Phát triển đội ngũ hiệu trưởng trường trung học cơ sở thành phố hồ chí minh đáp ứng yêu cầu đổi mới giáo dục tt tiếng anh

THAI NGUYEN UNIVERSITY
UNIVERSITY OF EDUCATION

HUYNH THI NGOC MAI

DEVELOP THE CONTINGENT OF PRINCIPALS
FOR LOWER-SECONDARY SCHOOLS IN HO CHI
MINH CITY TO MEET THE REQUIREMENTS OF
EDUCATIONAL RENOVATION
Speciality: Educational Management
Code: 9140114

DISSERTATION SUMMARY

THAI NGUYEN - 2019


The dissertation is completed at:
University of Education - Thai Nguyen University

Supervisors:
1. Assoc. Prof Dr Ha The Truyen
2. Dr. Vu Lan Huong

Reviewer 1: ……………………………………….
Reviewer 2: ………………………………………..
Reviewer 3: ………………………………………..

The dissertation will be defended in the university committee:
Thai Nguyen University – University of Education
Time: ………………. Date: ………………………….

The dissertation can be found at:
1. National Library of Vietnam;
2. Thai Nguyen University - Learning Resource Center
3. Library of the University of Education - Thai Nguyen University.


THE AUTHOR’S PUBLICATIONS
RELATED TO THE DISSERTATION TOPIC

1. Huynh Thi Ngoc Mai (2016), "Overview of research on the role
and the development of lower-secondary school principals",
Journal of Educational Equipment, No. 136, December 2016.
2. Huynh Thi Ngoc Mai (2017), "Develop the contingent of lowersecondary school principals to meet the requirements of
educational innovation", Journal of Educational Equipment, No.
138, February 2017.
3. Huynh Thi Ngoc Mai (2018), "Some theoretical issues about
developing the contingent of lower-secondary school principals to
meet the requirements of educational innovation", Journal of
Education, special issue, September 2018.
4. Huynh Thi Ngoc Mai (2019), "A number of measures to develop
the the contingent of lower-secondary school principals in Ho Chi
Minh City to meet the requirements of educational innovation",
Journal of Education, No. 446, Issue 2, January 2019.


1
INTRODUCTION
1. Reasons for choosing the research topic
Globalization and international integration are affecting all

aspects of social life and at the same time directly affecting the system of
education and training. This sets up for education and training the great
mission to prepare human resources to meet the country's development
requirements.
Resolution No. 29/NQ-TW, dated November 4, 2013 of the
Central Party Committee's Secretariat at the Eighth Central
Conference of the 11th Central Executive Committee on "Renovate
education and training basically and comprehensively to meet the
requirements of industrialization and modernization in the context of
socialist-oriented market economy and international integration
”clearly defined: "develop the contingent of teachers and managers
to meet the requirements of renewing education and training" is one
of the key tasks and solutions. Developing the contingent of education
management staff, especially lower-secondary school principals who are
the heads of educational institutions will contribute to determining the
mission of education and training, which is to improve intellectual
education, train human resources and foster talents for the country.
Ho Chi Minh City is an economic, financial, commercial and
service center of the country and one of the three biggest economic
regions in the country. This is both a favorable condition promoting the
city's education and training to flourish but also a challenge to meet the
demand for high-quality human resources with enough knowledge and
skills to contribute to building a civilized and integrated city.
From the above analysis, in the current situation of Ho Chi Minh
City, the researcher chose the topic: "Develop the contingent of
principals for lower-secondary schools in Ho Chi Minh City to meet
the requirements of educational renovation" for a theoretical and
practical research, which analyzed the situation in order to find out some
measures to develop the contingent of lower-secondary school
principals, contributing to improving the quality of lower secondary

education in Ho Chi Minh City, meeting the current requirements of
renewing education in our country.
2. Purpose of the research
To propose measures to develop the contingent of lowersecondary school principals in Ho Chi Minh City to meet the


2
requirements of educational renovation, contributing to basic and
comprehensive renovation of our country's education today.
3. Object and subject of the research
3.1. Subject of the research: Lower-secondary school principals
who meets the requirements of educational innovation.
3.2. Object of the research: The development of the contingent of
lower-secondary school principals in Ho Chi Minh City to meet the
requirements of educational renovation.
4. Scientific hypotheses
If the measures are proposed and synchronously implemented to
develop the contingent of lower-secondary school principals in Ho Chi
Minh City to meet the requirements of educational innovation, they will
contribute to improving the quality of secondary education in Ho Chi
Minh City and meeting the current educational innovation requirements.
5. Research tasks
Study the theoretical basis for developing lower-secondary school
principals to meet the requirements of educational renovation; investigate
the situation of developing the contingent of lower-secondary school
principals in Ho Chi Minh City to meet the requirements of education
renovation; propose measures to develop the contingent of lower-secondary
school principals in Ho Chi Minh City to meet the requirements of
educational renovation; organize experiments to determine the necessity and
feasibility of the measures.

