Summary of Doctoral dissertation on Educational Science: Developing the team of homeroom teachers in secondary schools according to competence approach

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

LUU HONG UYEN

DEVELOPING THE TEAM OF HOMEROOM TEACHERS
IN SECONDARY SCHOOLS
ACCORDING TO COMPETENCE APPROACH

Specialization: Educational Management
Code: 9 14 01 14

SUMMARY OF DOCTORAL DISSERTATION ON
EDUCATIONAL SCIENCE

NGHE AN - 2019


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INTRODUCTION
1. Reason for choosing the topic
Homeroom teacher is the teacher assigned the responsibility to manage and
educate a class of students in secondary schools. Therefore, homeroom teacher is
considered "the soul of the class, a trusted mentor to guide, orient, and help students
with their self improvement and personality development", the role of the homeroom
teacher in secondary schools has also radically changed. The homeroom teachers
must take care of the development of their students’ personality so that they not only
develop their intellect but also develop both physically and mentally; not only
develope in terms of capacity but also in terms of quality. When implementing new
programs and textbooks, homeroom teachers are also the ones who organize
experiential activities for the students. The changes in role lead to changes in the

pedagogical work of the teachers and put them in front of big challenges.
Currently, the homeroom teacher work in secondary schools is still limited.
The main reason is that homeroom teachers have not been systematically trained and
fostered with necessary skills. Therefore, the development of the team of homeroom
teachers in secondary schools according to competence approach has an urgent and
long-lasting meaning.
From the above reasons, the topic: "Developing the team of homeroom
teachers in secondary schools according to competence approach" has been selected
for the doctoral dissertation, specialized in Education Management.
2. Purpose of the study
On the basis of theoretical and practical research, solutions for the
development of the team of secondary homeroom teachers according to competence
approach are proposed, meeting the requirements of basic and comprehensive
innovation in secondary education.
3. Subject and object of the study
3.1. Subject of the study
Homeroom teachers in secondary schools in the current period.
3.2. Object of the study
Activities to develop the team of homeroom teachers in secondary schools
according to competence approach.
4. Scientific hypothesis
The current homeroom teachers in secondary schools have not yet met the
requirements of innovation in secondary education. The cause of the above limitation


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is that the secondary homeroom teachers has not been developed in a scientific manner
and in accordance with the reality. If solutions to develop the homeroom teachers in
secondary schools according to competence approach in all aspects (planning, usage,
training, retraining, evaluation, remuneration ... ) are proposed and implemented, the

requirements of quantity, structure and quality of this team can be met.
5. Tasks and scope of the study
5.1. Tasks of the study
5.1.1. Researching on the theoretical basis of developing the team of
homeroom teachers in secondary schools according to competence approach.
5.1.2. Researching on the practical basis of developing the team of homeroom
teachers in secondary schools according to competence approach in Ho Chi Minh City.
5.1.3. Proposing solutions to develop the team of homeroom teachers in
secondary schools according to competence approach; examining the urgency,
feasibility and experiment with the suggested solutions.
5.2. Scope of the study
- Focusing on researching and proposing solutions to develop homeroom
teachers in secondary schools according to competence approach with the leading
management of the Head of District Education and Training Department and the
Principals of secondary schools.
- Surveying the current situation and testing 01 proposed solution at secondary
schools in Ho Chi Minh City, in the 2017-2018 and 2018-2019 school years.
6. Methodology and research methods
6.1. Methodology
The dissertation uses the following approach points: System - structure
approach; competence approach; human resource development approach; practical
approach.
6.2. Research methods
6.2.1. Group of theoretical research methods
This group of methods aims to collect theoretical information to build the
theoretical basis of the topic.
6.2.2. Group of practical research methods
This group of methods aims to collect practical information to build the
practical basis of the topic.
6.2.3. Mathematical Statistics methods

Using statistical formulas to process the collected data, comparing and giving
the research results of the thesis.


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7. The points need to be defensed
7.1. Developing homeroom teachers in secondary schools aims at making this
team sufficient in number, synchronous in structure and improved in quality.
Therefore, in order to effectively develop the team of homeroom teachers in secondary
schools, it is necessary to follow competence approach, which is the approach that
from building development plans to fostering and assessing the homeroom teachers of
secondary schools must base on capacity / capacity framework of this team.
7.2. The current homeroom teachers in secondary schools have basically fulfilled
their functions and duties but with the requirement of reforming secondary education,
there are certain limitations, mainly because this team has not been developed according
to competence approach.
7.3. Planning to develop a team of homeroom teachers which is appropriate to
the school's size and teachers' capabilities; building a team of core homeroom
teachers who can spread strength and support colleagues; organizing to train
homeroom teachers according to the capacity framework; assessing the team of
homeroom teachers according to the capacity framework and implementing
adjustments and improvements; creating an environment and favorable conditions for
the homeroom teachers to develop their capacity to work on class management ... are
the main solutions to effectively develop homeroom teachers in secondary schools
according to competence approach. .
8. Contributions of the dissertation
8.1. Supplement and perfect the theoretical issues of the topic, on the basis of
clarifying the overview of the research and basic concepts; in particular, consider the
position, the role, the requirements on the quality and capacity of homeroom teachers
in secondary schools; as well as develop this team in a new approach.

