Quản lý sự phối hợp giữa nhà trường và gia đình trong hoạt động giáo dục học tập cho học sinh lớp 10 ở các trường trung học phổ thông vùng đồng bằng sông cửu long

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF PEDAGOGY

NGUYEN THANH DAN

MANAGEMENT OF PARTNERSHIP BETWEEN SCHOOL AND
FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR
GRADE 10 STUDENTS IN SECONDARY HIGH SCHOOLS
IN THE MEKONG RIVER DELTA

Major

: Education Management

Code : 62 14 01 14

SUMMARY OF EDUCATION SCIENCE DISSERTATION

Ho Chi Minh City – 2022


The work is completed at Ho Chi Minh City University of Pedagogy.
Instructor: 1. Prof. Dr. ĐOÀN VĂN ĐIỀU
2. Dr. THÁI VĂN LONG

Reviewer 1 : Prof. Dr. Phan Minh Tiến
Reviewer 2 : Prof. Dr. Nguyễn Sỹ Thư
Reviewer 3 : Prof. Dr. Bùi Văn Hồng

The dissertation will be defended in front of the University-level Dissertation
Council meeting at ………………………………………

On the date………..……….. 2022

The dissertation can be found at the following Libraries:
National Library of Vietnam
Library of Ho Chi Minh City Pedagogical University
General Science Library of Ho Chi Minh City


LIST OF PUBLISHED WORKS RELATED TO THE DISSERTATION
1. Nguyen

Thanh Dan. (2013). “Inheriting cultural values of traditional

family in education for personality development”. Journal of
Education and Society. No. 28/2013.
2. Nguyen

Thanh Dan. (2013). “The positive learning motivations of the

students in Ho Chi Minh City University of Education”. Journal of
Sciene Ho Chi Minh City University of Education . No. 48/2013.
3. Nguyen

Thanh Dan. (2016). “The evulation of secondary high school

students on some factors in school – parent partner framework in Ca
Mau City, Ca Mau province”. Journal of Sciene Ho Chi Minh City
University of Education. No. 4 (82)/2016.
4. Nguyen

Thanh Dan. (2016). “The high school students’ assessment

about the coloboration between family and school in some southwest
provinces”. Journal of Education and Society. Special 6.2016.
5. Nguyen

Thanh Dan. (2017). “The coordinating role of family with

school educating students in high schools”. Journal of Education and
Society. Special.


1

PREAMBLE
1. REASONS FOR CHOOSING THE PROBLEM
The history and experience of many countries show that no economic miracle or social
leap can take place without a breakthrough in Education and Training. For the country to
develop sustainably, Education and Training must be the first decision. Therefore, the
Education Law 2005 states: “The goal of education and training is to train Vietnamese people
to develop comprehensively, to be ethical, knowledgeable, healthy, aesthetic and professional,
and to be loyal to their ideals. national independence and socialism; forming and fostering the
personality, quality, and capacity of citizens, meeting the requirements of the cause of national
construction and defense” (National Assembly of the Socialist Republic of Vietnam, 2019).
The participation of all people, all organizations, especially families of learners in
education creates effective education and training for people. Therefore, the Education Law
2019 also stipulates: "The school has the responsibility to actively coordinate with the family
and the society to realize the goals and principles of Education" and "The responsibility of the
family: Parents or guardians have the responsibility to nurture, educate and care for and create
conditions for their children or wards to study, practice and participate in school activities.

(National Assembly of the Socialist Republic of Vietnam, 2005). Thus, the school's partnership
with families in managing and supporting students' learning is the viewpoint and basic principle
of our Party and State in developing the cause of Education and Training, especially in the field
of education and training. the current stage of international integration and deep globalization.
This is also an inevitable trend in all developed countries in the world.
In fact, educational activities of learning are only effective when there is a positive
environment such as security and safety, promoted by responsible educators and teachers who
love learners and learners who have friends who love and share.
In the part of 10-grade students in rural high schools, often have not identified their
motivation to study, so they may drop out in the process of learning in secondary high schools.
Therefore, families and schools, especially teachers, need to monitor, encourage and help
children to study effectively until the end of grade 12.
School-family partnership is the policy and line of the Party and State and is expressed in
specific documents by all levels of management. However, this is a new field in education.
Principals, teachers, and staff in secondary high schools have not been professionally trained
and fostered to carry out the partnership. Therefore, there are some places that have not fully
implemented the tasks of the school-family partnership.
In particular, for grade 10, the weaknesses in the school-family partnership may be greater
because both families and teachers do not have much experience in the partnership and the
management of the partnership. Up to now, there has not been any in-depth research on the
management of school-family partnership activities in the Mekong River Delta region.
For the reasons mentioned above, the author chose the topic "Management of the
partnership between school and family in educational activities of learning for grade 10
students in secondary high schools in the Mekong River Delta region".
2. RESEARCH PURPOSE
On the basis of systematizing the theory and assessing the status of managing the
partnership between school and family in the educational activities of learning for 10 th-grade
students in secondary schools in the Mekong River Delta region, the thesis research proposes
the measures to manage the partnership between school and family in order to contribute to
improving the quality and effectiveness of the partnership management and the student learning

education.


