Quản lý dạy học theo tiếp cận đảm bảo chất lượng ở trường trung học phổ thông vùng đồng bằng sông hồng tt tiếng anh

THAI NGUYEN UNIVERSITY
UNIVERSITY OF EDUCATION

PHAM THI NHU PHONG

MANAGE TEACHING
IN THE QUALITY ASSURANCE APPROACH
AT HIGH SCHOOL IN THE RED RIVER DELTA
Speciality: Educational Management
Code: 9140114

DISSERTATION SUMMARY

THAI NGUYEN - 2019


The dissertation is completed at:
THAINGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION

Supervisors:

Assoc.Prof. Dr. Nguyen Thi Tinh

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

The dissertation will be defended in the university committee:
THAINGUYEN 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 University of Education.


THE AUTHOR’S PUBLICATIONS
RELATED TO THE DISSERTATION TOPIC

1. Pham Thi Nhu Phong (2017), "The quality of teaching at high
schools following the CIPO quality assurance model", Journal of
Education, special issue, May 2017.
2. Pham Thi Nhu Phong (2017), "Factors affecting the quality
assurance of high school education", Journal of Education, No.
408, (term 2 - June 2017).
3. Pham Thi Nhu Phong (2019), "Manage the teaching process at high
schools in the Red River Delta in quality assurance approach",
Journal of Education and Society, special issues, June 2019.


1
INTRODUCTION
1. Reason for choosing the research topic
Ensuring the quality of education and teaching in educational
institutions should be systematically conducted so that there is a
synchronization between input quality assurance, process quality
assurance and output quality assurance. At the same time, there must be a
management system corresponding to each stage of the education and
teaching process in order to improve the quality of education and

teaching and ensure the quality of education and teaching. Implementing
Resolution No. 29-NQ/TW, the education sector in general and high
schools in particular have carried out many innovative activities.
Accordingly, school management activities have also been gradually
renovated in the direction of autonomy and self-responsibility for the
quality of education and teaching. To accomplish this goal, high schools
in the Red River Delta have carried out many activities such as
developing school programs and fostering teachers’ capacity, innovating
teaching methods and forms, innovating the assessment of students'
learning results, and innovating school management ... However, the
implementation process is still discrete, not synchronized, and has some
limitations and shortcomings. There have been many studies on teaching
management in high schools but mainly in the direction of improving
teaching quality, differentiated teaching, or improving the quality of
overall management under the TMQ model without any research work on
teaching management at high schools in the quality assurance approach.
Therefore, the author of the thesis chooses the topic: "Manage teaching
in the quality assurance approach at high school in the Red River
Delta" as the research topic.
2. Aims of the research
Based on theoretical research and the current situation of teaching
and teaching management under the approach of quality assurance to
propose measures for managing teaching in the quality assurance
approach at high schools in the Red River Delta, which contributes to
improving the quality of high school education and the autonomy and
self-responsibility of high schools on teaching quality to meet the
requirements of educational renovation.


2

3. Object and subject of the research
3.1. Research object
The teaching process at high school.
3.2. Research subject
Subject of the research: Teaching management measures in the
quality assurance approach at high schools in the Red River Delta.
4. Research tasks
- Study the theoretical basis of teaching management in quality
assurance approach in high schools.
- Study the reality of teaching management in quality assurance
approach at high schools in the Red River Delta.
- Propose teaching management measures in quality assurance
approach at high schools in the Red River Delta.
- Carry out tests and experiment to verify the proposed measures.
5. Scientific hypotheses
Teaching management under the approach of ensuring quality at
high schools contributes to improving the teaching quality to meet the
current requirements of educational innovation, If the reality of teaching
and teaching management is properly assessed, and if the management
measures proposed are synchronous between input quality management
process management and output quality management, the teaching
quality at high schools will be improved in quality assurance approach.
6. Research approaches and methods
6.1. Approaches: systematic approach; teaching process approach;
reality approach.
6.2. Research methods: group of theoretical research methods; Group
of practical research methods; supporting methods.
6.3. Research questions
What theoretical basis is teaching management in quality
assurance approach at high school based on? Is the teaching

management at high schools in the Red River Delta now approaching
quality assurance? What measures can be used to manage teaching in
quality assurance approach at high schools in the Red River Delta?
7. Scope of research
The thesis focuses on teaching management methods in
quality assurance approach to ensure input quality, process quality
and output quality assurance of public high schools in the Red
River Delta.