8.2. Build the capacity framework for homeroom teachers in seconday schools
in the context of education reform.
8.3. The comprehensive survey on the reality of developing the team of
secondary homeroom teachers in Ho Chi Minh City has brought about an objective
assessment of this team as a practical basis for proposing solutions of the topic.
8.4. The proposed solutions of the topic are not only able to be applied to the
development of the team of secondary homeroom teachers according to competence
approach in Ho Chi Minh City, they can also be applied to develop the secondary
homeroom teachers according to competence approach in other areas, across the
country.
8.5. The dissertation has built a program for fostering homeroom teachers in


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secondary schools according to competence approach with scientific groundwork and
feasibility.
9. The thesis structure
Besides the introduction, conclusion, recommendations, references, research
appendices, the dissertation consists of 03 chapters:
Chapter 1: Theoratical basis of developing the team of homeroom teachers in
secondary schools according to competence approach.
Chapter 2: Practical basis of developing the team of homeroom teachers in Ho
Chi Minh City's secondary schools according to competence approach.
Chapter 3: Solutions to developing the team of homeroom teachers in
secondary schools according to competence approach.
Chapter 1
THEORATICAL BASIS OF DEVELOPING THE TEAM
OF HOMEROOM TEACHERS IN SECONDARY SCHOOLS ACCORDING
TO COMPETENCE APPROACH
1.1. OVERVIEW OF THE STUDIED ISSUES

1.1.1. Studies on homeroom teachers in secondary schools
In foreign countries, there are researches by Qi Shi & Leuwerke W.C, Rhodes
L.N, Tsenkharla. M.S, Tharby A, Wang. G ... In Vietnam, there are researches by
Nguyen Van Ho, Ha Nhat Thang, Nguyen Duc Quang, Phan Thanh Long, Bui Thi
Loan ... These projects have clarified the position, the role, functions and duties of
homeroom teachers in secondary schools.
1.1.2. Studies on developing the team of homeroom teachers in secondary schools
In foreign countries, there are researches by Ross McGill, Kokemuller. N,
Black. P & Wiliam. D, Bredeson. P.V, Lieberman. A and Little. JW ... In Vietnam,
there are researches by Nguyen Thanh Binh, Nguyen Viet Hung and Ha The Truyen,
Mac Van Trang... These studies have made the necessary and the content, the
solution for developing a team of homeroom teachers in secondary schools .
The research results as well as the unresolved issues of domestic and foreign
scientists are an important foundation for building a theoretical basis for the
implementation of the dissertation topic.
1.2. SOME BASIC CONCEPTS
1.2.1. Homeroom teachers
1.2.1.1. Teachers


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Teachers are people who teach and educate students; a core force of education
and training, a central figure in the schools, along with the managing officers to
determine the quality of education and training, contribute to the implementation of
educational goals.
1.2.1.2. Homeroom teachers
Homeroom teachers are the ones who are responsible to the Principal for the
situation of learning and training of students in a class; keep regular relationships
between the Administrators and the students; at the same time, they ensure the unity
of the school, family and social forces.

1.2.1.3. Core homeroom teachers
Core homeroom teachers are teachers who successfully complete the class
management work in schools; at the same time, they are able to organize activities to
foster and develop the capacity to work as homeroom teachers for colleagues; detect
situations and problems arising in class management work and find solutions.
1.2.2. The team of homeroom teachers
1.2.2.1. Team
In the field of education, the term “team” is used to refer to different groups of
people who are distinguished from each other by functions in the education system.
For example: the team of teachers, the team of lecturers, the team of school
management staff.
1.2.2.2. The team of homeroom teachers
Thus, the team of homeroom teachers is a collection of people working in
secondary schools, directly taking on the task of teaching and educating in the
schools, their same task is to implement the goal of secondary education.
1.2.3. Developing the team of homeroom teachers
1.2.3.1. Development
Development is the upward movement of things. Every development has its
origin and follows a certain way.
1.2.3.2. Developing the team of homeroom teachers
Developing the team of homeroom teachers is to ensure that this team is
sufficient in number and synchronous in terms of structure (age, gender, qualifications)
and improved in quality, meeting the requirements of innovation in education. In the
current context, developing the team of homeroom teachers plays a crucial role.
1.2.4. Developing the team of homeroom teachers according to competence
approach
1.2.4.1.Competence