6. Research questions
Which management measures can develop the contingent of
lower-secondary school principals in Ho Chi Minh City to meet the
current requirements of education renovation?
7. Scope of the research
Measures to develop a contingent of lower-secondary school
principals in Ho Chi Minh City; the study area is limited to a number of
representative universities for socio-economic regions in Ho Chi Minh
City such as District 2, District 5, District 7, District 9, District 12, Thu
Duc District, Binh Thanh District, Tan Phu District, Hoc Mon district,
Cu Chi district and Binh Chanh district.
8. Argument of protection
8.1. Developing the contingent of lower-secondary school
principals to meet the requirements of education renovation is one of the
important, urgent and long-term strategic tasks to meet the requirements
of fundamental and comprehensive education and training renovation,


3
international integration, contributing to the socio-economic
development of the city.
8.2. The research on developing the contingent of lowersecondary school principals to meet the requirements of education
renovation needs to clarify the strengths and weaknesses of the situation
and the development of principals.
8.3. The development of the contingent of lower-secondary school
principals in Ho Chi Minh City to meet the requirements of educational
renovation in the context of educational renovation needs to be carried out
in the direction of ensuring adequate quantity, standardization of quality,
synchronized structure, and suitability with the conditions of socioeconomic development of Ho Chi Minh City.
9. Methodology and research methods

9.1. Methodology: historical-logical approach; systematic approach; practical
approach; standard approach; human resource management approach.
9.2. Research methods: group of theoretical research methods; group of
practical research methods; other support methods.
10. New contributions of the thesis
- Supplement and develop the theory of developing lowersecondary school principals according to human resource management
approach and standardization.
- Analyze and assess the situation of the contingent of lowersecondary school principals in Ho Chi Minh City in the current period.
Propose and confirm the effectiveness of the proposed measures to
develop the contingent of lower-secondary school principals in Ho Chi
Minh City to meet the current requirements of educational renovation.
- The measures proposed in the thesis will help the education
administration agencies and policy makers formulate regulations and
policies for lower-secondary school principals in accordance with the local
education development requirements; help institutions of training and
fostering educational management officials develop programs and organize
fostering lower-secondary school principals in particular and educational
managers in general.
11. The thesis structure
- Chapter 1. Theoretical basis for developing lower-secondary
school principals to meet the requirements of educational renovation.
- Chapter 2. Actual situation of developing the contingent of
lower-secondary school principals in Ho Chi Minh City to meet the
requirements of educational renovation.


4
- Chapter 3. Measures to develop the contingent of lowersecondary school principals in Ho Chi Minh City to meet the
requirements of educational renovation.
Chapter 1. THEORETICAL BASIS FOR DEVELOPING LOWERSECONDARY SCHOOL PRINCIPALS TO MEET THE

REQUIREMENTS OF EDUCATIONAL RENOVATION.
1.1. Literature Review
1.1.1. Research on developing human resources for
education management
Foreign research has affirmed the role of society in educational
development and the impact of education on society and, importantly,
on human resources of education. Studies have also shown that if the
head manager has the adequate qualifications and competence to
combine the functions and the management rules and principles, the
quality and efficiency of the human resources in that organization will
certainly be enhanced.
Domestic research has shown the theoretical basis of management
and state management activities to develop human resources in general and
educational human resources in particular. The studies have stated the
requirements and methods of developing human resources and the core
issues in training, using and developing human resources in a socialistoriented market economy in Vietnam.
1.1.2. Research on developing secondary school principals
Foreign research with the aim of looking for ways to improve the
leadership and management quality of school administrators to ensure the
best implementation of the mission of training human resources for socioeconomic development of each country. Overseas staff development
models all emphasize the training, retraining, selection, appointment and
use of principals in parallel with developing principals' standards,
approaching the needs and constant changes of society in order to train
principals to meet the leadership and management role of the school,
ensuring the school's success.
Domestic studies confirm the need to continue developing school
principals in a comprehensive manner in terms of political quality and
lifestyle ethics; professional qualifications and pedagogical skills; school
leadership and management capacity. Many principal development
models focus on three main issues: quantity, quality and structure. The