3
8. The points to be protected
Teaching management in quality assurance approach in high
school is a process where the managing subjects synchronously carry
out the stages of input, process and output management.
Teaching management at high schools in the Red River Delta has
paid attention to quality assurance. However, it has not shown the
uniformity between the stages of input, process and output management.
Good implementation of measures to manage the inputs,
processes and outputs of the teaching process will improve the teaching
quality at high schools in the Red River Delta.
9. New research results of the thesis
Build a theoretical basis for teaching and managing teaching in
quality assurance approach in high schools; analyze subjective and
objective factors affecting teaching management in quality assurance
approach in high schools.
Generalize the situation of teaching and managing teaching in
quality assurance approach at high schools in the Red River Delta
today; analyze the causes of the situation.
Propose a system of teaching management measures in quality

assurance approach at high schools in the Red River Delta region,
contributing to improving the teaching quality and renewing education today.
10. The structure of the thesis
In addition to the Introduction, Conclusion, References, the thesis
consists of 3 chapters.
Chapter 1: Theoretical basis of teaching management in quality
assurance approach in high schools.
Chapter 2: Current situation of teaching management in quality
assurance approach at high schools in the Red River Delta.
Chapter 3: Teaching management measures in quality assurance
approach at high schools in the Red River Delta.


4
Chapter 1
THEORETICAL BASIS OF TEACHING MANAGEMENT
IN QUALITY ASSURANCE APPROACH IN HIGH SCHOOLS

1.1. Overview of the problem
1.1.1. Research on teaching management
1.1.1.1. Studies in the world
Basic trends in teaching management conducted by researchers
around the world:
(1). Study teaching management in association with supervising,
evaluating and adjusting the teaching process towards improving the
teaching quality.
(2). Study teaching management in connection with teachers'
teaching styles and students’ learning styles in order to improve the
effectiveness of teaching activities.
(3).Study teaching management with a focus on the relationship

between management, school leadership and teaching work of teachers
to find solutions to improve teaching quality.
1.1.1.2. Studies in Vietnam
Many researchers have delved into this issue and pointed out that
management plays a role in directing, operating and supervising
teaching activities and they have emphasized the interaction between
implementers (teachers and learners), and at the same time, considered
other factors related to the teaching process (such as model objectives,
teaching contents, methods, principles, organizational forms and
environment ...).
1.1.2. Studies on teaching management in quality assurance
approach
1.1.2.1. Studies in the world
The research works focus on the following aspects: (1) The
teaching management system in quality assurance approach must
include the organizational structure, regulations, processes and
necessary resources of the school; (2) Each school has its own
approach of managing teaching activities to assure the quality.
1.1.2.2. Studies in Vietnam
In Vietnam, various aspects have been studied in the following
directions: (1). Manage teaching in the direction of quality assurance
based on education and training quality accreditation standards. (2).
Manage teaching towards quality assurance is studied from the


5
perspective of school management according to TQM approach. (3).
Manage teaching in the direction of quality assurance is studied in terms
of innovating teaching methods, teaching facilities, learning result
testing and assessment.

1.2. Some basic concepts of the research topic
1.2.1. Teaching and teaching management
1.2.1.1. Teaching
According to the author of the thesis, Teaching is a process in
which, under the leading role of teachers (guidance, organization,
control, adjustment), learners are self-conscious and self-organize
learning activities in order to effectively implement the teaching
objectives and tasks.
1.2.1.2. Teaching management
According to the author of the thesis: Teaching management is
the purposeful impact of the management subject (the principal) on the
collective of teachers, students, the whole teaching process and the
participating elements of the teaching process in order to mobilize and
effectively use resources, create a motive force to push up the teaching
process of the school in order to realize the school's teaching objectives
and tasks and educational objectives: shape and develop student's
personality to meet social requirements.
1.2.2. Quality and teaching quality
1.2.2.1. Quality
According to the author of the dissertation: Quality is the
response to the objectives and standards of the product to be achieved
and to customer’s satisfaction about the value of that product.
1.2.2.2. Teaching quality
According to the author of the thesis: Teaching quality is the
achievement of knowledge, skills, and attitudes of learners
compared to the standards of the curriculum and the satisfaction of
learners' needs regarding the learning program as well as the
social satisfaction of the students’ personality, accompanied by the
conditions to ensure the teaching quality of the school.
1.2.3. Teaching quality assurance

According to the author of the thesis: Ensuring teaching quality
is a process of continually maintaining the improvement of input,
process and output quality to meet proposed standards of knowledge,
skills and attitudes of the curriculum; and at the same time, creating