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The concept of competence used in the dissertation is understood as the
implementation capacity, which is the possession of knowledge, skills, attitudes and
personality characteristics that a person needs to meet the requirements of a specific
task; in other words, to know (how-how), not only know and understand (know-what).
1.2.4.2. Competence approach
In the dissertation, competence approach is considered under the perspective
of human resource development. This approach is based on the requirements,
characteristics and performance of employees (human resources) in each job
position. Specifically, in this case it is the homeroom teacher in secondary schools.
1.2.4.3. Developing the team of homeroom teachers according to competence
approach
Developing the team of homeroom teachers in secondary schools according to
competence approach is a standardized method of integrating the elements of
knowledge, skills and attitudes to create a standardized competence system of
homeroom teachers in secondary schools.
1.3. HOMEROOM TEACHERS IN SECONDARY SCHOOLS IN THE
CURRENT BACKGROUND
1.3.1. Difficulties and challenges of current homeroom teachers
Currently, homeroom teachers in secondary schools are facing the following
difficulties and challenges: Difficulties and challenges from work pressure;
Difficulties and challenges from social changes; Difficulties and challenges from the
change of the students ..
1.3.2. Role of homeroom teachers
Homeroom teachers in secondary schools have the following roles: homeroom
teacher is the person on behalf of the principal to comprehensively manage the
students of a class in the secondary school; they are the representative for the rights
and legitimate aspirations of the students, the "bridge" between the classes with the
principal and subject teachers; the "link" between the school and the family and
social organizations, they organize and coordinate educational forces.
1.3.3. Functions and duties of homeroom teachers

Homeroom teachers in secondary schools have the following functions and
tasks: Planing educational activities; Implementing educational activities according to
the built plans; Coordinating closely with forces and organizations inside and outside
the schools to educate students; Commenting, evaluating and classifying the students
at the end of the term and at the end of the school year; Making regular or irregular
reports on the situation of the class with the Principal ...
1.3.4. The content of homeroom teacher work


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The content of homeroom teacher work includes: Planning class management;
Building homeroom classes; Organizing learning activities for students in homeroom
classes; Organizing comprehensive educational content for the students; Coordinating
with forces to educate students in homeroom classes; Evaluating the results of
educating students in homeroom classes ...
1.3.5. Competency framework of homeroom teachers
Based on the position and role; the mandates; the contents, the working
methods, the difficulties and challenges of homeroom teachers as mentioned above, a
competency framework for homeroom teachers includes the following basic criteria:
1) Teacher quality; 2) Professional competence; 3) Classroom management capacity;
4) Education capacity for students; 5) Additional competence.
1.4. ISSUES ON DEVELOPING THE TEAM OF HOMEROOM TEACHERS
IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE APPROACH
1.4.1. The need to develop THE team of homeroom teachers according to
competence approach
Class management work in secondary schools currently does not meet the
development requirements of education and society; many teachers are lacking in
knowledge and skills to work as homeroom teachers; disciplinary violations of
secondary school students tend to increase and develop more complicated; a group of
teachers is not ready with class management work.

1.4.2. Orientation of developing the team of homeroom teachers according
to competence approach
Developing the team of homeroom teachers in secondary schools should be
based on the following orientations: 1) Developing the team of homeroom teachers in
secondary schools on the basis of developing the team of teachers at secondary level
and the whole education system; 2) Developing the team of secondary homeroom
teachers must be based on the actual needs of each secondary education institution; 3)
Developing the team of secondary homeroom teachers must be comprehensive; 4)
Developing the team of secondary homeroom teachers is to make this team always
qualified and creative in the best implementation of the school's goals; 5) The results
of the construction and development of the homeroom teachers team in secondary
schools need to pay attention to the advancement needs, the practical interests of the
teachers; 6) Developing the team of secondary homeroom teachers is the
responsibility of each secondary school, the educational management levels and the
education and training field ...
1.4.3. The content of developing the team of homeroom teachers according
to competence approach


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The content of developing the team of homeroom teachers according to
competence approach includes: making plans to develop the team of homeroom
teachers in secondary schools according to competence approach; Selecting and using
the team of homeroom teachers according to competence approach; Training and
fostering the team of homeroom teachers according to competence approach;
Evaluating the team of homeroom teachers according to competence approach;
Setting up a favorable environment for the team of homeroom teachers according to
competence approach so they can promote their role well.
1.4.4. Subjects of developing the team of homeroom teachers according to
competence approach

The two subjects having a direct influence on the development of the team of
homeroom teachers in secondary schools according to competence approach are the
Head of District Education and Training Department and the Principal of the secondary
school.
1.4.5. Factors affecting the development of homeroom teachers according
to competence approach
1.4.5.1. Objective factors
Objective factors include: Basic and comprehensive renovation of Education
and Training; Request for development of teachers and education managers in the
current period; Guidelines and policies for education and teachers; Economic,
political, social environment...
1.4.5.2. Subjective factors
Subjective factors include: The willingness to take on the task of class
management; Self-development ability, self-improvement of secondary school
homeroom teachers; Awareness and capacity of the managers of District Education
and Training Department, Secondary schools ...
Chapter 2
PRACTICAL BASIS OF DEVELOPING THE TEAM
OF SECONDARY HOMEROOM TEACHERS IN HO CHI MINH CITY
ACCORDING TO COMPETENCE APPROACH
2.1 OVERVIEW OF THE POPULATION, ECONOMIC - SOCIAL AND
EDUCATION SITUATION OF HO CHI MINH CITY
2.1.1. Population situation
The increase in population in newly established districts in the peri-urban areas