2

3. THE OBJECT AND SUBJECT RESEARCH
3.1. Research object: Managing educational activities of learning in secondary high schools.
3.2. Research subject: Managing school-family partnership in educational activities of
learning for 10th-grade students in secondary high schools in the Mekong River Delta region.
4. SCIENTIFIC HYPOTHESIS
The partnership and management of school-family partnership in education activities of
learning for grade 10 students in secondary high schools in the Mekong River Delta region have
been implemented but not fully implemented in accordance with the rules and procedures of
this activity in the process of practicing educational activities of learning goals for students. If
correctly identifying the status of partnership and management of partnership between school family in educational activities of learning for grade 10 students, the topic can propose the
measures to manage the partnership between school and family that are necessary and feasible
to improve the effectiveness of educational activities of learning for grade 10 students in
secondary high schools in the Mekong River Delta region.
5. RESEARCH MISSIONS
5.1. Theoretical investigation on the management of the partnership between school - family
in educational activities of learning for grade 10 students in secondary high schools.
5.2. Surveying the status of the management of the school-family partnership in educational
activities of learning for grade 10 students in secondary high schools in the Mekong River Delta
region.
5.3. Establishing a system of measures to manage the partnership between school - family in
educational activities of learning for grade 10 students in secondary high schools in the Mekong
Delta region.
5.4. Experimenting with some measures to manage the partnership between school - family in
educational activities of learning for grade 10 students in secondary high schools in the Mekong
Delta region.

6. SCOPE OF RESEARCH
6.1. Contents
The thesis studies theories, surveys the status, and establishes a system of measures to
manage school-family partnership in the education activities of learning for grade 10 students in
secondary high schools in the Mekong River Delta provinces.
The subject of management is the school principal and the persons authorized by the
principal to manage the partnership activities between school – family.
6.2. Locality
The thesis was conducted in the provinces of the Mekong Delta region: Ca Mau, Bac Lieu,
Can Tho, An Giang, Dong Thap, Long An, and Tien Giang by random sampling (lottery) from
13 provinces in the Mekong Delta. including: Ca Mau, Bac Lieu, Soc Trang, Hau Giang, Can
Tho, Kien Giang, An Giang, Dong Thap, Long An, Ben Tre, Tien Giang, Vinh Long and Tra
Vinh.
6.3. Duration
- The thesis conducted survey phase 1: December 2015; phase 2: October 2019
- The thesis conducted the experimental research in the second semester of the school year
2015-2016, from early March 2016 to May 2016, at Ho Thi Ky high school, Ca Mau city; and
in April 2019.
7. RESEARCH METHODS
7.1. Methodology
7.1.1. Systemic-structural perspective


3

The thesis approaches from a systematic point of view to research on “Management of the
partnership between schools and families in educational activities of learning for grade 10
students in secondary high schools in the Mekong River Delta region” is to consider the
elements and their relationships in the structure of the system to manage the partnership
between school and family in educational activities of learning for students. Managing the

partnership between school and family in educational activities of learning for students has a
close connection with educational activities and other educational management in secondary
high schools.
The thesis reviews and builds a management system for school-family partnership in
educational activities of learning for grade 10 students in secondary high schools according to
the system of management hierarchy and components which constitute the management process
including the Board of Directors, teachers, staff, students' parents and students. The thesis
identifies the factors inside and outside the school that affect the school-family partnership
management system in educational activities of learning for grade 10 students in secondary
high schools in the Delta River Mekong region.
7.1.2. Historical - logical perspective
The thesis examines the problem of managing the partnership between school - family in
educational activities of learning for grade 10 students in secondary high schools in a long-term
development process, thereby it discovering the specific relationship between school and family
in the past - present - future of the problem of managing the partnership between school family through dialectical and logical reasoning; besides, it studies the management models of
school-family partnership and logic when they are applied to secondary high schools according
to each historical period.
7.1.3. Practical perspective
The thesis approaches from a practical perspective to study the status and suggests some
measures to manage the partnership between school - family in educational activities of
learning for grade 10 students in secondary high schools, in the Mekong River Delta region.
Through the survey, it will discover the strengths and weaknesses of school-family
management in the educational activities of learning for grade 10 students in secondary high
schools and its causes. Hereby, the thesis suggests some measures to improve the status that
meets the new requirements in the current period.
7.2. Research Methods
7.2.1. Theoretical research methods
The thesis reviews analyze, synthesizes, systematizes, and generalizes documents, articles,
and scientific works ... related to the topic including classic works of Marxism-Leninism, by Ho
Chi Minh related to the topic; Documents of the Communist Party of Vietnam, legal

documents; Documents on Psychology, Education, domestic and foreign; Scientific research
works on Education in domestic and foreign-related to the topic such as theses, dissertations,
scientific reports, articles, monographs; Documents on educational management, school
management, management in relation to the community...
7.2.2. Practical research methods
+ Survey method by a questionnaire
- Purpose: The thesis surveys and evaluates the status of school-family partnership
management in educational activities of learning for 10 th-grade students in 11 secondary high
schools in the Mekong River Delta region;
- Content is The status of school-family partnership in educational activities of learning for
grade 10 students in 11 secondary high schools in the Mekong River Delta region and the status


4

of managing school-family partnership in educational activities of learning for grade 10
students in the Mekong River Delta region.
- Research instrument is the questionnaire on the status of partnership and management of
partnership between school-family in educational activities of learning for grade 10 students in
11 high schools in the Mekong River Delta region:
+ Method of interviewing
- Purpose: This method is used to collect information to support the survey of the status of
managing the partnership between school and family in educational activities of learning for
grade 10 students.
- Subjects: interviewing 02 principals, 04 associate principals, and 10 teachers from
schools: Ho Thi Ky High School, Ca Mau High School, Ly Van Lam Middle School & High
School, Ca Mau City; Gia Rai High School in Bac Lieu Province and Bui Huu Nghia High
School in Can Tho City.
+ Experimental method
- Purpose: The method is used to demonstrate the feasibility and effectiveness of some