5
development needs to integrate the process of making the principal
contingent be capable of adapting to the changes of society and the
education sector itself.
1.2. Some basic concepts of the research topic
1.2.1. Management
Management is an oriented and structured impact process that
selects from the possible impacts, based on information about the state
of the object and the environment in order to keep the functioning of the
object stable and make it grow to the set goal.
1.2.2. Education managers
Education management officer is a managing officer working in
an educational management agency or in an educational institution in
order to administer, guide, and organize the implementation of decisions
of educational leaders of the agency or institution.
1.2.3. Development
Development is the change, the advancing growth and the impact
that changes something in the direction of increasing in quantity, structure
and especially quality to meet the requirements and objectives, conforming
to the rules, aiming to improve in the period of industrialization and
modernization of the country and international integration.
1.2.4. Developing a contingent of lower-secondary school principals to
meet the requirements of educational innovation
Developing the contingent of lower-secondary school principals
that meet the requirements of educational innovation is to create the
impact that makes the contingent change in an upward direction, that is
building a contingent both in quantity, quality and synchronous structure
in order to improve the quality and capacity of managing educational

activities. This is a broader meaning than the school administration
capacity of principals to meet education renovation requirements.
1.3. Some theoretical issues about lower-secondary
school principals
1.3.1. Characteristics of lower-secondary school principals
The striking characteristics of principals are virtue and talent, in
which the ability to develop an educational environment that meets
constantly changing social requirements is important.
1.3.2. Position and role of lower-secondary school principals
Lower-secondary school principals are legal representatives of the
state, having administrative and professional responsibilities and authority,
being responsible to the superior management agencies for making


6
management decisions, controlling the elements in the school system in
order to accomplish the objectives and tasks of education and training.
1.3.3. Opportunities and challenges for lowersecondary school principals
In the context of globalization and international integration,
secondary school principals have to face such difficulties and challenges as:
ensure the requirements of school modernization and democratization in the
process of international integration; ensure the requirements of basic and
comprehensive renovation of general education; manage the changes of the
school in the current context for sustainable development of the school.
1.4. Some theoretical issues on developing secondary
school principals
1.4.1. The purpose of developing the contingent of lower-secondary
school principals
The development of lower-secondary school principals is a radical and
comprehensive change process aimed at perfection at a high degree. It is also

the process of constant change in quality and quantity to help the contingent
thrive in all aspects, meeting the urgent requirements for the development of
education and training of each locality.
1.4.2. Principles of developing lower-secondary school principals to
meet the requirements of educational renovation
- Satisfy the requirements of educational renovation of the lowersecondary school principals.
- Satisfy the requirements of renewing the role of lowersecondary school principals.
- Base on the quality situation of the management staff of the
lower-secondary schools.
1.4.3. Perspectives and requirements of developing lower-secondary
school principals to meet the educational innovation requirements
There are many perspectives; however, from the perspective of
development goals, there are three basic groups: (i) develop a lowersecondary school principal contingent focusing on individual principals,
(ii) develop the lower-secondary schools principal contingent with a
focus on school development and (iii) develop lower-secondary school
principals on the basis of harmonizing the needs and interests of the
principal and the school's overall goals. The requirements for developing
lower-secondary school principals that meet the requirements of
educational innovation are quantity, quality and structure.
1.4.4. The contents of developing secondary school principals meeting


7
the requirements of educational renovation
The contents of developing a contingent of lower-secondary school
principals to meet the requirements of educational renovation include:
plan on developing the contingent of lower-secondary school principals;
select, appoint and use the contingent of lower-secondary school
principals; decentralize state management in education for lower
secondary education; foster a contingent of lower-secondary school

principals; assess the capacity of lower-secondary school principals;
build a working environment, create motivation to develop the
contingent of lower-secondary school principals; assign, arrange, use
and implement policies for the lower-secondary school principals.
1.5. Factors affecting the development of lower-secondary school
principals to meet the requirements of educational renovation
- Objective factors: economic, social, scientific and technological
environment; management of governments at all levels; management
elements of vertical leadership; management elements of the local
educational management apparatus.
- Subjective factors: elements of school management; the needs
and self-development capacity of lower-secondary school principals and
other factors.
1.6. International experience in developing secondary
school principals
The lessons and experiences of the countries are always linked
to their educational development strategy and requirements of
educational innovation in each historical period.
Conclusion for Chapter 1
The thesis has reviewed and systematized the research works on
developing resources and education management human resources in
general, and developing lower-secondary school principals in particular
according to the capacity-based approach; supplemented and clarified
concepts related to the topic, identified the elements and contents of
developing the principal contingent to build the theoretical framework
for the research topic. The development of lower-secondary school
principals is the most important human resource development, making a
decisive contribution to the development of education and training.