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leads to the expansion of the schools/ preschool classes, general education and the
development of the teachers at these levels, including the teachers of secondary schools.
2.1.2. Socio-economic situation

Socio-economic condition also greatly influences the development of Education
and Training of Ho Chi Minh city in both aspects: advantages and disadvantages. The
advantage is that, with strong economic potential, the city has conditions to invest in
education and training development. The difficulty is that the development of
education and training is not outside the general context of many challenges of the city.
2.1.3. Education situation
In the past 44 years, since the day of national unification, Education and
Training of Ho Chi Minh city has constantly been developing, always being the first
flag of the country, gaining many important achievements, meeting the requirements
of improving people's intellectual standards, training human resources and fostering
talents; effectively serving the industrialization and modernization of the country and
helping the city to develop and integrate with other countries in the region and the
world. In the coming years, Education and Training of the City will develop in the
following directions: Fundamentally renovating the management of Education and
Training; Strongly and synchronously renovating basic elements of Education and
Training; Developing teachers and educational managers; Increasing investment
resources and renewing education finance mechanism.
The above conditions not only directly affect the development of education and
training of the city in general but also directly affect the development of teachers,
including the team of local homeroom teachers in particular.
2.2. Organizing to survey the current situation
2.2.1. Survey objective
The objective of the survey is to clarify the situation of developing the team
of homeroom teachers in secondary schools in Ho Chi Minh City according to
competence approach to establish the practical basis of the topic.
2.2.2. Survey content
The content of the survey focuses on the following three main issues: 1)
Surveying the current situation of homeroom teachers in secondary schools; 2)
Surveying the current situation of developing homeroom teachers in secondary
schools; 3) Surveying the current situation of factors affecting the development of

homeroom teachers in secondary schools.
2.2.3. Survey objects and area
2.2.3.1. Survey area
For district units


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Based on the identified criteria, the project selected the following 5 districts to
survey: District 4, District 6, District 7, District 8 and Can Gio District, Ho Chi Minh city.
For managers and homeroom teachers
Managers who were subject to the survey include: Head, Deputy Head of
District Education and Training Department; Principal, Vice Principal of Secondary
Schools; Academic leaders. The project surveyed 100% of the managers at district
level and secondary schools. As for the academic leaders and homeroom teachers,
due to the large number, the project only randomly surveyed 10% of the academic
leaders of the 5 selected districts.
2.2.4. Survey method
The dissertation used the following methods: Making survey questionnaires to
ask for opinions of managers and teachers of secondary schools; Exchanging,
interviewing by topic; Researching the activities of managers and teachers in
secondary schools ...
2.2.5. Handle data and evaluation scale
Data collected from the questionnaires was processed according to SPSS
software with 5 levels.
2.2.6. Survey time
In the 2017-2018 school year, all questionnaires and opinions were sent to the
survey subjects from September 2017; surveys and comments were collected in
March 2018.
2.3. CURRENT SITUATION OF SECONDARY HOMEROOM TEACHERS
IN HO CHI MINH CITY

2.3.2. Current situation of quantity, proficiency, working seniority of the
team of secondary homeroom teachers in the survey area
Table 2.5. Quantity, proficiency, working seniority of the team
of secondary homeroom teachers in the survey area
Amount/ sex
District

Proficiency

Working seniority

Above
From 11
Above
Standard
Female
Below 10
standard
Male (%)
to 30 years 30 years
(%)
years (%)
(%)
(%)
(%)
(%)

District 4

33,12

66,88

100

88,95

29,44

46,01

24,55

District 6

26,87

73,13

100

92,19

29,76

44,79

25,43

District 7

25,40

74,60

100

89,75

31,14

44,67

24,18

District 8

26,50

73,50

100

90,43

31,96

46,17

21,85

11
Cần Giờ
District

28,57

71,43

100

80,15

25,39

42,85

31,74

From the data of table 2.5, the dissertation drew comments on quantity; sex;
proficiency; working seniority of the team of secondary homeroom teachers in the
survey area.
2.3.2. Curent situation of homeroom teachers' teacher quality
Table 2.6. Result of assessment on teachers' quality
of homeroom teachers
Educational

teachers (248)

managers(163)
No.