measures to manage school-family partnership in educational activities of learning for grade 10
students.
- Method of implementation: The thesis conducted an experiment on a measure of the
partnership between school - family in educational activities of learning for students to verify
that the developed measure is necessary and feasible, in accordance with the theoretical basis.
Theory and practice of managing partnership between school-family in educational activities of
learning for grade 10 students in the Mekong River Delta region.
7.2.3. Mathematical statistical methods
SPSS for Windows software (version 13.0) is used to process the data obtained by
statistical methods: percentage calculation, average calculation, ANOVA test, Independent Ttest, and Pearson correlation of the research results.
8. New contributions of the thesis
8.1. The thesis systematizes and clarifies the theoretical and practical basis of partnership
management activities between school and family. Thereby, it proposes some measures to
manage school-family partnership in education activities learning for secondary high school
students.
8.2. It surveys the status of the partnership between school – family management in
educational activities of learning for grade 10 students in secondary high schools in the Mekong
River Delta region, and detects inadequacies, thereby helping the schools manage, mobilize the
synergy of the school, family, and society to realize the goal of improving the efficiency and
the quality of educational activities of learning in the schools.
8.3. The thesis contributes to solving one of the problems of current educational practice,
which is to find specific effective forms in managing the partnership between school and family
in educational activities of learning for students in secondary high schools.
8.4. The thesis can be used as a reference for educational researchers; lecturers and
students of pedagogical schools; educational administrators and supports teachers in
coordinating the forces of education of learning for students in secondary high schools.
9. THE STRUCTURE OF THE THESIS
Preamble
Contents
- Chapter 1: Theoretical basis on managing the partnership between school – family in

educational activities of learning for students in secondary high schools.


5

- Chapter 2: The status of managing the partnership between school and family in
educational activities of learning for grade 10 students n secondary high schools in the Mekong
River Delta region.
- Chapter 3: Suggestions of some measures to manage the partnership between school and
family in educational activities of learning for grade 10 students in secondary high schools in
Ca Mau province
Conclusions and suggestions
References
Appendix

CHAPTER 1
THE THEORETICAL BASIS ON MANAGING THE PARTNERSHIP BETWEEN
SCHOOL – FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR
STUDENTS IN SECONDARY HIGH SCHOOLS
1.1. History of problem research on the management of partnership between school and
family in educational activities of learning for students
1.1.1. Studies abroad
+ The thesis investigates the partnership between school - family in educational
activities of learning for secondary high school students
Research contents on the partnership between school-family are classified according to the
following items:
- The concepts and characteristics of the partnership between school-family
- The types of the partnership between school – family
- The influence of the partnership between school-family on students’ learning outcomes
The above studies show the depth of the partnership between school - family in the

educational activities of learning for students in secondary high schools. In other words, schools
and families gain trust and responsibility and clarify the process for implementing the
partnership.
+ Research on managing partnership activities between school and family
Parental Involvement Management Programs
1.1.2. Domestic research
+ Research on the partnership between school and family in educational learning for
students
Similar to studies abroad on the partnership between school, and family educational forces
in our country, there are also many published works listed below which are classified according
to the following categories:
- Responsibilities of the parties involved the partnership between school – family, and
society to realize educational goals and principles. (Law on Education. National Assembly of
the Socialist Republic of Vietnam, 2019).
- Strengthening the partnership between school, family, and society in the education of
children, pupils, and students (Ministry of Education and Training, 2008)
- The relationship between school, family, and society (Education Law 2019), chapter IV.
Thus, the above-mentioned legal documents clearly define the rights and responsibilities of
the educational forces inside and outside the school. The most prominent of which is the role of
school-family partnership. This shows that our Party and State attach great importance to the
role of schools and families in coordinating student education.
Some contents are related to the research topic.
+ Research on management of partnership activities between school and family


6

There are a number of doctoral dissertation topics related to the management of
partnership activities between family and school. The following projects can be mentioned:
- Thesis "Management of the association of high schools with social forces in building the

current educational environment", author Le Gia Thanh (Le Gia Thanh, 2011).
- Thesis "Connecting schools, families and society to strengthen moral education for high
school students in Hanoi", author Hoang Hong Trang. (Hoang Hong Trang, 2014)
- Thesis "Management of participation in educational socialization of high schools in the
Red River Delta region", author Luong Thi Viet Ha. (Luong Thi Viet Ha, 2014).
It can be said that the above doctoral dissertations have studied issues related to the
cooperation between school - family to create an educational environment for students or moral
education for students, as well as the socialization of student education in our country, but till
now there has not had a research on the school-family partnership and school-family
partnership management on the education of learning for grade 10 students in secondary high
schools in Mekong River Delta region.
1.2. The basic concepts of the topic
1.2.1. Educational activities of learning for students
+ Educational activities for learning
According to author Tran Thi Huong (2017), education is understood in a broad sense as
an overall educational activity that is formed and develops personality, organized in a
purposeful and planned manner in order to maximize the potential and capacity of humans.
Overall educational activities include part activities including ethics, education, fine arts,
physical training, labor education, and career guidance. The General Education program forms
and develops students with the following main qualities: patriotism, human compassion, hard
work, honesty, and responsibility.
Specific requirements for key qualities and core competencies are specified in Section IX
of the Master Program and in subject programs and educational activities. (Ministry of
Education and Training, 2018)
1.2.2. School and family partnership activities
+ Partnership
The partnership between school - family is the job with common unity and close and
complementary links in order to well carry out educational work.
+ School and family partnership activities
Coordinating educational forces outside the school or mobilizing the community to

participate in the construction and development of education is a process of mobilizing
(motivating, encouraging, attracting) and organizing all members of the community to
participate in the construction and development of the school, from the construction of
facilities, equipment for teaching and learning, taking care of the teachers' lives, creating a
unified educational environment between the school-family- society, to participating in student
education. (Nguyen Quoc Bao, 2006, p.26).
1.2.3. Managing partnership between school and family in education activities of learning
for students
+ School management
+ Management of the partnership between school and home
1.3. Partnership between school and family in educational activities of learning for grade
10 students in secondary high schools
1.3.1. Age characteristics of secondary high school students