8
Chapter 2
CURRENT SITUATION OF DEVELOPING
LOWER-SECONDARY SCHOOL PRINCIPALS IN HO CHI
MINH CITY TO MEET THE REQUIREMENTS OF
EDUCATIONAL RENOVATION
2.1. Overview of the economy - society and education in Ho Chi
Minh City
Ho Chi Minh City is the largest city in Vietnam in terms of
population and level of urbanization, also the leading city in terms of
economy. Therefore, along with the strong development of the city
economy, the city's education and training sector has made positive
changes, contributing to improving the people's intellectual standards
and training the human resources for the city and the whole country.
2.2. Conduct the survey on the status
2.2.1. Survey purpose
Investigate the situation of the lower-secondary school principals
and developing the lower-secondary school principals in Ho Chi Minh
City in order to collect data and build the practical basis for proposing
measures of developing the contingent of lower-secondary school
principals in Ho Chi Minh City meeting the current educational
renovation requirements.
2.2.2. Survey respondents
Group 1: Teachers of lower-secondary schools; Group 2: managers of
lower-secondary schools; Group 3: Leaders of Offices of Professional
Knowledge, Human Resources and Education Quality Accreditation under the
Department of Education and Training; District-level People's Committees;
Departments of Home Affairs, Leaders and specialists of Departments of
Education and Training of districts.
2.2.3. Survey contents

- Investigate the situation of the lower-secondary school principal
contingent on the following contents: salary, structure, quality (ethical
and professional qualities, professional competence and school
management capacity).
- Investigate the situation of the development of the secondary
school principal contingent in Ho Chi Minh City, including the
following contents: (i) The plan for developing the lower-secondary
school principal contingent; (ii) Recruit and use the contingent of lowersecondary school principals; (iii) Organize training and retraining for the


9
contingent of lower-secondary school principals; (iv) Assess the
contingent of lower-secondary school principals; (v) Create a working
environment and motivation for lower-secondary school principals.
- Investigate the actual situation of factors affecting the
development of the lower-secondary school principal contingent in Ho
Chi Minh City.
2.2.4. Survey methods and tools
Method of investigation by questionnaire; in-depth interview
method; Statistical math method.
2.2.5. Evaluation criteria and scale
- Evaluation criteria
+ The present level of professional qualifications and
competencies; the development of the contingent of lower-secondary
school principals in Ho Chi Minh City is assessed at the following five
levels: Very good, good, fair, average, poor.
+ Factors affecting the development of the contingent of lowersecondary school principals in Ho Chi Minh City are evaluated at 4
levels as follows: High Impact, Impact, Low Impact, No Impact.
- Evaluation scale
The selection of research results was conducted in two ways:

calculating the frequency (%) and calculating the average score.
- Evaluation scale in percentage:
Level

1

Rate of comments

2
70% - below
90%

90%- 100%

3
50% - below
70%

4
Below 50%

- Evaluation criteria at 4 levels:
Level
Point
Evaluation (X)

High Impact
4
3,25 - 4,0

Impact
3
2,5- < 3,25

Low Impact
2
1,75- < 2,5

No Impact
1
< 1,75

- Evaluation criteria at 5 levels:
Level
Point
Evaluation (X)

Very good
5
4,2 - 5,0

Good
4
3,4- < 4,2

Fair
3
2,6 - < 3,4

Medium

2
1,8- < 2,6

Poor
1
< 1,8

Calculation methods: Calculate the number of comments, the
percentage and the average score.
Average score =

The number of the responses x Points (5,4,3,2,1)
Total number of responses (respondents)