Content
___

1

Strictly implementing the
moral rules of teachers

standard

standard

level

___

X

deviation

0,67

4

3,47

0,67

4

3,42

0,67

4

3,45

0,68

4

3,36

0,81

3

3,40

0,67

3

3,39

0,72

3

3,42

0,68

4

3,39

0,72

3

3,42

0,69

4

3,36

0,81

3

3,40

0,67

3

X

deviation

3,44

level

Having a spirit of self-study,
2

self-training and striving to
improve teachers' moral
quality
Sharing experiences,

3

supporting colleagues in
practicing teachers’ moral
Having working styles and

4

ways to work in accordance
with the work of teachers
Having awareness of self-

5

training to create exemplary
teacher style, having good
influence on students

6

Supporting colleagues to
create teachers' style


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From the data of Table 2.6, the dissertation drew comments on the homeroom
teachers' quality in the survey area.


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2.3.3. Curent situation of homeroom teachers' competency
Table 2.23. General assessment of the homeroom teachers’ capacity

No.

Competencies

Educational managers
(163)
standard
___

level
X
deviation

1
1.1

Professional and academic competence
Academic competence
3,25
0,71

1.2

Professional
competence

2
2.1

Class management competence
Competence of
3,30
developing class
management plan

2.2

Competence of
managing students'

learning activities

2.3
2.4

2.5

Teachers (248)
___

X

standard
level
deviation

3

3,38

0,70

3

0,69

3

3,32

0,72

3

0,69

3

3,36

0,69

3

3,27

0,70

3

3,39

0,70

3

Competence of
managing the students

3,26

0,71

3

3,37

0,69

3

Competence of
organizing and
administrative
managing the classes

3,31

0,70

3

3,42

0,68

4

Competence of
managing classroom

facilities and equipment

3,25

0,70

3

3,37

0,69

3

0,70

3

3,39

0,69

3

3,21

3
3.1

Educating students competence

Competence of building 3,29
the class

3.2

Competence of
organizing educational
activities

3,28

0,69

3

3,44

0,67

4

3.3

Competence of special
education

3,27

0,70

3

3,39

0,67

3

3.4

Competence of

3,24

0,73

3

3,37

0,69

3


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No.

Competencies

Educational managers
(163)
standard
___
level
X
deviation

Teachers (248)
___

X

standard
level
deviation

organizating and
coordinating
educational forces
3.5

Competence of building
an educational
environment

3,30

0,70

3

3,39

0,69

3

3.6

Competence of school
psychology counseling
for students

3,26

0,71

3

3,37

0,69

3

4
4.1

Additional competence
Ability to understand
students

3,27

0,70

3

3,39

0,70

3

4.2

IT and foreign language
competencies

3,24

0,73

3

3,37

0,69

3

4.3

Self-improvement
ability

3,28

0,69

3

3,44

0,67

4

From the results of table 2.23. The following comment can be drawn: The
competence of homeroom teachers in the survey area is not high. The number of
competences assessed at fairly low level is not much. Therefore, in order to
effectively develop the team of homeroom teachers, it is necessary to strengthen the
training of the groups of skills for them, with special attention paid to the
competencies which are also underestimated through the survey, such as: professional
and academic competence; capacity to manage students' learning activities;
competence of organizing and coordinating educational forces; competence of
counseling school psychology for students; information technology and foreign
language competencies ...

2.4. CURRENT SITUATION OF DEVELOPING HOMEROOM SECONDARY
TEACHERS IN HO CHI MINH CITY
In this content, the dissertation has clarified: The real situation of the
awareness of the need to develop a team of homeroom teachers according to
competence approach; Current situation of developing plans for the development of


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homeroom teachers according to competence approach; Current situation of selecting
and using homeroom teachers according to competence approach; Current situation
of training and fostering the team of homeroom teachers according to competence
approach; current situation of assessing the team of homeroom teachers according to
competence approach; current situation of establishing a favorable environment for
homeroom teachers to promote their role well; current situation of factors affecting
the development of homeroom teachers.
2.5. INTERNATIONAL EXPERIENCE ON HOMEROOM TEACHER WORK
The dissertation presented international experiences of China, Japan, the
United States and Australia on homeroom teacher work.
2.6. GENERAL EVALUATION OF THE CURRENT SITUATION
From the survey results of the current situation, the dissertation assessed the
strengths, limitations of the homeroom teachers and the development of the team of
homeroom teachers in the survey area; thereby clarified the cause of the situation.
Chapter 3
SOLUTIONS TO DEVELOPING THE TEAM OF HOMEROOM
TEACHERS ACCORDING TO COMPETENCE APPROACH
3.1. PRINCIPLES FOR PROPOSING SOLUTION
Proposing solutions to develop the team of homeroom teachers according to
competence approach needs to be based on the following principles: Ensuring objective;
Ensuring practicality; Ensuring system; Ensuring efficiency; Ensure feasibility.
3.2. SOLUTIONS TO DEVELOPING THE TEAM OF HOMEROOM

TEACHER IN SECONDARY SCHOOLS ACCORDING TO COMPETENCE
APPROACH
3.2.1. Planning to develop the team of homeroom teachers in line with the
school's size and teachers' capacity
3.2.1.1. The goal of the solution
Proposing a way to plan the development of the team of homeroom teachers,
which is suitable to the school's scale and best promotes the capacity of teachers in
class management work.
3.2.1.2. The content of the solution
The plan to develop the team of teachers in general and homeroom teachers in
secondary schools in particular must first be based on local educational development
needs. At the same time, it must be based on the capacity of the homeroom teachers.