7

+ General physical, social, and emotional characteristics of secondary high school
students
By understanding the characteristics of adolescents and the changes they go through,
parents can better support children in developing their own identities and becoming more
independent. Here are some core characteristics: Physical characteristics; Social characteristics;
Emotional traits: (Flora Richards - Gustafson, 2017)
+ Learning characteristics of grade 10 students: Changes in the learning environment of
grade 10 students; grade 10 students’ anxiety and fears, grade 10 students’ rapid personal and
social-emotional development, development of self-regulation and self-management;
Developing personal identity; Development of learning behaviors and intellectual capacities
develop quickly; Attendance of 10th graders decrease.
It is possible that some of the characteristics of grade 10 students in the above documents
are not completely related to those of grade 10 students in Vietnam, but the documents also

reveal some characteristics that can be referenced to grade 10 students in Vietnam.
1.3.2. Meaning of partnership between school and family in educational activities of
learning
School-family partnership in educational activities of learning for students includes the
following meanings: student parent involvement is a powerful lever to improve achievements in
schools. Students’ parents have the greatest influence on their children's achievements through
supporting their learning within the family rather than through support in schools. The
partnership between school - family creates a unified and better educational process. The
practice has proven that where there is a close partnership between school and family, there will
be better educational outcomes.
1.3.3. Purpose and principles of school-family partnership in the education of learning for
students in secondary high schools
The purpose of school and family partnership activities in the educational activities of
learning for students in secondary high schools is to enhance helping students with learning to
achieve good academic results; Through a greater understanding and appreciation of
educational issues and achievements, family and community increase confidence and
satisfaction with school activities and programs.
The following principles guide school and family partnership activities in the educational
activities of learning for students in secondary high schools, including Student-centered, Focus
on family, Cooperation, and partnership. Quality is enhanced and excellence becomes an
achievable goal when collaborative parent-community relationships strengthen the academic
program and students' chances for success (Parent and Community Partnerships) in Education,
1999, pp.8-10).
1.3.4. Contents of the partnership between school and family in educational activities of
learning for students at secondary high schools
The content of school-family partnership in the educational activities of learning for
students in secondary high schools is focused on unifying learning content and how parents
help students learn on their own. Specifically: Recognizing the important role of the family;
Consulting decision making; Connect learning at home and at school.
1.3.5. Methods of the partnership between school - family in educational activities of

learning for students in secondary high schools
Modes of school-family partnership through the following forms: Communication Getting
Parents Involved and Building Community and Identity.


8

1.4. Managing school and family partnership in educational activities of learning for
students at secondary high schools
1.4.1. Decentralized management of partnership between school and family in educational
learning for students in secondary high schools
Thus, the management of school-family partnership in the educational activities and
learning activities for students in secondary high schools has a management subject: the school
principal, and people who are authorized by the principal to carry out the activities such as
students' parents, homeroom teachers, and parent representative boards.
The thesis focuses on researching and managing the partnership between school and
family in educational activities of learning for grade 10 students. The subject of management is
the school principal.
1.4.2. The function management of the partnership between school and family in
educational activities of learning for grade 10 students
According to researchers in management science, the management process has four basic
functions, closely related to each other, namely: planning, organizing, leading, and checking
(controlling). To manage the partnership between school and family in the educational activities
of learning for grade 10 students in secondary high schools, the principal needs to ensure access
to the implementation of the four management functions mentioned above. These functions
have a close relationship with each other to form a unified management cycle.
1.5. Factors affecting the management of partnership between schools and families in
educational activities of learning for high school students
Below are the factors affecting the management of the partnership between schools and
families in educational activities of learning for high school students: Subjective factors and

Objective factors
The content presented in chapter 1 is the theoretical basis for the author to build a set of
research tools and analyze the situation of managing the partnership between school and family
for the educational activities of learning for grade 10 students in secondary high schools in the
Mekong River Delta in Chapter 2 of the thesis.
CHAPTER 2
THE STATUS OF MANAGEMENT OF PARTNERSHIP BETWEEN SCHOOL AND
FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR GRADE 10
STUDENTS IN SECONDARY HIGH SCHOOLS IN THE CUU LONG RIVER DELTA
2.1. Overview of the Education Status in the Mekong River Delta provinces
The Mekong River Delta has 3 sides, East, South, and Southwest bordering the sea
(coastline 700km long), the West borders Cambodia, and the North borders the Southeast
economic region; with low-lying terrain, in the lower Mekong River Delta region, with an
interlaced river system… is considered as the largest freshwater reserve in the country.
Education in the Mekong River Delta is still limited, reflected in the following aspects: The
quality of teachers has not been commensurate with the requirements; The budget allocation
for education is not reasonable; and - Identification of limitations and weaknesses in the quality
of education is not comprehensive.
2.2. The organization of the status survey
2.2.1. The sample of the status survey
In order to survey the status of partnership activities and the management of partnership
between school and family in educational activities of learning for grade 10 students in the
Mekong River Delta region, the author selects the survey sample in accordance with the


9

following objects: Administratorsors, teachers: 51 management staff and 482 teachers in
secondary high schools in the Mekong River Delta region: Ho Thi Ky; Bui Huu Nghia; Binh
Thanh Dong; Thap Muoi; Phan Ngoc Hien; Gia Rai; Le Quy Don; Tran Hung Dao; Nguyen

