Summary of doctorate dissertation: Management on high schools’ evaluation of students’ conduct in Ho Chi Minh city

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

LE HONG SON

MANAGEMENT ON HIGH SCHOOLS’
EVALUATION OF STUDENTS’ CONDUCT
IN HO CHI MINH CITY

Major: Education Administration
Code: 62.14.01.14

SUMMARY OF DOCTORATE DISSERTATION

HoChiMinh City_2015


OTHER WORKS BY THE AUTHOR RELATING
TO THE THESIS
Supervisor:

1. Prof - Dr. PHAN VAN KHA
2. Dr. NGUYEN KIM DUNG

1. Lê Hồng Sơn (2011), An assessment on the quality of education in
Ho Chi Minh City: facts and recommendations. Educational
Science Magazine – The Ministry of Education and Training, issue
71, August 2011, pg. 43.
2. Lê Hồng Sơn (2014), Facts on the evaluation of high school
students’ conduct through the opinions of the teachers. Science
Magazine – Ho Chi Minh city University of Pedagogy, issue 54,

Reviewer 1: Assoc Prof – Dr. TRẦN KIỀU
Reviewer 2: Assoc Prof – Dr. TRẦN THỊ HƯƠNG
Reviewer 3: Assoc Prof – Dr. TRẦN KHÁNH ĐỨC

January 2014, pg. 119.
3. Lê Hồng Sơn (2015), Innovations in the management of the

The thesis will be presented for assessment by the State Committee for
Candidate Assessment
Meeting at:……………………………………………………………
At …………………, date……………………………………………..
The thesis can be found out at the library of HCMC University of
Pedagogy and National University Library.

Management Training School, Ho Chi Minh city – The Ministry of
Education and Training. Issue 02, June 2015, pg. 74.
4. Lê Hồng Sơn (2015), Experiences of some countries on the
education of ethics or high school students and the implementation

evaluation of high school students’ conduct in Ho Chi Minh city,
Education Management Science Magazine – Education

in Vietnam, Education Management Science Magazine - Education
Management Training School, Ho Chi Minh city – The Ministry of
Education and Training. Issue 03, September 2015, pg. 70.
5. Lê Hồng Sơn (2015), A trial test on the monitoring of high school
education quality in Ho Chi Minh city, a city-scaled scientific
research (co-wrote)

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high school students' conduct, including the awareness of managing
staff and teachers, the evaluation criteria, the methods and procedure
of evaluation, etc. At the present, the people participating in the
evaluation play an important role in the process.
1.3. Regarding the methods
The author suggested 8 basic methods for managing high
school students' conduct evaluation, experimented method 1, and
tested the necessity and feasibility of all the methods. All methods
have been proved to be necessary and feasible.
2. Recommendations
2.1. For the Ministry of Education and Training
To innovate the content of Civil Education subject in high
schools, integrating the subject to the education of ethics, education of
life skills and life values, and hands on activities.
To issue legal normative documents to determine the positions
and responsibilities of supervising staff and schools counselors in high
schools.
2.2. For the Department of Education and Training of Ho
Chi Minh City
To set up training courses in order to train managing staff and
teachers in high schools in close relation with the practical situations
of each schools.
To create opportunities for managing staff and teaches of high
schools to improve their management skills in the evaluation of
students’ conduct by holding conferences, exchange trips in the
country and abroad.
2.3. For high schools
High schools should establish a department to manage the

evaluation of high school students' conduct, meeting the theoretical
and practical demands. Schools’ managing staff and teachers should
fully understand the different methods and techniques in evaluating
conduct. Schools need to create a healthy and friendly environment to
achieve success in educating students' conduct.