10
- Survey method
Base on the theoretical framework for the lower-secondary school
principal contingent and developing the lower-secondary school
principal contingent to formulate a survey questionnaire:
Administer the questionnaires to the survey participants, make
them accurate and officially carry out the survey and collect the
questionnaires for processing the results. There are 03 groups of
respondents:
Group 1: Teachers of lower-secondary schools
Group 2: Management officials of lower-secondary schools
Group 3: Leaders of Offices of Professional Knowledge, Human
Resources and Education Quality Accreditation under the Department of
Education and Training; District-level People's Committees;
Departments of Home Affairs, Leaders and specialists of Departments of

Education and Training of districts.
2.2.6. Research location and survey samples
The research location is the lower-secondary schools in Ho Chi
Minh City with 3 target groups: 250 lower-secondary school teachers;
250 administrators (principals and vice principals) of lower-secondary
schools; 175 leaders of Offices of Professional Knowledge, Human
Resources and Education Quality Accreditation under the Department of
Education and Training; leaders of district-level People's Committees;
leaders of Department of Home Affairs, leaders and specialists of
Departments of Education and Training of districts. The total number of
respondents is 675.
2.3. The actual situation of the lower-secondary school principal
contingent in Ho Chi Minh City
An overview of the current situation of ethical, political qualities
and professional management capacity of the lower-secondary school
principals in Ho Chi Minh City shown in the chart shows that to develop
the lower-secondary school principal contingent, their professional
qualifications and pedagogical skills should be fostered more.


11

Figure 2.1. Situation of ethical, political qualities and professional
competence of lower-secondary school principals in Ho Chi Minh City

Figure 2.2. The level of satisfying the quality and capacity standards and
work practices of the principal contingent
2.4. Actual situation of developing the contingent
of lower-secondary school principals in Ho Chi Minh
City

The current situation of the six contents of secondary school
principal development in Ho Chi Minh City and the correlation between the
contents are shown in the following chart:


12

Figure 2.3. The level of implementing the contents secondary school
principal development in Ho Chi Minh city
2.5. Evaluate the influence of the factors on the development of
lower-secondary school principals to meet the requirements of
educational renovation
There is a difference of 0.01 in the influence level of factors on
the development of secondary school principals in Ho Chi Minh City.

Figure 2.4. Influence level of factors on the development of lowersecondary school principals in Ho Chi Minh City
2.6. Assess the status of developing secondary school principals to
meet the requirements of educational renovation
- The districts in Ho Chi Minh City have fully implemented the
activities of developing lower-secondary school principals in their
localities on the basis of the theory of human resource development. The
results of the actual situation survey show that generally most
respondents rated the quality of the contingent at above-average level
and a number of activities were assessed at Fair level (according to the
results of the status survey on activities of managing lower-secondary
school principals in Ho Chi Minh City).
- The current situation of the lower-secondary school principal
contingent in Ho Chi Minh City has not yet reached a high level for some

13
criteria in the general education institution principal standards. In addition,
the fact that some school principals have limited qualifications and school
management capacity in updating new issues of legal knowledge, human
resource management and finance leads to confusion and mistakes in
management, direction and administration.
Conclusion for chapter 2
Regarding the actual situation of developing the lower-secondary
school principal contingent in Ho Chi Minh City, the results of the
survey can be summarized as follows:
- The lower-secondary school principal contingent has good
political qualifications and professional ethics, which proves that the
locality has paid great attention to propagating and training political
qualifications and professional ethics for the teaching staff in general
and the education managers in particular, who will play a key role in
well performing local political duties.
The above reality survey results are the solid basis for proposing
measures to develop lower-secondary school principals in Ho Chi Minh
City to meet the current educational renovation requirements.
Chapter 3
MEASURES TO DEVELOP THE LOWER-SECONDARY
SCHOOL PRINCIPAL CONTINGENT IN HO CHI MINH
CITY TO MEET THE EDUCATIONAL RENOVATION
REQUIREMENTS
3.1. Orientation for developing education and training of Ho Chi
Minh City
Implement the Resolution of the Party Congress, Action Program
and Decision of Ho Chi Minh City People's Committee on planning the
development of education and training in Ho Chi Minh City: Education
and training development is a national policy; investment in education

development must be oriented towards improving the education quality
comprehensively at all educational levels and grades.
Ensure that the contingent of teachers and educational
administrators is sufficient in number, meet professional standards and have
good moral qualities, have a reasonable structure, meet the teaching and
learning requirements of all educational levels and grades and suit local
economic, political and social situations. Specific targets for lower
secondary education by the end of 2020 are to ensure sufficient numbers
of administrators, teachers satisfying the standards prescribed at all