Dinh Chieu; Tan An and Specialized Tien Giang.
- Students: 1034 in secondary high schools in the Mekong River Delta region: Ho Thi Ky;
Bui Huu Nghia; Binh Thanh Dong; Thap Muoi; Phan Ngoc Hien; Gia Rai; Le Quy Don; Tran
Hung Dao; Nguyen Dinh Chieu and Tan An.
Students' parents: 477 in secondary high schools: in the Mekong River Delta region: Ho Thi
Ky; Bui Huu Nghia; Binh Thanh Dong; Tower of Ten; Phan Ngoc Hien; Gia Rai and Nguyen
Dinh Chieu.
The results show that the survey respondents are quite diverse in terms of gender, working
seniority, and economic conditions, including management staff (principals, associate
principals, team leaders, deputy team leaders), teachers (subject teachers, homeroom teachers),
students and students’ parents in secondary high schools in some provinces in the Mekong
River Delta. This allows the author to obtain multidimensional information about the status of
the partnership between school and family in the educational activities of learning for grade 10
students, and the status of managing partnership activities between school and family.
2.2.2. Survey method
* Survey method by questionnaire
The questionnaire survey sample consisted of three groups of subjects:
- Questionnaire for administrators, and teachers: Detailed questionnaire for administrators
& teachers (Appendix 2)
* Interview method
- Sample of interviewees: The sample of interviewees includes: The group of high school
administrators includes 06 teachers; The group of teachers includes 10 teachers/teachers;
Number of interviewing schools: 05 schools.
- How to handle the data: For Administrators, and teachers, We encoded interview subjects
in order from A1 to A6; For teachers: We encoded interview subjects in order from B1 to B10.
After the interview, we transcripted the tapes to words. Then, we read the written interview data
of each interviewee and find the consensus or difference of opinion among the interviewees
according to each content. We conducted statistics on the frequency of consensus and
difference of opinion and used it to supplement the survey data by using a questionnaire.
2.2.3. How to process questionnaire data

- From the collected survey data, the author conducts data processing, using SPSS
software version 13. The evaluation indicators include Quantity; Percentage; Average score:
Mean; Standard Deviation.
- Results of the reliability coefficient of the questionnaires
Questionnaire for administrators & teachers: - Reliability coefficient (Cronbach Alpha):
0.979
- The convention on how to determine the rating scale according to the survey scale is as
follows:
* Regarding the average score: For the 5-level scale, the scores are converted to the 5-level
scale corresponding to the levels. The lowest score is 1, the highest is 5, divided into 5 levels,
accordingly, we have the following scoring method:
Distance value = (Maximum – Minimum)/n = (5-1)/5 = 0.80


10

Here are the scale conventions:
Score
Level

Average Score

5
4
3
2

4.21- 5.00
3.41 - 4.20
2.61 - 3.40

1.81 - 2.60

1

1.00 - 1.80

How to judge
Agrree Level
Strongly agree
Agree
Partially agree
Disagree
Totally disagree

Necessity level
Very necessary
Necessary
Moderate
Not Necessary
Totally
unnecessary

Level Performance
Very often
Frequently
Sometimes
Rarely
Do not perform

Performance

Good
Fair
Medium
Weak
Poor

* About hypothesis testing: By performing ANOVA analysis and T – Independent sample test.
Hypothesize
- H0: There is no significant difference between the two or the mean scores of the surveyed
groups of subjects.
- H1: There is a significant difference between two or the average scores of the surveyed
groups of subjects.
Calculate the value of significance level, if significance level > / = 0.05 we accept H 0, if
significance level < 0.05, we reject H0, accept H1.
2.3. The status of school-family partnership in educational activities of learning for grade
10 students in secondary high schools in the Mekong River Delta region
2.3.1. The status of awareness of administrators, teachers, and students' parents about the
school-family partnership in educational activities of learning for grade 10 students
- Awareness of the purpose of school-family partnership in educational activities of
learning for students
The results of the survey on the perceptions of administrators, teachers, and students’
parents about the purpose of the school-family partnership in educational activities of learning
for grade 10 students sare presented in Table 2.4.
Table 2.4. Opinions of administrators, teachers, and students’ parents on the purpose of familyschool partnership in educational and learning activities for grade 10 students at high schools
N0

1

2
3

4
5
6

Content
Local people have many opportunities to take an
active role in their children's education through a
variety of partnerships and joint management
agreements
Families and the community increase confidence
and satisfaction with school activities and
programs.
Give all students the opportunity to receive the
support they need to reach their full potential
Educational programs are enhanced and
academically challenging.
School staff. parents. community members and
students are jointly responsible for the success and
happiness of their students.
Strengthening help students study to achieve good
academic results

Survey objects
Administrators. teachers
Students’ parents
M
SD
Ranking
M
SD

Ranking
4.22

0.80

1

4.39

0.84

5

4.19

0.84

2

4.47

0.81

3

4.16

0.89

3

4.67

0.63

1

4.16

0.91

4

4.51

0.82

2

4.11

0.91

5

4.45

0.80

4

4.01

0.96

6

3.56

1.50

6

The results of Table 2.4 show that administrators and teachers have a good awareness of
the purpose of school-family partnership in educational activities of learning for grade 10
students at secondary high schools (with good grades). average from 4.01 to 4.22)