1
INTRODUCTION
1. Rationale of the study
Education Law 2005 and Amended Law complementing some
articles of Education Law 2009 defined that the target of education is
to train Vietnamese people to be fully-developed with ethics,
knowledge, health and profession; to be loyal to the ideal of national
independence and social society; to form and foster citizens’
personality, quality and ability in meeting the demand of nation’s
construction and defense.
In public schools in general and high schools in particular, the
act of evaluating education outcomes is one of significant steps of the
overall educational activity. Not only does evaluation assess students
learning and training outcomes, encourage and foster them, assist them
to be continuously progressing but it can also provide feedback in
order for educators and teachers to have clear understanding about the
reality of education quality, from which appropriate education
amendments can be conducted. Moreover, evaluating education
outcomes helps educational organizations, administrators and policy
planners gain figures and information about quality of a multi-scaled
educational system so that timely amendments, complements and
steering can be made. The act of evaluating students’ conduct at high
schools is one of the significant activities in evaluating educational
outcomes in general.

In high schools, conduct is considered as ethics. Thus,
evaluating students’ conduct is based on specific performance about
attitudes and moral acts. Identifying the basis of definition as well as
exploring the relationship between conduct and relevant definitions
such as ethics, quality, value, etc have been bringing issues needing
consideration together with processing legal documents, steering the
management on evaluation of conduct consistently and effectively of
high school teachers. Firstly, there needs to be consistence in
definition about students’ conduct through nature, meaning, content,
etc; the relationship between conduct and moral, etc though
identifying definitions.


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Evaluating and grading high school students have been being
conducted according to Circular 58 of Ministry of Education and
Training (MOET) which includes evaluating and grading students’
conduct and learning capacity. Nevertheless, the facts have shown that
evaluating and grading students’ conduct have been proved inadequate
and inconsistent. The foundations and standards which are the basics
to evaluate, grade students’ conduct have not based on ethical
categories, such as lacking of significant criteria and figures to assess
students’ social skills. Evaluating students’ conduct has not ensured
the consistency in educational organizations, especially lacking of
appropriate and up-to-date changes to the new era. The aim of
evaluating students’ conduct is to educate students’ conduct.
Therefore, in order to train students’ conduct, there is a need to change

methods, techniques and criteria of the evaluation of conduct.

CONCLUSION AND RECOMMENDATIONS

The rapid development in social economy and international
integration in general and in Ho Chi Minh City (HCMC) in particular
has multi-dimensional effects which affects the process of forming and
developing young generation’s personality. The overall report on the
program “Educating and training conduct and lifestyle” of Ho Chi
Minh City Department of Education and Training (DOET) the last
three years stated “Some high school students have not possessed the
ideal for life which values the community’s benefit. The schools’ good
values are threatened by jealousy, habit of enjoying, individualism,
social violence, etc. Due to this fact, society and education are paying
special attention to training students on ethics and life style in general
and the evaluation of high school students’ conduct in particular.
Despite many studies conducted on students’ conduct and
conduct-educating activity, few studies have been conducted on
management on evaluation of students’ conduct of all grades in both
theory and practicality; especially none study on high school students
have been conducted.
Based on the theory and practicality mentioned above, the
author chose the topic “Management on high schools’ evaluation of
students’ conduct in Ho Chi Minh City” to conduct the study.

1. Conclusion
1.1. Regarding the theory: The thesis has systematized some
basic issues including: Personality, morality, and conduct. Evaluation
and evaluation of conduct; Management and the management of the
evaluation of students' conduct. Especially, the thesis set up definitions

of conduct, evaluation of conduct, and management on evaluation of
conduct; concretized this definition using the approach of 4 basic
management functions to form the management procedure of
evaluation of high school students' conduct. The thesis has clearly
divided the managing and delivery levels of the evaluation of high
school students' conduct into 3 levels: the Department of Education
and Training, high schools, and teachers. The thesis has built a
managing procedure and managing content of the evaluation of high
school students’ conduct. It determines the objectives of the evaluation
of high school students’ conduct: to improve the quality of the
education of ethics for students. The thesis has showed that the
evaluation of high school students' conduct consists of: setting
objectives, evaluation criteria, evaluation procedure and technicality,
and the subject for evaluation. People participating in the evaluation
(homeroom teachers, subject teachers, supervisors, school consultants)
are the key for success in this procedure. The thesis has designed the
managing procedure of the evaluation of high school students'
conduct, including the steps: making plans, implementing, directing,
monitoring and assessing the evaluation of high school students'
conduct.
1.2. Regarding the facts: The thesis has determined the
achievements of the current evaluation procedures and also proved the
relevance of the management of high school students' conduct
evaluation. If the evaluation is managed well, the quality of the
evaluation of students’ conduct will be enhanced considerably. High
school students' conduct evaluation has enabled the Department of
Education and Training to manage students' conduct education closely
and comprehensively. Through students' conduct evaluation, high
schools have improved methods and contents in educating morality to
students. However, there are still some limitations in the evaluation of