6
satisfaction for learners, parents and society.
1.2.4.
Teaching
management
in
quality
assurance approach in high school
According to the author of the thesis: Teaching management in
quality assurance approach is the purposeful and planned impact of the
principal on the teaching process, teachers, students and related forces
through a system of supervision, evaluation and improvement tools to
meet the quality standards of the curriculum and to meet the needs of
students, parents and society.
1.3. Basic issues about teaching in high schools
The basic elements of the teaching process include goals, content,
methods and means; forms of teaching; teacher activities, student
activities and assessment of teaching results. In order to realize the
teaching goals, the following teaching processes must be conducted
effectively: i) prepare for teaching, ii) implement effectively the
teaching process, and iii) assess the teaching results.
1.4. Basic issues of teaching management in the quality assurance
approach in high school
1.4.1. The revolution 4.0 and the requirement

for general education reform
1.4.2. The importance of teaching management in quality assurance
approach in high school
1.4.3. The contents of teaching management under the approach
of quality assurance in high schools
1.4.3.1. Manage the teaching input and process in quality assurance
approach
1.4.3.2. Manage the implementation of teaching and teaching support
in quality assurance approach
i) Manage the implementation of teaching in quality assurance approach
ii) Manage the implementation of student support in the teaching
quality assurance approach
iii) Manage the implementation of cooperation activities between the
school and family in managing students' learning activities
1.4.3.3. Monitor and evaluate the teaching process in quality assurance
approach
1.4.3.4. Direct the use of supervision and evaluation results to improve


7
the teaching quality
1.5. Factors affecting teaching management in quality assurance
approach in high schools
1.5.1. Subjective factors: (1) Capacity of high school administrators;
(2) Competence of teachers. (3) Competence, awareness and learning
attitudes of students.
1.5.2. Objective factors: (1) Infrastructure, facility and financial
conditions of the school. (2) Social environment and the cooperation
between schools and families. (3) Other management factors. (4) The
trend of fundamental and comprehensive education innovation in

Vietnam. (5) The political and socio-economic situation of the country.
Conclusion for Chapter 1
Teaching is a basic and essential activity in high schools.
Teaching quality assurance aims to create the satisfaction of learners
and society about the quality of students and the teaching quality
assurance conditions of the school. Teaching management in quality
assurance approach is the process of managing the input quality, the
quality of the organization of the implementation of teaching activities
and teaching support activities, and the evaluation of teaching results in
quality assurance approach and the use of these evaluation results to
improve teaching quality in high schools. Teaching management in
quality assurance approach at high schools is influenced by objective
and subjective factors, in which subjective factors have an important
role in determining the teaching quality.
Chapter 2
CURRENT SITUATION OF TEACHING MANAGEMENT IN
QUALITY ASSURANCE APPROACH AT HIGH SCHOOL IN
THE RED RIVER DELTA
2.1. Some features of the survey participants
2.2. Conduct the survey on the current situation
2.2.1. Survey purpose
Investigate the current situation of teaching and teaching quality
assurance at high schools in the Red River Delta to point out the
strengths, weaknesses and causes of the situation, and then to propose
management measures to ensure the teaching quality in high schools in


8
the Red River Delta.
2.2.2. Survey content, methods and process

The 5-level Likert scale was selected for the survey.
No. Average scores
1
1.00 - 1.80
2
1.81 - 2.60
3
2.61 - 3.40
4
3.41 - 4.20
5
4.21 - 5.00

Evaluation level
Poor / Not implemented / No impact
Weak/ Rarely implemented / Minimal impact
Medium /Not regularly implemented/Minimal Impact
Fair / Frequently implemented/ Significant Impact
Good / Very often implemented/ Great Impact

2.3. Current situation of teaching at high schools in
the Red River Delta
2.3.1. Situation of the inputs in high schools in the Red River Delta
2.3.2. Situation of the teaching process at high schools in the Red
River Delta
2.3.3. Situation of assessing teaching results in high schools in the
Red River Delta
2.3.4. Environmental factors affecting the teaching process at high
schools in the Red River Delta
2.4. Actual situation of teaching management in teaching quality

assurance approach in high schools in the Red River Delta
2.4.1.Actual situation of administrators’ and teachers’ perceptions
about the teaching quality assurance factors in high schools in
the Red River Delta
2.4.2. Actual situation of input management in
quality assurance approach in high schools in the
Red River Delta
Table 2.7. Managing the inputs of the teaching process in quality
assurance approach at high schools in the Red River Delta
No.