11

Thus, in terms of ranking, the opinions of administrators, teachers, and students' parents
are different from the contents and purposes of school-family partnership in educational and
learning activities for grade 10 students in different secondary high schools. The majority of
administrators, teachers, and parents are aware of the purpose of the partnership between
school-family in educational activities of learning for grade 10 students as families have the
opportunity to educate their children positively; the school builds family trust and satisfaction
with activities and programs that help students receive support to reach their potential and are
academically challenging; Collaborative parties are jointly responsible for the success, wellbeing, and academic achievement of their students. There is a part of administrators, teachers,
and parents who are not aware of the purpose of the cooperation such as the following contents:
Strengthening the help of students in learning to achieve good learning results; School staff,

parents, community members, and students are collectively responsible for the success and
well-being of their students…
- Awareness of the role and educational capacity of the family in the partnership between
school and family in educational activities of learning for grade 10 students
The results of the assessment of the perceptions of administrators and teachers about the
role and educational ability of the family in the partnership between school and family in
educational activities of learning for grade 10 students are presented in Table 2.5.
Table 2.5. Opinions of administrators, teachers, and students’ parents about the role and
educational ability of the family in the partnership between school and family in educational
activities of learning for grade 10 students
N0

1
2
3
4
5
6

1
2
3
4

Content
The Role of Family Education
The family is a social institution. a micro-social
environment
Healthy families are important in the development
of every country

The family has a special meaning in each
individual's life
The family is an environment that ensures
education and passes on traditional cultural values
to the next generation
The family is an educational force. an educational
subject
The family is the first educational environment and
has the first responsibility in educating children.
The family's ability to educate students
Family is an environment for students to practice
what they have learned at school. practice behavior.
... when students go to school
The educational influence of the family on students
is profoundly significant from childhood to
adulthood
Students' parents are the first "teachers" of their
children. the ones who build the student's
personality foundation
Many basic features of personality such as
humanity and humanity. all start from the family

Survey objects
Administrators.
Students’
teachers
parents
M
SD Ranking
M

SD

Ranking

4.01

0.88

4

4.00

0.98

5

4.07

0.90

1

4.49

0.78

1

3.98

0.93

5

4.07

1.02

4

4.05

0.91

3

4.23

0.99

2

4.07

0.89

1

3.85

0.50

6

3.88

0.87

6

4.11

0.96

3

3.99

0.88

4

4.07

1.07

2

3.86

0.94

7

3.46

1.29

5

3.92

0.91

6

4.12

1.01

1

3.94

0.91

5

3.85

1.14

4


12

5

6

7

and from preschool and primary education.
Students are exposed to ethical standards. the first
behavioral habits from the family. all social events
4.16
that students perceive through their attitudes.
feelings and value orientations of family members.
The family has strong points such as high
emotionality.
flexibility.
practicality.
quick
4.19
adaptation. sensitivity between the requirements of
life and children (educational objects).
The values of family education complement school
education. contributing to perfecting the formation 4.14
and development of students' personality

0.91

2

3.08

1.48

7

0.87

1

3.16

1.44

6

0.93

3

3.97

1.29

3

The results of Table 2.5 show that the level of awareness assessment of administrators and
teachers about the role and educational ability of the family in educational activities of learning
for grade 10 students is at a high level. As follows:
The perception of administrators and teachers about the educational ability of the family
emphasizes morality and the family environment helps students develop their personality
because they learn and practice their humanity and humanity. In particular, the educational role
of students' parents is highly emotional in contact and teaching.
Although the opinions of administrators, teachers, and parents are different, most of them
affirm the educational role of the family and the family's ability in educating students. This is
an advantage in the partnership between school and family in the educational learning for grade
10 students in secondary high schools in the Mekong River Delta provinces.
- Awareness of the necessity of the partnership between school and family in the
educational learning for grade 10 students
The majority of administrators and teachers believe that the partnership between teachers
and parents in the education and learning of grade 10 students is at the very necessary and
necessary level: with a frequency of 436 (76.8 %). However, there are still a significant number
of administrators and teachers (accounting for 21.15% of the respondents) who think that the
necessity of partnership between school and family in the educational learning for grade 10
students is at an average level, there are even opinions that it is not necessary, absolutely
unnecessary in the partnership between school and family in the educational learning orf grade
10 students.
According to the parents' opinion about the necessity of partnership between school and
family in the educational learning for grade 10 students, we received the following data:
With the survey results presented above, it is shown that the awareness of a part of
administrators, teachers, and parents about the partnership between school and family in the
educational learning for grade 10 students is not high, less than enough. We have found out the
cause of this problem through discussions with a number of administrators, teachers, and
parents, and obtained the following information:
- Students' parents are busy with work and have little time to pay attention to details of

10th graders' learning when they are grown up and can take care of their own ways;
- Partnership between school and family is irregular and ineffective;
- The educational level of some parents is not high, so it is difficult to support their
children in learning;
- The school does not have a plan to coordinate between the school and the family.
- Lack of checking the partnership between school and family...


13

From the results of the survey on the perception of administrators, teachers, and parents
about the partnership between school and family in the educational learning for grade 10
students, we continue to find out the status of content and methods of the partnership between
teachers and students. schools and families in the educational learning for grade 10 students in
secondary high schools in the survey locations.
2.3.2. The status of the content of the partnership between school and family in
educational activities of learning for grade 10 students
The partnership between school and family in the educational learning for students is the
cooperation between the school and the student's parents, who agrees to act together and
support each other to fulfill the educational and learning tasks of students. Survey results of
administrators, teachers, and students’ parents in secondary high schools in the Mekong River
Delta region on the status of implementing the content of school-family partnership in
educational activities of learning for grade 10 students It is presented in the following table 2.6:
Table 2.6. Opinions of administrators, teachers, and students' parents on the actual
implementation of the content of school-family partnership in educational activities of learning
for grade 10 students
N0 Content

1
2

3
4

5

1

2

3
4
5

Recognizing the important role of the family
Unify views and content of education and learning
for students;
Share the responsibility of schools and families in
the education and learning of students;
Cooperation in encouraging and motivating
students to study.
Develop policies that encourage all teachers to
communicate regularly with parents about
curriculum plans, homework expectations, and how
parents can help
There are clear rules to notify parents not to
interfere with their children's learning and school
events.
Consulting decision making
Agree on methods and forms of education and
learning for students;

According to the general plan of the school to
periodically organize parent-teacher meetings, it is
possible to combine seminars. The content of the
parent-teacher meeting of the class must focus on
in-depth discussions on measures to educate
students.
All school members agree that parents have the
right to be consulted and to participate in decisions
regarding their child.
The school mobilizes the family's potential in
educational and learning activities.
Reconciling the common interests of the school
with the individual aspirations of the students'
parents.