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Through opinion polls and deeper analysis on unnecessary and
infeasible factors, we will continue to improve the program in the next
training courses to increase the training’s practicality.
This also proved that: The training and the organizing and
directing of training for high school managing staff and teachers is
appropriate, scientific, feasible, practical and suitable for the
conditions in most high schools. The method “Organize, direct the
training of management staffs, teachers, and supervisors in evaluating
high school students’ conduct” is necessary and feasible.
CHAPTER 3 CONCLUSION
Based on theoretical and practical basis, on the basis of the
principles in setting up organizational management of high school
students' conduct evaluation, the author proposed 8 methods of
management of high school students' conduct evaluation in HCMC,
including: - Direct high schools to organize the system of management
on evaluating students’ conduct; - Organize, direct the training of
management staffs, teachers, and supervisors in evaluating high school
students’ conduct; - Organize and direct the implementation of training
activities for management staff, teachers in the evaluation of high
school students’ conduct; - Organize and direct the supplementation of
the evaluation content and evaluation criteria of high school students’
conduct; - Organize and direct the process of building an evaluation
scale for the evaluation of high school students' conduct; - Organize,
direct, and innovate the method of students' conduct evaluation by

implementing the positive discipline education;- Organize, direct, and
innovate the methods of the evaluation of students' conduct by hands
on education activities; - Organize, direct, and design a clear
procedure for the evaluation of high school students' conduct.
The experimental result showed high necessity and feasibility
in the methods. The experimental result of one method in the
organization and management of high school students' conduct
evaluation also proved its feasibility. These methods are in a mutually
supportive system, increasing their effectiveness in the management of
high school students' conduct evaluation.

2. Purpose of the study
With the purpose of building up theoretical base about management on
high schools’ evaluation of students’ conduct, evaluating management
facts on evaluation high school students’ conduct in HCMC, the
research aims to develop innovative methods in management of
evaluation students’ conduct at high schools in HCMC which is
appropriate to social development.
3. Objectivity and object of the study
+ Objectivity: Management on high schools’ evaluation of
students’ conduct.
+ Object: Management on high schools’ evaluation of students’
conduct in HCMC.
4. Hypothesis
Evaluating students’ conduct and management on evaluation of
students’ conduct in HCMC have not been conducted consistently.
Planning, organizing, steering and evaluating the evaluation of
students’ conduct have not met the demands.
If management measures on evaluation high school students’
conduct are made through complementing criteria, procedures,

innovations in the evaluation of conduct and training methods of
evaluation of students’ conduct for evaluators, management on
evaluation of high school students’ conduct will be improved, which
contributes to the requirements of innovation on the evaluation of
students’ conduct.
5. Study’s aims
5.1 Research theoretical base on management on high schools’
evaluation of students’ conduct.
5.2 Survey and evaluate facts on the evaluation of students’
conduct and management on high schools’ evaluation of students’
conduct in HCMC.
5.3 Build up management measures on evaluation of students’
conduct at high schools in HCMC which are suitable for social
development.
5.4 Verify the necessity and possibility of the measures and
conduct a measure built.