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3.2.1.3. How to implement the solution
Establishing bases to plan for the development of homeroom teachers;
Organizing plans to develop homeroom teachers following a certain process;
Concretizing the plan to develop the homeroom teachers for each academic year based
on the capacity of each teacher.
3.2.1.4 Conditions for implementing the solution
Secondary school managers must master the local education development plan,
the capacity of class management work of each teacher; At the same time, it is
necessary for them to master the process of planing for the development of
homeroom teachers in secondary schools.
3.2.2. Building a team of core homeroom teachers who can spread strength
and support colleagues
3.2.2.1. The goal of the solution
Proposing the content and method of building a team of core homeroom teachers
to work as a "leader" for implementing class management work in secondary schools.

3.2.2.2. The content of the solution
Building a team of core homeroom teachers is to form in each secondary
school a team of teachers who has the capacity to do class management work; who is
capable of fostering professional skills to work as homeroom teachers for other
teachers; who is willing to undertake class management work in difficult,
"problematic" classes.
3.2.2.3. How to implement the solution
Bringing the policy of building a team of core homeroom teachers into the
school development strategy and school year plan; Assigning the responsibility to
build a team of core homeroom teachers for a Vice-Principal in charge; enacting
policy of encouragement for the core homeroom teachers who well promote their role
in improving the effectiveness of class management work; Regular checking and
evaluating, drawing experience on building a team of core homeroom teachers;
Creating opportunities for any teacher in the school to strive to become a core
homeroom teacher.
3.2.2.4. Conditions for implementing the solution
Secondary school managers must really care and direct the work of building a
team of core homeroom teachers; self-design or be provided with official document
about the core homeroom teachers' standard and instruct the evaluation of the core
homeroom teachers in accordance with the standard.


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3.2.3. Organizing training for the team of homeroom teachers according to
the competence framework
3.2.3.1. The goal of the solution
Determining the purpose, requirements, content and methods of fostering
homeroom teachers according to the competence framework; contributing to improve
the quality of fostering teachers and educational administrators in general, homeroom
teachers in particular.

3.2.3.2. The content of the solution
Fostering homeroom teachers according to the competence framework is based
on the capacity framework of homeroom teachers in secondary schools to conduct the
training process.
3.2.3.3. How to implement the solution
Specifying the purpose and requirements of fostering homeroom teachers
according to the competence framework; Developing training program for homeroom
teachers following capacity framework; Organizing training for homeroom teachers
following a certain process; Directing and evaluating results of fostering homeroom
teachers according to capacity framework; Experiencing to improve the training of
homeroom teachers according to the competence framework
3.2.3.4 Conditions for implementing the solution
Secondary school managers must understand the purpose, requirements,
content, methods and forms of fostering homeroom teachers; At the same time,
material and financial facilities for fostering homeroom teachers according to
capacity framework must be ensured.
3.2.4. Evaluating homeroom teachers according to the competence
framework and making adjustments and improvements
3.2.4.1. The goal of the solution
Determining the purpose, requirements, content and method of assessing
homeroom teachers according to the competence framework; contributing to innovate
the assessment of the team of teachers and educational managers in general and the
homeroom teachers in secondary schools in particular.
3.2.4.2. The content of the solution
Assessment of homeroom teachers in secondary schools according to the
competence framework is not only to assess the performance of the functions and
tasks of homeroom teachers but also, more importantly, to assess the capacity of
implementing class management tasks of homeroom teachers. Innovating assessment
of homeroom teachers according to capacity framework is an important step in
assessing teachers in general, assessing homeroom teachers in particular:

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3.2.4.3. How to implement the solution
Clearly defining the purpose, request assessment of homeroom teachers
according to capacity framework; Selecting the evaluation content which is the
capacity that the homeroom teachers need to possess or need to be trained to possess;
Using a variety of methods to assess homeroom teachers according to the competence
framework; Organizing assessment of homeroom teachers following a strict process;
Using the assessment results to serve the development of homeroom teachers in the
next stages.
3.2.4.4. Conditions for implementing the solution
Secondary managers must understand the purpose, requirements, content and
methods of assessing homeroom teachers according to the competence framework.
3.2.5. Creating an environment and favorable conditions for homeroom
teachers to develop their capacity to conduct class management tasks
3.2.5.1. The goal of the solution
Proposing the purpose, requirements, content, ways to create a favorable
environment for homeroom teachers in secondary schools to develop their capacity to
work on class management.
3.2.5.2. The content of the solution
The factors that make up the favorable working environment of homeroom
teachers include: The interest of the school leaders in the work of class management
and homeroom teachers; regimes and policies for homeroom teachers (labor norms;
funding support; studying and training to improve qualifications ...); working
conditions of homeroom teachers ... Favorable working environment also includes
high requirements for homeroom teachers.
3.2.5.3. How to implement the solution
Raising awareness for teachers and managers about the meaning and
importance of class management work in secondary schools; Directing activities