14
educational levels and disciplines, with 50% of teachers at all levels
reach above-standard qualifications.
With the viewpoints, objectives, tasks and solutions for basic
and comprehensive renovation of education as well as the role and
position of the lower-secondary school principals to meet the
requirements of educational innovation and local characteristics. In Ho
Chi Minh City, the orientation of developing a contingent of lowersecondary school principals in Ho Chi Minh City must ensure
sufficient quantity, proper structure and adequate quality to meet the
requirements of education renovation.
3.2. Principles of proposing measures:
Principles of ensuring inheritance, practicality, systematism,
efficiency and feasibility.
3.3. Propose measures to develop the contingent of lower-secondary
school principals in Ho Chi Minh City to meet the requirements of
educational renovation
3.3.1. Concretize the standards of the general education institution
principals to develop the lower-secondary school principals to meet the
requirements of education innovation

3.3.1.1. Purpose and significance of the measure
Concretize the standard of general education institution principals
into legal documents for each principal to raise awareness, build specific
action plans to improve their school leadership and management.
Leaders at all levels have a basis for checking and evaluating the
effectiveness of management, which is the basis for developing and
renewing training and retraining programs, choosing candidates for
appointment and promoting the principals to develop.
3.3.1.2. Content and method of implementing the measure
Establish a Research Committee, who will concretize the standards
of general education institution principals into a Job Description Framework
of lower-secondary school principals in Ho Chi Minh City to meet the
requirements of educational renovation. Direct and organize research
activities to identify the contents to be applied in each criterion of the
standards, propose job descriptions, gather feedback, make amendments and
issue the implementation documents.
3.3.1.3. Conditions for implementing the measure
Mobilize the contingent of experienced scientists, leaders and
educational managers to take part in drafting and commenting to
complete the standards and ask for specific instructions for


15
implementation in accordance with the requirements of renovating
education and training in each period.
3.3.2. Organize the elaboration, periodic review and
supplementation for the planning of managerial
officials and lower-secondary school principals in
each period
3.3.2.1. Purpose and significance of the measure

Detect early virtuous, talented and promising young cadres for
manager planning. Supplement and adjust the planned manager source,
which is the basis for planning the principal contingent development in
accordance with each period.
3.3.2.2. Content and method of implementing the measure
Local advisory agencies in charge of performing the state
management of education and training must assume the prime
responsibility for coordinating in determining the planning number,
planning criteria and selection criteria. Direct the organization of
conferences with the participation of the committee, leaders and all
officials, teachers, school staff to publicize standards, disseminate
related documents, synthesize nominations, discuss, analyze, evaluate,
recommend and vote for the planning of the title of principal.
Disclose the approved planning results for supervision and for
individuals to make plans for self-training, selection and appointment
according to regulations. Periodically review, supplement and adjust the
planning accordingly.
3.3.2.3. Conditions for implementing the measure
It is forecast that changes in mechanical population growth will
lead to the size of the school network, and hence the management staff.
Party committees and school leaders must pay attention and be fully aware
of staff planning work, with a strategic, fair and objective vision for the
common development of the school and the education sector.
3.3.3. Thoroughly decentralize the state management in education for
lower secondary schools in the direction of creating initiative for the
Department of Education and Training
3.3.3.1. Purpose and significance of the measure
Specifically assign functions, tasks, powers of each level as well
as the relation process, coordination regulations in the state management
of education for lower secondary education to promote autonomy, selfresponsibility of the principal, contributing to improving the

effectiveness of managing educational activities at secondary school.


16
3.3.3.2. Content and method of implementing the measure
Renew thinking about decentralizing lower secondary education
management at district level; elaborate and perfect legal documents and
policies for lower secondary education; consolidate the local system of
state management agencies in charge of education; complete the
inspection mechanism to ensure the decentralization of state
management of education and autonomy for lower-secondary schools.
3.3.3.3. Conditions for implementing the measure
When implementing the Party and State's guiding documents on
the decentralization of education management in the locality, it is
necessary to apply the documents appropriately and flexibly in each
local reality.
3.3.4. Renew the method of appointment and rotation
of lower-secondary school principals according to
management decentralization
3.3.4.1. Purpose and significance of the measure
Promote good qualities, competence and strengths of individuals;
build the contingent of lower-secondary school principals up to the
standards of general education institution principals. Promote the
development of lower-secondary school principals in Ho Chi Minh City.
3.3.4.2. Content and method of implementing the measure
The Department of Education and Training shall assume the
prime responsibility and coordinate with the Department of Home
Affairs in performing the procedure, ensuring accuracy, objectivity and
compliance with regulations. Appoint according to the approved
planning list and the method of examination for titles based on the