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6. Scope of the study
- Type of school: the study only researches the facts of
management on evaluation of students’ conduct at high schools and
builds up management measures on evaluation of students’ conduct at
high schools in HCMC administered by DOET.
- Content of measures: the study primarily focuses on studying
management measures on evaluation of students’ conduct at the level
of high schools and DOET, higher level such as MOET is out of the

study scope.
- Scope of the study: the study conducts one measure about
management with the purpose of developing and enhancing the quality
and effectiveness of evaluating students’ conduct at high schools
which are suitable for the current social development.
- Time of the study: research facts, explore activities, and collect
data in the period of time from 2011 to 2014.
7. Research methodologies
7.1 Theoretical framework
7.1.1 Systems approach
The study follows the systems approach to research the
evaluation of conduct and the management on evaluation of high
school students’ conduct. The evaluation of conduct is one element in
educational management system in general and students’ quality
control in particular. It is closely connected to other educational
evaluations.
7.1.2 Practical approach
The study also follows the practical approach to research the
evaluation of conduct and the management on evaluation of high
school students’ conduct. People’s behaviors, attitudes and moral are
hugely affected by changes in life, culture and society. The education
for student’s conduct and ethics as well as evaluation of students’
conduct must be appropriate to the development of modern society’s
ethics standards.
7.1.3 Logical historical approach
The study follows the logical historical approach.
Requirements to high school students’ ethical quality and conduct
must always meet the demand of modern society’s change. Hence,
building up the evaluation criteria as well as evaluation measures of

HCMC. Round 3: Held opinion polls by votes from aforementioned
people in high schools in HCMC.
3.4. Experiment in management of high school students'
conduct in HCMC
3.4.1. Purpose and content of the experiment
Experimental method aims to prove the scientific theory of the
thesis: to prove the necessity and feasibility of the methods mentioned.
In the scope of the thesis, the author decided to experiment a
method: Organize, direct the training of management staffs, teachers,
and supervisors in evaluating high school students’ conduct.
The author chose this method because it basically affects other
steps of the process of organizing and implementing the evaluation of
high school students' conduct, aiming to enhance its effectiveness: it can
be implemented by the Department of Education and Training to
managing staff in high schools in order to equip them with the knowledge
and skills on the evaluation of high school students' conduct. Through the
survey, this method is considered as the most necessary and feasible
experimental method.
3.4.2. Organizing the experiment: 3.4.2.1. Make a training
plan for the subject group; 3.4.2.2. Organize the training; 3.4.2.3.
Direct the training; 3.4.2.4. Monitor and assess training activities.
3.4.4. The process of experiment, analysis and assessment of
the experimental result: 3.4.4.1. Stage 1: Recording experiment (input
measurement); 3.4.4.2. Stage 2: Process experiment (measurement of
the process); 3.4.4.3. Stage 3: Assess experiment (output
measurement)
Remarks of the experiment result: The experiment has
achieved the objectives. By organizing the training of staff
participating in the evaluation of students’ conduct, the experiment has
proved the scientific theory of the thesis. The training met the demand

of the evaluation procedure. The results include: trainees’ knowledge
is improved; their practical skills on analyzing situations in contexts in
order to evaluate students’ behaviors are more proficient. In addition,
trainees’ mentality towards evaluating students’ conduct is positively
changed as they are aware of the importance of the evaluation.


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(PDE). PDE is a method of moral education that aims to improve
students’ conduct through self-finding, self-aware, and selfcorrecting their own shortcomings. PDE is based on the principle:
All for the students’ best benefits; Students should not be hurt bodily
or mentally. Parents and students are in agreement. Should be
suitable to the characteristics of students’ psychophysiology.
3.2.7. Method 7. Organize, direct, and innovate the methods
of the evaluation of students' conduct by hands on education
activities.
Hands on education helps students voluntarily participate in
activities in the purposes of developing and improving their own
strength and potential, bringing up independent living awareness, and
taking part in activities sharing with the society. Thus, students
‘qualifications can be positively nurtured, enabling them to adapt to
the changing living environment prove themselves as a valuable
member of the society. Moreover, this method also gives students a
chance to prove their creative hobbies and special qualifications and
heighten the sense of co-operation and solidarity, and promotes
students discovery and creativity. When students take part in these
activities, they will be familiar with protecting natural environment