Contents of managing the inputs
of the teaching process

1 Manage the admission work
Manage the development of curriculum
2
and lesson plans
3 Develop the staff to meet the standards
4 Manage facilities and finance for teaching
Manage resources, IT equipment, and
5
teaching support
Foster teaching quality assurance capacity
6
for administrators and teachers

Achievement level
Teachers
Administrators

Total
Average
Average
Average
Number
Number
Number
score
score
score
950
3.57
90
3.42
1040
3.55
948

2.67

90

2.83

1038

2.68

950
950

3.57
3.18

90
90

3.49
3.28

1040
1040

3.56
3.18

947

2.98

90

3.08

1037

2.99

950

3.62

90

3.68

1040

3.62


9
No.

Contents of managing the inputs
of the teaching process

Develop a teaching management
mechanism of the school
Enhance the collaboration between the
8 school, the family and the community to
manage teaching
7

Achievement level
Teachers
Administrators
Total
Average
Average

Average
Number
Number
Number
score
score
score
950

3.86

90

3.84

1040

3.85

948

3.12

90

3.21

1038

3.13

General comment: The input management factors in the approach to
ensure the quality of the teaching process at high schools are basically
achieved at medium and fair level. The factors achieved at limited level are:
developing the program in the open direction, facilities, finance, information
technology conditions for teaching and the relationship between the school,
family and community in teaching management.
2.4.3. Actual situation of managing the teaching process and student
support in quality assurance approach at high schools in the Red
River Delta
2.4.3.1. Manage the teaching process in quality assurance approach at
high schools in the Red River Delta
Table 2.8. Manage the teaching process in quality assurance
approach at high schools in the Red River Delta
Achiement level
No.
1
2
3
4
5
6
7
8
9
10

Contents of managing the
teaching process
Ensure the lesson quality

Strictly follow the planned
teaching program
Teachers have enough professional
records to perform the lesson
Ensure teaching disciplines
Innovate teaching methods
Observe the classroom and analyze
the lesson
Regularly assess students' progress
Manage teaching records of
teachers and supervise the teaching
process
Teachers are often trained to meet
teaching requirements
Use the evaluation results to
innovate and perfect teaching
activities

Teachers

Administrators

Total

Numbe
r

Averag
e score

Numbe
r

Averag
e score

Numbe
r

Averag
e score

950

3.65

90

3.53

1040

3.63

948

3.65

90

3.64

1038

3.64

950

4.04

90

4.08

1040

4.04

946
950

3.99
3.12

90
90

4.08
3.21

1036
1040

4.00
3.13

950

3.35

90

3.21

1040

3.35

949

2.99

90

3.04

1039

2.99

950

3.01

90

3.03

1040

3.01

950

3.88

90

3.94

1040

3.86

948

3.05

90

3.04

1038

3.05


10
11
12
13
14
15
16

Manage
students'
learning
activities
Adjust the learning motivation and
attitude of students according to
the teaching objectives
Stimulate students' autonomy and
activeness in learning
Implement effectively student
support activities
Innovate testing and assessing
students' learning results
Other contents

948

3.81

90

3.84

1038

3.81

948

3.05

90

3.04

1038

3.05

950

3.12

90

3.21

1040

3.13

950

3.18

90

3.28

1040

3.18

949

3.12

90

3.04

1039

3.11

946

3.64

90

3.90

1036

3.66

General comment: There are many criteria to ensure the
teaching process quality at high schools in the Red River Delta which
are rated Fair. However, some quality assurance criteria directly
related to the implementation of the new high school education
program are limited and rated Medium. These criteria are: Innovate
teaching methods, Regularly assess students' progress, and Observe
the classroom and analyze the lesson, etc. Therefore, these criteria
need to be improved to ensure the teaching quality and to implement
the new curriculum.
2.4.3.2. Actual situation of directing student support activities at high
schools in the Red River Delta
Table 2.9. Direct student support activities at high schools in the
Red River Delta
No.

1

2

3
4
5

The directing contents
Understand
students'
career
aspirations and competence to
offer academic counseling
Advise students to enter college,
university or engage in productive
labor
Advise students to choose majors
at universities, colleges, vocational
secondary schools
Provide information about career and
training institutes for students
Contact
with
some
companies/businesses
that
introduce jobs for students.