individual qualifications and competencies as well as the need for
appointing principals of the lower-secondary school.
3.3.4.3. Conditions for implementing the measure
Advisory staffs in charge of cadre work must master the
principles and regularly update new knowledge about cadre work;
coordinate well according to the procedure and decentralized
management; be cautious in assessing, selecting and bravely employing
capable and young cadres to develop.
3.3.5. Direct the training and retraining of lower-secondary school
principals and planned source managers to meet the requirements of
educational renovation
3.3.5.1. Purpose and significance of the measure
The training and retraining work contributes to promoting the


17
capacity and qualifications to meet the requirements of education
innovation, ensuring the effective introduction, selection and appointment of
lower-secondary school principals, promoting contingent to develop.
3.3.5.2. Content and method of implementing the measure
Conducting surveys to identify contents and apply appropriate
training forms. Diversify forms of training and retraining. Create a favorable
environment for the planned source of principals and administrators to selftrain regularly. Annually, assess the situation and investigate learning needs
to build an implementation plan, and at the same time check and assess the
results of training and retraining; compare and draw experience to gain
practical effects in training and retraining.
3.3.5.3. Conditions for implementing the measure
Provide financial support, increase the rate and clearly define the
spending level for the training and fostering activities of the unit. There are
policies to support self-study activities in terms of time, self-study materials and

especially timely recognition and commendation for individuals who have
achieved good results. Training and retraining programs meet the requirements
of educational renovation and practical learning needs in different periods.
3.3.6. Manage the inspection and evaluation of lower-secondary
school principals according to the standards of general education
institution principals
3.3.6.1. Purpose and significance of the measure
Inspect and evaluate principals in order to grasp the situation of
performing assigned tasks, which will serve as a basis for the
arrangement, use, appointment, promotion, training and retraining to
meet the requirements of educational renovation and the implementation
of policies for school principals.
3.3.6.2. Content and method of implementation
Develop specific inspection and evaluation plans, set up
inspection and evaluation objectives, set specific goals and objectives,
decide means to measure final results accurately and scientifically.
At the end of each semester and at the end of the school year, the
principals will evaluate themselves; teachers will evaluate principals;
superiors evaluate principals; local governments and parents evaluate
principals (by votes); combine with examinations and assessments in
special subjects by the Education Administration agencies.
3.3.6.3. Conditions for implementing the measure
In order to have consistency in inspection and evaluation, the
Department of Education and Training needs the unified direction for all


18
the district Departments of Education and Training to implement.
Consistency here is shown at the time of evaluation, form of evaluation,
content and level of evaluation.

3.3.7. Complete the city-specific preferential policy to motivate the
development of lower-secondary school principals
3.3.7.1. Purpose and significance of the measure
To promote the capacity of each individual, the policies and
preferential policies with particular characteristics are the great attraction force
to promote the effectiveness of the development of the principal contingent.
The special preferential policy will ensure a fair and favorable
promotion opportunity for the principal contingent, which is the core
foundation for generating creativity and promoting development.
3.3.7.2. Content and method of implementing the measure
Implement timely and properly the policies according to the
current documents on salary and bonus policies, showing the city's
development policy on education and income adjustment coefficients
increase according to the schedule; welfare policy should be higher than
now within the implementation conditions of the city; training policies
and promotion opportunities.
Draft documents on city-specific policies for lower-secondary
school principals. Set up an advisory board, conduct research, collect
comments, organize scientific seminars, and finalize official documents
on the advisory contents. Propose competent leaders and managers to
issue implementation decisions.
3.3.7.3. Conditions for implementing the measure
Staff members in charge of financial affairs must have a firm grasp
of financial principles and current regulations on employee remuneration in
order to bravely give advice. Mobilize a contingent of experts to research,
draft peculiar policies and revise the policies before submitting them to the
competent authorities for approval and promulgation.
3.4. The relationship between the measures to
develop lower-secondary school principals
The measures to develop the lower-secondary school principal

contingent in Ho Chi Minh City proposed in this thesis are closely
related. Each measure is inheritable, systematic, scientific and orients,
facilitates or serves as a basis for implementing the remaining measure.
3.5. Experiment the necessity and feasibility of the
measures
3.5.1. Carry out the experiment