and recognize the value of their life. Through these activities, high
schools will evaluate changes of student’s behaviors, hence, they can
assess and evaluate students' conduct in a more subjective and
impartial manner.
3.2.8. Method 8. Organize, direct, and design a clear procedure
for the evaluation of high school students' conduct.
The procedure of high school students' conduct evaluation
must ensure adequacy, cohesion, and integration among factors,
departments that can make impact on the effectiveness of the
evaluation of high school students' conduct.
3.3. Survey of the necessity and feasibility of the methods:
Round 1: Held opinion polls through discussions and interviews (12
people including experts of education management and evaluation,
principals in some high schools). Round 2: Held opinion polls through
meetings at the Department of Education and Training in April 2014
with 200 people including managing officials and specialists of the
Department of Education and Training, principals of high schools in

conduct of high school students must be based in the orientation of
common development of HCMC about requirements of a dynamic and
modern citizen in the era of international integration without fading
Vietnamese’s national identity and traditions.
7.2 Research methodologies
7.2.1 Theoretical methodology
Analyze, collect and systemize theoretical bases from studies
relevant to the evaluation of conduct and the management on
evaluation of high school students’ conduct.
7.2.2 Practical methodologies
7.2.2.1 Questionnaire
Purpose: Questionnaires are used to explore facts of the

evaluation of conduct and facts of management on evaluation of
students’ conduct at high schools in HCMC.
Besides, the questionnaires are used to ask for participants’
viewpoints on proposed solutions’ possibility and necessity.
Content: Explore facts of high schools’ evaluation of students’
conduct such as criteria; procedures and usage of evaluation results,
etc.
Explore facts of management on evaluation of high school
students’ conduct through functions such as planning, organizing and
steering the evaluation.
Questionnaire instrument is used for the following
participants: Appendix 1 is used for managers of educational
departments, managers and teachers of high schools; Appendix 2 is
used for parents and students of high schools.
7.2.2.2 Interview
Purpose: The interview is used to ask for opinions of
educational managers, teachers, parents and students about the
evaluation of conduct, management on high schools’ evaluation
students’ conduct.
Content: The interview is specific in terms of purpose,
content, procedure and evaluation result of high school students’
conduct. Participants are interviewed about advantages and
disadvantages during the process of evaluating students’ conduct
following Circular 58 and Circular 08 of MOET.


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Interview instrument: interview sheet for educational
managers and teachers (appendix 3), interview sheet for parents
(appendix 4), and interview sheet for students (appendix 5).
Content:
- Research, analyze and synthesize all legal documents from
MOET and DOET’s management agencies about evaluating high
students over the past few years.
- Research, analyze, evaluate and synthesize all records of
handling violations of school regulations at high schools.
- Research, analyze, evaluate and synthesize criteria on
evaluating high school students’ conduct.
- Research, analyze and evaluate how Citizenship Education
is taught and how students’ conduct is evaluated in combination with
the result of the subject Citizenship Education that students attain
according to Circular 58 of MOET.
7.2.2.4 Experts approach
Purpose: This method is used to collect experts’ opinions in
educational management, especially experts from the field of
evaluation and management of high school students’ conduct.
Content: Exchange about standards, procedures, scale in
evaluating high school students’ conduct; exchange about methods of
current management of high schools’ principals about students’
conduct.
Questionnaire (appendix 6) is used for experts.
7.2.2.5 Summary method of practical experience
This method is to summarize experiences about managing on
evaluating high school students’ conduct that provinces as well as
some countries in the world have done. Instrument in appendix 8 is
used.
7.2.2.6 Experiment

This method is used to prove the possibility and necessity of
the measure chosen to do the experiment, from which affirms the
accuracy of the scientific hypothesis.
Content: Conduct an experiment about training solutions for
teachers and managers on conduct and evaluation of students’ conduct
HCMC. Besides, the author composed a questionnaire to assay the
possibility and necessity of the solution.