Survey objects
Administrators and
Students’
teachers
parents
M
SD
Ranking M
SD
4.1
0
4.0
7
4.0
6

Ranking

0.93

2

3.91

0.36

3

0.96

3

4.26

1.04

1

0.99

5

3.08

1.47

5

4.1
1

0.93

1

3.21

1.51

4

4.0
7

0.96

4

3.98

1.15

2

4.1

3

0.94

1

2.97

1.48

5

4.0
7

0.94

4

3.75

1.30

2

4.1
0

0.94

3

3.55

1.31

3

4.0
4

0.97

5

3.46

1.34

4

4.1
2

1.05

2

4.20

1.11

1


14
1
2
3

4

5

Connect learning at home and at school
The school periodically or regularly informs the
student's family of the student's learning results.
Provide clear information about curriculum,
assessments, achievement levels, and periodic
reports.
The school ensures families are informed and
understood about their child's progress.
Organizing the participation of students' parents in
supporting the school is not only limited to jobs
such as paying tuition fees, membership fees, and
construction costs, but they also do service-based
work, participate in education, repair classrooms,
help students in difficulty.
Organize information to students' parents by
creating regular and regular contacts with families

through the homeroom teacher, through the Student
Parent Representative Board.

4.2
5

1.04

1

3.92

1.32

3

3.9
8

1.03

4

3.96

1.24

2

4.0

2

1.07

3

3.97

1.17

1

4.0
7

1.06

2

3.82

1.28

4

3.9
5

1.19

5

3.58

1.43

5

The result of Table 2.6 show that, through the assessment of administrators and teachers,
the actual situation of implementing the content of school-family partnership in educational
activities of learning for grade 10 students is carried out on a regular basis. As follows:
 Recognizing the important role of the family
Recognizing the important role of the family is reflected in many contents in the
partnership between school and family, the contents have a range of mean from 4.06 to 4.11, ie.
the partnership between school and family is implemented on a regular basis.
 Consulting decision making
Consulting decision-making emphasizes that students’ parents have the right to be
consulted and participate in decisions regarding their children.
 Connect learning at home and at school
The results of Table 2.6 show that the content about connecting learning at home and at
school is identified by administrators and teachers as the one that emphasizes high expectations
from both teachers and students’ parents for student success at school.
Through interviews with managers, and teachers about the partnership between schoolfamily in educational learning for grade 10 students, we received the following comments:
- School-family partnership activities at high schools are interesting and focused.
However, there are still some limitations such as students' parents who are busy working to earn
a living and haven’t attended students' parents’ meetings regularly. (Question 1: A1, B1, B4)
- Most families are aware of their responsibilities in coordinating with the school to
educate students. However, some parents still leave the responsibility of educating their
students in school. (Question 1: A2, B2)
Therefore, the school periodically or regularly informs the student's family of the student's

academic results; organizes the participation of students' parents in school support; provides a
clear curriculum, assessment, achievement levels, and periodic reports, and organizes
information to parents by creating often, regular contact with families through the homeroom
teacher, through the Student Parents Representative Board. However, partnership activities
have not been highly effective.
The results of table 2.6 show the assessment of parents on the level of implementation of
the content of partnership between family and school in the education of learning for grade 10


15

students as follows: Recognition of the important role of the family; Consulting Decision
Making and Connecting Learning at Home and at School:
The survey results of administrators, teachers, and students’ parents show that the majority
of the survey subjects evaluated the implementation of the content of partnership between
school and family in educational activities of learning for grade 10 students in secondary high
school in the Mekong River Delta region on the regular level. However, some contents need to
be improved according to the opinions of administrators, teachers, and students’ parents such as
Partnership in encouraging students to study; Organizing information to parents by creating
often, regular contact with families through the homeroom teacher, through the Parent
Representative Committee; The school mobilizes the family's potential in educational activities
of learning.
2.3.3. The status of implementing the method of the partnership between school and family
in educational activities of learning for grade 10 students
The methods of the partnership between school and family in educational activities of
learning for students are the ways to implement the cooperation. The methods presented in
chapter 1 are Communication; Inviting parents to participate; Building community and identity.
Below are the opinions of administrators, and teachers about the actual implementation of the
methods of school-family partnership in educational activities of learning for 10th graders
presented in Table 2.7:

Table 2.7. Opinions of administrators, teachers, and parents on the status of implementing the
methods of school-family partnership in educational activities of learning for grade 10 students
N0

1
2

3
4
5
6

1
2
3

Content
Communication
Conduct a formal conference with all parents at
least once per school year.
Conduct annual surveys of families to share
information and concerns about students' needs,
responses to school programs, and satisfaction with
their participation at school and at home.
Assign teachers who are available to meet outside
of school hours with parents who have jobs and
cannot easily attend school meetings during the
workday.
There are clear two-way channels for home-toschool and school-to-home communications.
Contact the student's family about the academic or

behavioral problem.
Provide parents with many different ways (Zalo,
Facebook…) to communicate every day.
Inviting students' parents to participate
Involve families in disseminating, sharing, and
receiving
information
related
to
school
collaborations
Build true partnerships with families, providing
regular opportunities for open, honest dialogue.
Schools share information with families to create
the sense to families that the school is keeping them
informed about important issues and events, and