Teachers

Level of performance
Administrators

Total

Numbe
r

Averag
e score

Numbe
r

Averag
e score

Numbe
r

Averag
e score

950

3.47

86

3.56

1036

3.38

950

3.39

90

3.40

1040

3.39

948

3.51

90

3.54

1038

3.51

949

3.38

90

3.34

1039

3.37

945

3.04

89

3.08

1034

3.04


11
Collect feedback from universities,
colleges, vocational schools and
6
businesses that employ/admit
graduates of the school
Provide
information

about
7
successful alumni in career areas
Count the students entering
universities, colleges, vocational
8
schools or the workforce to serve
as a basis for counseling
Analyze the quality of students
taking exams to universities,
9 colleges and vocationl schools to
take measures to direct teaching
activities for the following years
10 Other contents

950

2.86

85

2.94

1035

2.87

940

3.61

90

3.84

1030

3.63

949

3.80

90

4.06

1039

3.82

947

3.71

89

3.86

1036

3.72

945

3.50

90

3.80

1035

3.53

Table 2.10. Enhance the collaboration between the school and
family in managing students’ learning activities at high schools in
the Red River Delta
Level of performance

No.

1

2

3
4
5
6

7
8

The contents of
coordination
Coordinate with parents in
managing students after
school
Collaborate with parents in
organizing educational
activities and experience
activities
Organize meetings with
parents of below-average
students
Visit families of
disadvantaged students
Help families of
disadvantaged students
Coordinate with parents to
supervise student learning
at home
Timely notify students’
learning results
Other contents

Teachers

Administrators

Total

Average
Number
score

Average
score

Number

Averag
e score

Number

949

3.38

90

3.34

1039

3.37

945

3.04

89

3.08

1034

3.04

942

3.75

90

3.88

1032

3.76

945

3.51

85

3.62

1030

3.52

950

3.88

90

3.96

1040

3.89

948

3.12

90

3.08

1.038

3.12

947

3.84

89

3.82

1.036

3.83

940

3.59

90

4.12

3.65


12
General comments: The above results show that the actual
cooperation between families and schools has been implemented but
the contents of coordination have not fully performed; the family has
not really participated with the school in the teaching process,
especially in the management of student learning and supervision of
students' learning process.
2.4.4. Situation of assessing the teaching process outputs in quality
assurance approach at high schools in the Red River Delta

Table 2.11. Assessing the outputs of the teaching
process in quality assurance approach at high
schools in the Red River Delta
Level of performance

No.

1
2
3
4

5

6

7

8

Assessment contents
Assess the effectiveness of
teaching innovation activities
Assess the quality of
teachers' lessons every year
Assess student's learning
quality against standards
Evaluate the level of
parents' satisfaction about
students’ learning quality

Assess the satisfaction level
of institues that admit
graduates from the school
(universities,
colleges,
enterprises ...)
Assess
students’
satisfaction about teachers
and the school
Assess the satisfaction of
local authorities and social
organizations about the
teaching quality of the
school
Assess the school's quality
assurance conditions

Teachers
Number

Average
score

950

Administrators

Total

Number

Average
score

Number

Average
score

3.03

90

3.09

1040

3.04

950

3.17

90

3.22

1040

3.17

950

3.85

90

4.04

1040

3.86

950

2.99

90

3.04

1040

2.99

950

2.84

90

2.92

1040

2.84

950

3.19

90

3.22

1040

3.19

950

2.84

90

2.92

1040

2.84

950

2.72

90

2.81

1040

2.73


13
9

Other contents

950

3.63

90

3.60

942

3.63

General comment: Activities to ensure the output quality of the
teaching process have not been paid adequate attention by high schools
in the Red River Delta. Most schools and administrators are only
concerned about assessing students' academic results but not in
stakeholders’ evaluation of the school's teaching products.
2.4.5. Situation of using assessment results to improve teaching
quality in high schools in the Red River Delta
Table 2.12. Using evaluation results to improve teaching quality in
high schools in the Red River Delta
No.
1
2

3
4
5
6
7
8
9

10
11

Contents which have been
implemented
Renew admission work
Foster

professional
competence and pedagogical
skills for teachers
Review
policies
and
regulations
on
teaching
management
Innovate teaching methods
Develop a supervision and
evaluation mechanism for
teaching activities
Innovate student learning results
assessment
Develop school programs and
subject programs
Strengthen teaching facilities
of the school
Build
learning
culture
environment in the school
Improve
school-family
relationships
to
educate
students and improve student

achievement
Other contents

Teachers

Level of performance
Administrators

Total

Number

Averag
e score

Number

Average
Number
score

Average
score

950

4.33

90

4.28

1040

4.33

950

3.68

90

4.06

1040

3.72

950

3.19

90

3.22

1040

3.19

949

3.38

90

3.34

1039

3.37

950

3.80

90

4.06

1040

3.82

950

3.17

90

3.22

1040

3.17

948

3.12

90

3.08

1.038

3.12

950

3.78

90

3.86

1040

3.79

950

3.74

90

4.06

1040

3.77

950

3.67

90

4.08

1040

3.70

General comment: The use of the teaching evaluation results to
improve quality has not been implemented well, only at medium and
good levels.
2.5. General assessment on the situation of managing teaching in quality
assurance approach in high schools in the Red River Delta
2.5.1. General assessment of the achievements and shortcomings