of building school culture in secondary schools; Organizing the contest
"Excellent homeroom teacher"; Providing the requirement for each teacher to
strive for; Developing and perfecting policies for homeroom teachers, core
homeroom teachers...
3.3. RELATIONSHIP AMONG PROPOSED SOLUTIONS
The solutions have a close relationship with each other, affect each other, form
a system of synchronous impacts on the development of homeroom teachers
according to competence approach. However, each solution has different functions
and tasks.


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3.4. Surveying the urgency and feasibility of solutions
3.4.1. Purpose of the survey
The purpose of the survey is to collect evaluation information on the urgency
and feasibility of the proposed solutions for developing the team of teachers
according to competence approach, based on which to adjust unsuitable solutions and
affirm the reliability of the solutions that many people appreciate.
3.4.2. Content and method of the survey
3.4.2.1. Content of the survey
The survey focuses on two main issues:
First: Are the proposed solutions really necessary for current development of
the team of homeroom teachers according to capacity approach?
Secondly: In the current condition, are the proposed solutions feasible for
developing the team of homeroom teachers according to competence approach?
3.4.2.2. Survey method and evaluation scale
Done by questionnaires, with 5 rating levels
+) Not urgent; Less urgent; Relatively urgent; Pretty urgent and Very urgent.
+) Not feasible; Less feasible; Relatively feasible; Fairly feasible and Very feasible
3.4.3. Subjects of the survey

In order to understand the urgency and feasibility of the proposed solutions, we
surveyed the subjects: Head, Deputy Head of District Department of Education and
Training; Principal, Vice Principal of Secondary School; Chief Specialists of
secondary school; Teachers of several secondary schools in 5 districts (District
4,6,7,8 and Can Gio District, Ho Chi Minh City). A total of 411 people.
3.4.4. Survey result on the urgency and feasibility of proposed solutions
Survey result shows that respondents have a high appreciation of the urgency
and feasibility of the proposed solutions. In which, 100% of opinions are very urgent
(level 5) and quite urgent (level 4). This assessment proves that the proposed
solutions have the urgency and feasibility in developing the team of homeroom
teachers according to competence approach. There is a strong correlation between the
urgency and feasibility of the solutions.
3.5. TESTING
3.5.1. Organizing test
3.5.1.1. Test purpose
In order to determine the effectiveness, feasibility and conditions required to
implement one of the proposed solutions.


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3.5.1.2. Experimental hypothesis
It is possible to strengthen knowledge and skills of class management work for
homeroom teachers, contribute to improve the effectiveness of the development of
homeroom teachers according to competence approach, if the following solution is
applied: Organizing training for homeroom teachers according to capacity framework.
3.5.1.3. Content and methods of the test
i) Test content
Because of the time conditions, we only selected one solution to experiment:
organizing training for homeroom teachers in secondary schools according to
competence framework.

ii) Test method
The experiment was conducted once, on the same target group, according to
the following model
Test before impact
Solution or impact
Test after impact
O1
X
O2
The result was measured by comparing the difference between the post-impact
and the pre-impact (inputs) results. When there is a difference (expressed through | O2-O1
|> 0, it can be concluded that the chosen solution brings efficiency to the development of
homeroom teachers in secondary schools according to competence approach.
3.5.1.4. Standard and evaluating scale for the test
Test results were evaluated based on two criteria: knowledge and skills of class
management work of homeroom teachers.
3.5.1.5. Location, time and object samples of the test
i) Location
Four secondary schools in District 6, Ho Chi Minh City.
ii) Time
At the beginning of the first term of the 2018-2019 school year: Survey input
and cary out the test.
iii) Object samples of the test
124 homeroom teachers of 4 secondary schools in District 6, Ho Chi Minh City.
3.5.1.6. Handling test results
We used the following parameters to process the collected data: average,
variance, standard deviation, coefficient of variation...
3.5.2. Analyzing test results
3.5.2.1. Analyzing input results
We examined the level of input on knowledge and skills of homeroom

teachers. Based on the analysis of the survey results, we draw a comment: The


21
initial level of knowledge and skills of homeroom teachers is still low. In order to
improve the efficiency of the development of homeroom teachers according to
competence approach, they need to be fully trained in knowledge and skills.
3.5.2.2. Analyzing test results on quantitative side
i) Results of homeroom teachers’ knowledge level after the test
Table 3.8. F Frequency distribution table on the number of teachers who get Xi
after the experiment
score
___
Number
X
3
4
5
6
7
8
9
10
124
0
4
15
20
28
26