Survey objects
Administrators.
Students’
teachers
parents
M
SD Ranking
M
SD

Ranking

3.97

1.07

2

4.16

1.16

4

3.91

1.15

3

4.23

1.16

3

4.00

1.17

1

3.81

1.25

6

3.88

1.16

6

4.24

1.23

2

3.89

1.15

5

4.42

1.09

1

3.90

1.15

4

3.85

0.52

5

3.94

1.16

3

4.48

1.08

3

3.99

1.18

1

4.47

1.06

4

3.95

1.17

2

4.55

1.04

2


16

4

1
2
3

easily communicate with teachers, principals, and
other school staff.
Invite parents to participate in student learning
activities outside of the classroom or outside of

school.
Building community and identity
The school implements aspects of the work of the
social, emotional, moral, and spiritual development
of students.
Schools play a role in promoting both personal
growth and cultural renewal.
The school acts as a focal point for the community
to come together and engage in capacity building

3.93

1.19

4

4.59

0.97

1

4.07

1.09

1

4.47

1.05

1

3.99

1.07

3

4.23

1.16

2

4.02

1.09

2

3.81

1.25

3

The results of Table 2.7 show that the assessment of the performance status of
administrators, and teachers on the methods of school-family partnership in educational

activities of learning for grade 10 students is assessed at the regular implementation level.
arranged as follows:
 Communication
School contacts the student's family with an academic or behavioral problem and has clear
two-way channels for home-to-school and school-to-home communications.
 Inviting parents to participate
The principal builds a true partnership with the family, providing regular opportunities for
open, and honest dialogue to the principal and other school personnel; Involving families in
disseminating, sharing, and receiving information related to school partnership activities, and
inviting parents to participate in student learning activities. outside the classroom or outside of
school.
 Building community and identity
The identity characteristics of the community include: emotional, moral, and spiritual;
cultural capacity and innovation need to be built. In reality, the school alone cannot build the
identity of the community, but the school with the conditions of personnel, infrastructures, and
facilities, in partnership between the family and the community, effectively builds community
identity.
The results of table 2.7 show the opinions of the student’s parents about the level of
implementation of the partnership method between family and school in the educational
activities of learning for grade 10 students: Communication; Involving parents and students,
and Building Community and Identity have several different assessment hierarchies.
Table 2.8 summarizes the evaluation opinions of administrators, teachers, and students’ parents
about the implementation of the contents and methods of the partnership between school and
family in the educational activities of learning for grade 10 students in the survey locations.
Table 2.8. Overall assessment of administrators, teachers, and students’ parents on the level of
implementation of the content and the mode of the partnership between school and family in the
educational activities of learning for grade 10 students
The contents and methods of the
partnership between school and family
The level of implementation of the 1

partnership between school and family
in the educational learning for grade 10 2
students
3

Contents
Recognize the important
role of the family
Consulting decision
making
Connecting learning at

M
3,91
3,87
3,96

SD

Ranking

0,82

2

0,92

3

0,94

1


17
The level of implementation of the 1
method of the partnership between 2
school and family in the educational
learning for grade 10 students
3

home and at school
Communication
Invite parents to
participate
Building community and
identity

4,01

0,94

3

4,20

1,05

1

4,09

1,01

2

To help learners to study effectively, managers need to pay attention to two main factors:
(1) learning content and related components and (2) a safe and positive learning environment. It
can be said that element (1) is designed and implemented by the school with the direction and
support of higher management levels, and element (2) is coordinated by the school and family
to help learners achieve their goals. Education and learning goals and objectives are to create
people with the required social and family personality traits.
CHAPTER 3
MEASURES FOR MANAGEMENT OF PARTNERSHIP BETWEEN SCHOOL AND
FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR GRADE 10
STUDENTS IN
SECONDARY HIGH SCHOOLS IN THE MEKONG DELTA RIVER REGION
From the theoretical basis and the status of managing the partnership between school and
family in the learning activities for 10th graders in secondary high schools in the Mekong River
Delta region, the author proposes some measures to manage the partnership between school and
family in educational activities of learning for grade 10 students in secondary high schools in
the Mekong River Delta region.
3.1. Principles of proposing measures to manage the partnership between school and
family in educational activities of learning for secondary high school students in the
Mekong River Delta region
3.1.1. Principles of ensuring legality
The measures to manage the partnership between school and family in educational
activities of learning for grade 10 students in secondary high schools in the Mekong River Delta
region are the topic proposes which must ensure the legality and compliance with the
provisions of the law.

- Law on Education (2005), revised in 2009, and now the Law on Education (2019),
- Overall general education program (2018)
3.1.2. Principles to ensure practicality
Measures must reflect and concretize the Party and State's policies on the partnership
between school and family, in line with the educational principles of the sector in management.
3.1.3. Principles of ensuring the feasibility
The feasibility of the measures is reflected in the resources, factors, and conditions for
implementing the measures. The proposed measures must be based on the specific capabilities
and conditions of each locality and each secondary high school.
3.1.4. Principles to ensure effectiveness
From the theoretical basis of management of partnership between school and family in
educational activities for secondary high school students presented in chapter 1 and the status of
managing the partnership between school and family in educational activities of learning
presented in chapter 2, the author proposes some measures to manage family-school partnership
in educational activities of learning for students grade 10 in secondary high schools in the
Mekong River Delta region.