14
i) Achievements: High schools in the Red River Delta are
concerned about developing plans to implement the curriculum and
preparing resources to ensure the teaching quality. Principals and
administrators are well aware of the role of teachers in ensuring the
teaching quality, so they have paid attention to capacity building
activities for administrators and teachers to implement the curriculum
and improve the curriculum quality.
Teaching process management has been implemented in such
aspects as implementing the curriculum properly and sufficiently,
ensuring teaching disciplines, and managing teachers’ teaching records.
A number of activities to support student learning and career guidance
have been paid attention to. The evaluation of teaching results has been
initially implemented in the direction of developing students' learning
ability; the assessment of the outputs of the entire teaching process
focuses on assessing students’ learning quality, the rate of students
going to colleges and universities and the percentage of students
winning national and international prizes ...
ii) Shortcomings
Activities of developing school programs, innovating teaching
methods, organizing experience education activities and assessing
student progress are still limited. Activities of innovating assessment in
the orientation of assessing student's capacity and progress have not
been given adequate attention. Surveying activities to consult
stakeholders about the school's teaching activities have not been
implemented effectively. The use of evaluation results for innovation
and improvement is only at an average level.
2.5.2. The causes of these limitations

The reasons for the above situation is partly due to the limited
management capacity, teaching capacity and teaching quality of
teachers. In addition, there are other causes such as finance, teaching
facilities and environmental factors ...
Conclusion for Chapter 2
The results of the current situation survey show that teaching
activities and teaching management in quality assurance approach at
high schools in the Red River Delta in recent years have been
concerned about. However, they have not yet met the requirements set
in the context of educational innovation. Activities of developing school
programs, innovating teaching methods; organizing experience education


15
activities and assessing students' progress still have many shortcomings ...
Activities of managing inputs, mmanaging the teaching processes in
quality assurance approach, student support, coordination between the
school and parents, collecting skateholders’ feedback on teaching
activities, using evaluation results to innovate teaching have not been
performed well.
Chapter 3
MEASURES FOR MANAGING TEACHING IN QUALITY
ASSURANCE APPROACH AT HIGH SCHOOLS IN THE RED
RIVER DELTA
3.1. Principles for proposing solutions
3.1.1. Principle of ensuring goals
3.1.2. Principle of ensuring inheritance
3.1.3. Principle of ensuring feasibility
3.1.4. Principle of ensuring practicality
3.1.5. Principle of ensuring systematism

3.2. Some teaching management measures in quality assurance
approach in high schools in the Red River Delta
3.2.1.Organize enrollment in the teaching quality assurance approach
i) Objectives: Ensure the input quality threshold of the teaching
process, enabling teachers to conduct teaching based on the students’
achieved competencies.
ii) Implementation contents: The principal determines the
admission criteria suitable to the school's capacity. The principal
monitors the required contents of knowledge and skills; how to organize
admission and the quality of admission and use the admission results to
effectively organize teaching activities. Principals regularly improve the
enrollment quality every year, creating a basis for improving the quality
of enrollment and teaching.
iii) Implementation methods
iv) Implementation conditions
3.2.2. Organize training and retraining to improve
teaching capacity for teachers towards achieving
and exceeding standards


16
i) Objective of the measure: Organizing training and retraining of
teaching capacity for teachers to improve their capacity, help teachers
develop and improve their competencies to meet professional standards,
thereby improving the teaching quality and satisfying the teaching
quality assurance conditions in high schools.
ii) Contents of the measure: The principal determines the teaching
capacity framework of teachers according to professional standards;
classify and plan the contingent of teachers by age structure, seniority,
qualifications and training areas; on that basis, determine the recruitment

