Test target and location
a. Test subjects include 180 people, each school 30 people.
In which: School administrators; leaders of departments and faculties: 5
people; lecturers: 10 people; monks and nuns: 15 people
4.3.3. Test method
The survey form is presented in the appendix
a. Levels of assessing the necessity of solutions include: Level 1: Not
necessary; Level 2: Less necessary; Level 3: Generally necessary; Level 4:
Pretty much necessary; Level 5: Very necessary
b. Levels of assessing the feasibility of solutions include: Level 1: Not
feasible; Level 2: Less feasible; Level 3: Generally feasible ; Level 4: Pretty
much feasible; Level 5: Very feasible
4.3.4. Test results
From the results of theoretical research and the actual situation of the
development of the lecturer team of the Buddhist intermediate schools in

the direction of standardization, the thesis proposes 6 solutions to develop
the lecturer team of the Buddhist intermediate schools in the direction of
standardization. Which are:
Solution 1: Organize propaganda activities to raise awareness and
responsibility for subjects in the development of preacher team at Buddhist
intermediate schools in the direction of standardization

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Solution 2: Develop a master plan to develop the preacher team at a
Buddhist intermediate school in the direction of standardization in
accordance with the organizational renewal of the Vietnam Buddhist
Sangha.
Solution 3: Organize the selection, arrangement and effective use of
preacher team at the Buddhist intermediate school according to the right job
position
Solution 4: Direct training innovation and fostering preacher team
at Buddhist intermediate schools in the direction of standardization
Solution 5: Continue to improve regimes and policies, build a
favorable environment for the development of preacher team at Buddhist
intermediate schools in the direction of standardization
Solution 6: Organize the assessment and classification of lecturers
at Buddhist intermediate schools in the direction of standardization
The proposed solutions have a dialectical relationship with each
other. They complement each other, interact with each other, serve as a
premise for each other in developing preacher team at Buddhist
intermediate schools.
The test results show that the proposed solutions have a high degree of
necessity and feasibility. This shows that the solutions proposed by the

thesis are necessary and suitable for Buddhist intermediate schools in
developing their preacher team in the direction of standardization.
The thesis has chosen solution 4 for testing, focused on directing and
fostering to improve the teaching capacity of lecturers. The results after the
test on the teaching capacity of the lecturers at the 3 Buddhist intermediate
schools were assessed at a good level compared to the average level before
the test. This means that after the test, the teaching capacity of the lecturers
met quite well the requirements of teaching activities at the Buddhist
intermediate schools that were surveyed.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
- About the results of theoretical research
Developing preacher team at Buddhist intermediate schools in the
direction of standardization is the process of planning, recruiting,
employing, training and fostering, creating a working environment, and
evaluating preacher team at Buddhist intermediate schools, helping the
preacher team to develop in quantity, quality, reasonable structure, with

21


high professional qualifications to complete the set teaching tasks, meet the
general standards of the lecturer. as well as preachers' own standards, in
order to improve the quality of education at Buddhist intermediate schools.
The content of developing the preacher team of Buddhist
intermediate schools in the direction of standardization includes: Planning
the preacher team in the direction of standardization; Recruiting preacher
team in the direction of standardization; Using the preacher team in the
direction of standardization; Training and fostering the preacher team in the
direction of standardization; Evaluating the preacher team in the direction

of standardization; Implementing regimes and policies, creating motivation
to develop preacher team in the direction of standardization.
- About the results of practical research
The survey results show that the qualities of the preacher team at
the Buddhist intermediate school are quite good. Among the three qualities
studied, the moral qualities of the preacher are at the highest level, followed
by the professional qualities. Among the manifestations of the quality of the
researched preacher team, a number of quality manifestations are at a good
level such as: "Dedication, with a sense of responsibility at work";
"Consciously absorb the quintessence of Buddhist culture and promote the
national potential".
The capacity of the preacher team at the Buddhist intermediate
school is at an average level. In which, the capacity of the lecturer is most
appreciated in the professional capacity in the field of teaching and the
professional development capacity, but these competencies are also only
average. The capacity of the preacher team is generally still limited, not
ensuring the development of teaching plans, not being able to fully apply
current new teaching methods and use teaching aids, especially application
of information technology to serve teaching work. The most underrated
capacity is the capacity to develop and implement training programs.
The reality of developing the preacher team at the Buddhist
intermediate school in the direction of standardization shows that the its
development is done at an average level. In which the content "Evaluating
the preacher team in the direction of standardization" was only rated at a
weak level. This situation shows that managers of Buddhist intermediate
schools have initially paid attention to the development of preacher team in
the direction of standardization, but the effectiveness of this work is not
high.
The survey results also show that the surveyed objective and
subjective factors have a great influence on the development of the preacher

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