16
15
7.33
Combining input results and table 3.8, we set up table 3.9
Table 3.9. Frequency table of input and post test results
about the homeroom teachers’ knowledge
Parameters
Time
Before testing
After testing

Quantity
124
124

___

X

Variance

6.16
7.33

3.43
2.65

Standard
deviation
1,85

1.62

coefficient
of variation
30,03
22,10

From the results in Table 3.9, it is possible to set the f i frequency
distribution table, f i  frequency of accumulation and draw lines of cumulative
frequency f i  , f i frequency distribution chart.
Table 3.10. f i frequency distribution và f i  frequency of accumulation about
knowledge of homeroom teachers before and after the experiment
Before the test (n = 124)
After the test (n =124)
Xi
fi
fi
fi 
fi 
Fi
Fi
3
6
4,83
100
0
4
19
15,32
95,17

4
3,22
100
5
25
20,16
79,85
15
12,09
96,78
6
27
21,77
59,69
20
16,12
84,69
7
16
12,90
37,92
28
22,58
68,57
8
13
10,48
25,02
26
20,96

45,99
9
12
9,67
14,54
16
12,90
25,03
10
6
4,83
4,83
15
12,09
12,09
124
100
124
100



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Chart 3.1. f i Frequency distribution of knowledge
of homeroom teachers before and after the experiment

Chart 3.2. f i Accumulation frequency of knowledge
of homeroom teachers before and after the experiment
From the above results, the following comments can be drawn:

+) The average score after the experiment is higher than the average before the
experiment: 7,33> 6,16;
+) The coefficient of variation after the experiment is less than the coefficient
of variation before experiment: 22.10 <30.03;
+) The line representing the frequency and frequency of accumulation after the


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experiment is higher and shifted to the right compared to the frequency and frequency
of accumulation before the experiment.
With the above results, it can be seen that the knowledge level of homeroom
teachers after the experiment is higher than before the experiment.
ii) Results of homeroom teachers’ competency
The results of homeroom teachers’ competency are presented in table 3.11
Table 3.11. Results of homeroom teachers’ competency after the experiment
Level
Fairly
No.
Competencies
Average Weak
good
(%)
(%)
(%)
34,68
52,41
12,90
1 Professional development skill
(43)
(65)

(16)
Skill to flexibly use methods and forms of 33,88
53,22
12,90
2
organizing active teaching activities
(42)
(66)
(16)
41,93
58,07
0,00
3 Skill to develop homeroom class plans
(52)
(72)
(0)
Skill to build healthy public opinion, human 41,12
58,88
0,00
4
relations
(51)
(73)
(0)
Skill that makes students change misleading
35,48
54,03
11,6
5 thoughts, viewpoints, beliefs, which lead to
(44)

(67)
(13)
negative behaviors
Skill to use methods and forms of education 36,29
54,03
9,67
6
that are appropriate for students
(45)
(67)
(12)
Skill of collecting, processing and analyzing
41,93
58,07
0,00
7 information to draw comments about
(52)
(72)
(0)
students and class
Skill to organize and coordinate educational 42,74
57,26
0,00
8
forces
(53)
(71)
(0)
Information technology skill to innovate
35,48

53,33
11,29
9 methods and forms of
teaching and
(44)
(66)
(14)
classroom management
Skill to flexibly apply successful colleagues' 34,67
53,22
12,11
10
experience in class management work
(43)
(66)
(15)
___

X

37,82

55,25

6.93


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Table 3.11 shows that the results of competencies levels of homeroom teachers

after the experiment are higher than before the experiment. Details as following:
+) The number of people classified at fairly good level after the experiment is
higher than before the experiment (37.82% compared to 20.96%).
+) The number of people classified at weak level after the experiment is
smaller than before the experiment (6.93% compared to 22.76%).
In order to have a visual view of the results of competencies levels of
homeroom teachers before and after experiment, we use the following chart:

Chart 3.3. Compare the results of homeroom teachers’ competencies levels
before and after the experiment
3.5.2.3. Analyzing test results on qualitative side
Through fact-finding at secondary schools in District 6, Ho Chi Minh City, we
have the following general assessments:
Firstly, the training has improved the capacity of the class management work,
contributing to the development of homeroom teachers according to competence
approach.
Secondly, homeroom teachers in secondary schools, after receiving the
training, have a good understanding of the basic issues of homeroom class work in
secondary schools in the context of modern education reform; they acquire skills to
work as homeroom teachers.
Third: Improving the capacity of homeroom teachers in secondary schools has
a great influence on educational efficiency in general, developing homeroom teachers
in secondary schools according to competence approach in particular.