and appointment needs by rank.
The Principal organizes a survey of training needs to build up
plans for and organize regular and periodic training and retraining for
teachers; coordinate with other schools to organize training courses to
improve professional skills for teachers; build and develop a
professional community for high school teachers.
iii) Implementation methods
iv) Implementation conditions
3.2.3. Organize the development of teaching programs and plans in
an open direction, creating flexibility in teaching
i) Objective of the measure: To develop open curriculum and
teaching plans to attract students to actively study and create
opportunities for teachers to innovate and improve teaching quality.
ii) Contents of the measure
The Principal organize the review of the general curriculum of
the school and the curriculum of each subject; organize the formulation
of a plan for renovating teaching methods and forms in a student
capacity-based approach as well as diversifying teaching forms and
methods; direct professional groups to guide teachers in developing
teaching contents, innovating assessment form and method in
accordance with subject outcome standards; ensure the conditions of
learning materials, practice laboratories, classroom space to organize
teaching effectively.
iii) Implementation methods
iv) Implementation conditions
3.2.4. Mobilize social resources to enhance facilities to meet teaching
requirements


17

i) Objective of the measure: Implement socialization of education to
mobilize resources from parents, alumni, social organizations to ensure
school facilities for teaching and learning activities.
ii) The content of the measure: Ensure an environment-friendly
school landscape to create a sense of excitement for learners. Ensure
the area of classrooms and facilities for teaching. Ensure information
technology conditions to create an E-learning environment for
students. Ensure sufficient resources for teaching and learning.
iii) Implementation methods
iv) Implementation conditions
3.2.5. Develop mechanisms and organize regular supervision and
assessment of the teaching process
i) Objective of the measure: Ensure that teaching activities of
teachers are based on standards of knowledge, skills, attitudes, and on
the existing curriculum, teaching plan and capacity of the students, and
at the same time discover the contents and measures out of standard to
timely adjust.
ii) Content of the measure: Supervise the determination of
knowledge and skill standards for each subject. Supervise the design of
the subject teaching plans and lesson plans based on the defined
standards. Supervise the organization of teaching according to the
design. Monitor students' academic results after each learning period
and the students' progress throughout the teaching process.
iii) Implementation methods
iv) Implementation conditions
3.2.6. Direct the use of supervising and evaluation
results to continually improve teaching quality
i) Objective of the measure: The Principal directs and supervises
the regular evaluation of the teaching process and the outputs of the
teaching process, the use of the results to renovate teaching methods

and forms as well as develop learning environments to improve and
ensure teaching quality; strengthen facilities, conditions, learning
support activities for students in order to improve teaching quality.
ii) Content of the measure: Direct the use of results of
supervising and evaluating the teaching process to innovate teaching
methods and forms in the direction of differentiation; increase the use of


18
teaching methods and forms which promote students' activeness and
initiativeness; regularly provide feedback on students' academic results
to monitor their progress and take measures to improve academic
achievement; foster teachers’ capacity towards professional standards to
meet the requirements of high school education innovation; strengthen
teaching facilities and conditions, support activities for students to
improve teaching quality.
iii) Implementation methods
iv) Implementation conditions
3.2.7. Organize the evaluation of stakeholders’ satisfaction on the the
school's teaching quality to improve the quality
i) Objective: To collect stakeholders’ feedback on the school's
teaching quality, especially evaluate the satisfaction of learners and
parents about teaching facilities, activities, results, service attitude of
teachers and the school staff ... to adjust the teaching process in quality
assurance approach.
ii) Implementation content: Organize feedback collection from
students, alumni, students’ parents on their satisfaction level of teaching
activities and schools; count the students who enter higher education
and their adaptations after leaving school.
iii) Implementation methods

iv) Implementation conditions
3.4. Test the urgency and feasibility of the measures
The results of the referendum show that the urgency and
feasibility of the measures are highly appreciated and very significant in
ensuring the teaching quality of high schools in the current period.
3.5. Experiment on the measures
3.5.1. Experiment purpose: to confirm that the proposed measure is
feasible when applied in practice and the implementation of the
measure will bring about practical results in teaching management in
quality assurance approach.
3.5.2. Experiment content: Experiment on measure 5: Develop
mechanisms and organize the supervision and evaluation of the
teaching process.
3.5.3. Experiment scope, participants and time
a. Experiment scope: the experiment was conducted with 5
teachers (1 administrator) and 45 students of A1 class, Nguyen Duc


19
Canh High School; and 5 teachers (1 administrator) and 34 students in
class 12A2 Chu Van An High School, Thai Binh province.
b. Experiment time: Semester I, academic year 2017 - 2018, from
September 2017 to January 2018).
3.5.4. Experiment method and process
Phase 1: Preparation for the experiment; Phase 2: Carry out the
experiment on the measure.
(1). Implementation steps
Step 1: Define the supervising objectives and content; Step 2:
Define supervising standards and criteria; Step 3: Design supervising
tools; Step 4: Organize the supervising force and deploy supervision

according to the objectives and contents determined based on standards
and criteria; Step 5: Compare the results with the set standards and
criteria; Step 6: Improve and adjust to improve teaching quality.
(2). Evaluation criteria and scale
* Evaluation tools and scales
Criteria

Benchmarking

1.1. Goals, content, organizing techniques and products to be
achieved for each learning task are clearly and appropriately
defined.