19
- To assess the necessity and feasibility of the management
measures to "Develop the contingent of lower-secondary school
principals in Ho Chi Minh City to meet the requirements of educational
renovation" proposed in the thesis.
- Conduct a test of the necessity and feasibility of the proposed
measures in the thesis.
- Test subjects and samples: Conduct the experiment on 3 groups
of subjects: 450 teachers of lower-secondary schools; 350 managers
(principals and vice principals) of lower-secondary schools; 150 Leaders
of District-level Departments of Professional Knowledge, Human
Resources, Testing and Quality Control under the Department of
Education and Training; Leaders of District People's Committees;
Leaders of Department of Home Affairs, Leaders and Specialists of
District-level Department of Education and Training. The total number
of the participants is 950.
- Experiment scope: 180 lower-secondary schools.
- The method used to test the necessity and feasibility of the
management measures is the method of consulting experts with
questionnaires and interviews. Use 2 questionnaires to consult experts on
the necessity and feasibility of measures to “Develop the contingent of
lower-secondary school principals in Ho Chi Minh City to meet the

requirements of educational renovation" with 04 levels from high to low
for each measure. For each questionnaire, there was an open question for
experts to give their other opinions about the measures in terms of their
necessity and feasibility.
3.5.2. Experiment results


20
Figure 3.1. The necessity of measures to develop the lower-secondary
school principal contingent in Ho Chi Minh City
The results claim that the proposed measures in the thesis are very
necessary in the management process.

Figure 3.2. The feasibility of measures for developing the contingent of
lower-secondary school principals in Ho Chi Minh City
The results confirm the proposed measures in the thesis are highly
feasible.

Figure 3.3. Correlation between necessity and feasibility
of the measures to develop the lower-secondary school principal
contingent in Ho Chi Minh City
The correlation between the necessity and the feasibility of the
measures to develop the lower-secondary school principal contingent in
Ho Chi Minh City is directly proportional but unequal.
3.6. Experiment on the measures to develop the contingent of lowersecondary school principals in Ho Chi Minh City


21
The experimented measure: "Direct the training and retraining of
lower-secondary school principals and planned source managers to

meet the requirements of educational renovation”
The purpose of the experiment is to verify the effectiveness of the
measure of managing lower-secondary school principals in improving
the quality of the lower-secondary schools principal contingent in Ho
Chi Minh City.
The experiment and the comparison of pre-experiment and postexperiment results were conducted on the same group of 24 principals, 36
vice-principals and 120 teachers of Cu Chi District, Ho Chi Minh City.
Under the influence of the experimented measure of developing
lower-secondary schools principals, the management skills of the
secondary school principals have changed significantly, thereby
confirming the high effectiveness of the measure.

Figure 3.3. Compare school management skills of the lower-secondary
school principals before and after the experiment
Under the influence of the measure "Direct the training and
retraining of lower-secondary school principals and planned source
managers to meet the requirements of educational renovation", the school
has witnessed significant changes; hence, it can be concluded that the
measure of developing the lower-secondary schools principal contingent in
the experiment has been effective in improving the quality of lowersecondary school management.


22

Figure 3.4. The degree of change in lower-secondary schools’ activities
before and after the experiment
The results before and after the experiment show that there were
noticeable changes from a fair to a good level and from much to very
much. This means that the experimented measure to develop lowersecondary schools principal: "Direct the training and retraining of
lower-secondary school principals and planned source managers to

meet the requirements of educational renovation" has high efficiency in
improving the quality of lower-secondary school principals and the
operation quality of the secondary school in Ho Chi Minh City.
Conclusion for chapter 3
Based on theoretical and practical research to develop the
contingent of lower-secondary school principals to meet the
requirements of educational innovation, we have proposed seven
measures to develop the lower-secondary school principal contingent in
Ho Chi Minh City meeting the requirements of renovating education:
- Concretize the standards of the general education institution
principals to develop the lower-secondary school principals to meet the
requirements of education innovation;
- Organize the elaboration, periodic review and supplementation
for the planning of managerial officials and lower-secondary school
principals in each period;
- Decentralize the state management in education for lower
secondary schools in the direction of creating initiative for the
Department of Education and Training; Innovate methods of
appointment and rotation of secondary school principals according to
management decentralization;