4 points

1.2. The system of learning activity chains suitable with the
objectives, content and teaching methods is used.

3 points

1.3. Teaching equipment and learning materials are used to
organize student's learning activities accordingly.

3 points

1.4. Plans for testing and assessment in the process of organizing
learning activities for students are reasonable. (Formative
assessment to maintain student motivation throughout the course
of study and tests for students are used after each lesson).

(13 points)

1. Teaching plans and materials

Content

3 points

2.1. Methods and forms of assigning learning tasks are vivid and
engaging for students.

3 points

2.2. Ability to monitor, observe, and detect difficulties of
students in time.

3 points

2.3. Measures to support and encourage students to cooperate
and help each other in performing learning tasks are appropriate
and effective. Self-assessment and mutual assessment activities
are organized for students.

3 points

2.4. Teacher's activities of synthesizing, analysizing and
evaluating student's performance and discussion process are

3 points

3. Students’ activites (12 points) 2. Organize learning activities for students (15 points)

20
effective.
2.5. Teacher takes every opportunity to develop students’
personality through the lesson; focuses on developing life skills
for students; always summarizes and relates the lesson to real
life.

3 points

3.1. Students’ ability to receive and their readiness to perform
learning tasks in the class.

3 points

3.2. Students are active, proactive, creative and cooperative in
performing learning tasks.

3 points

3.3. Students actively participate in presenting, exchanging and
discussing the results of performing learning tasks.

3 points

3.4. The results of the student's academic performance are right,
accurate and appropriate.

3 points

Total (40 points)
Grading:

(3). Processing experiment results
Quantitative analysis: We used SPSS software to calculate the
relevant indicators such as: mean, variance, standard deviation,
percentage and interpret some parameters... We used some of the
following formulas:
- Mean X : represents the average value of the points to compare
the average learning level of students before and after the experiment.
The average value is calculated by the formula:

X

=

n1 x 1 +n2 x2 +…+nk x k
n1+ n2 +…+n k

n

Or ¿

∑
i=1

Xi f i
n

21
n: the number of students
Xi : the observed values
X : mean
fi : the frequency of value i
- Variance and standard deviation: The standard deviation reflects
the deviation or fluctuation of figures around the mean. The smaller the
deviation is, the closer the learning outcomes of students to the mean
X is and vice versa.
+ Variance is calculated according to the following formula:
N

δ 2=

1
∑¿¿¿
N i=1

2: variance of the experimental group

Xi

: value i

X : mean

fi

: the frequency of value i
+ Standard deviation:

√

N

1
δ =√ δ =
∑ ¿¿¿¿
N i=1
2

- The coefficient of variation Cv is the ratio of the standard
deviation to the mean. The lower the coefficient of variation is, the
lower the level of dispersion around the mean and vice versa.

CV   100%
X
Parameters  and Cv are to assess standard deviation and
variability of the learning outcomes around the mean. On that basis,
they confirm the reliability and feasibility of the experiment.
- The p-value of the t-test is the probability of a random
occurrence; usually the coefficient p ≤ 0.05. Use the independent t-test
to verify whether the difference in values X of students before and
after the experiment happened randomly or not. If the value p > 0.05,
the difference occurred completely randomly. Conversely, if p ≤ 0.05,


22

the impact we have made has actually made a difference in the
experimental group or the difference is significant statistically.
3.5.5. Evaluation of experiment results
A. The results of the experiment with teachers
B. The results of the experiment with students
1. Quantitative results
* Analysis of pre-test results: A survey was carried out on
students in 2 experimental classes of 2 schools. The change in students
before and after the experiment in all 3 criteria is represented in the
following chart:
5.87

6
5
4
3
2
1
0

5
1.46
1.3

1.36
1.24

After experiment
Before experiment

ready

active

involved

Figure 3.1: Correlation berween pre- and post-experiment results of
Chu Van An High School
5.47
6

4.88

5
4

1.41

3
1.24

2

1.34
1.27
After experiment

1
0

Before experiment
ready

active

involved