students’ conduct. This method not only provides knowledge and
skills to management staff, teachers in the process of evaluating high
school students’ conduct, but also improves the quality and
effectiveness in management of evaluating high school students’
conduct.
3.2.4. Method 4. Organize and direct the supplementation of
the evaluation content and evaluation criteria of high school
students’ conduct
Set up a system to evaluate high school students’ conduct
based on the evaluation criteria promulgated under Circular 58 by
Ministry of Education and Training, adding criteria that are
appropriate with the development of the economy and society of
HCMC, with the aim to develop students’ personality to become
good citizens. Based on the criteria listed in Circular 58 by the
Ministry of Education and Training, the thesis suggested adding and
designing new ranking and evaluating methods aiming at creating
subjective and equal evaluation results. The system will enable high
schools to improve the teaching of ethics to their students and create
an environment in which students can become a good child in the
family, a good student in school.
3.2.5. Method 5. Organize and direct the process of building
an evaluation scale for the evaluation of high school students'

conduct
As the result of the new system to evaluate high school
students’ conduct based on the evaluation criteria promulgated under
Circular 58 by Ministry of Education and Training with added criteria
that are appropriate with the development of the economy and society
of HCMC, there needs to be an evaluation scale for the evaluation of
high school students’ conduct, based on which schools can designed
their procedures in the evaluation and ranking of students’ conduct in a
fair and objective manner.
3.2.6. Method 6. Organize, direct, and innovate the method
of students' conduct evaluation by implementing the positive
discipline education
In order to enhance the effectiveness in evaluating students'
conduct, it is necessary to innovate the method of students' conduct
evaluation by applying the method of positive discipline education


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CHAPTER 3: SOLUTIONS FOR MANAGEMENT OF THE
EVALUATION OF HIGH SCHOOL STUDENTS’CONDUCT IN
HO CHI MINH CITY
3.1. Principles for proposal methods: 3.1.1. Ensure necessity;
3.1.2. Ensure feasibility; 3.1.3. Ensure appropriateness; 3.1.4. Ensure
inheritance and effectiveness
3.2. Some methods in the management of the evaluation of
high school students’ conduct in Ho Chi Minh City
3.2.1. Method 1. Direct high schools to organize the system of

management on evaluating students’ conduct
Leadership in high schools should determine their own
responsibilities and duties, rights, and arrange the management of each
division and member of staff in order to ensure self-awareness, reduce
pressure, develop activeness and creativeness in every member of staff
in an appropriate and effective manner.
Direct high schools to organize the system of management on
evaluation high school students’ conduct including the principal,
deputy principal, youth assistant, secretary of Youth Union, subject
teachers, homeroom teacher, class affairs committee, board of
managers of boarding-school, and students’ family (in partnership).
3.2.2. Method 2. Organize, direct the training of
management staffs, teachers, and supervisors in evaluating high
school students’ conduct
Based on the study, by analyzing the limitations and
shortcomings in the management of evaluation of high school
students’ conduct, the requirements of management staff and teachers
participating in the evaluation of high school students’ conduct, this
thesis suggested an intensive training course for encounter the
problems. The training focuses on both the evaluation and the
education of conduct for high school students. The training aims to
equip the staff mentioned above with knowledge, skills and attitude on
the evaluation of students’ conduct in Ho Chi Minh City.
3.2.3. Method 3. Organize and direct the implementation of
training activities for management staff, teachers in the evaluation
of high school students’ conduct
This method is to enhance the awareness and qualifications of
management staff, teachers, and supervisors on evaluating high school

7.2.2.7 Case study

Purpose: This method is used to conduct advanced study on
evaluation of conduct at high schools including criteria, procedures,
measures, grading and usage of evaluation result.
Content: Conduct the study at two typical high schools: Tran
Khai Nguyen High School in district 5 and Luong The Vinh high
school in district 1.
7.2.2.8 Observation
Purpose: This method is used to observe high schools’
supervisor staff and teachers’ evaluation of students’ conduct.
Observing and recording situations in which students violating
school’s regulations are noted.
Content: Observing teachers and supervisor staffs’ behavior as
they are making comments and evaluating students’ specific
behaviors.
7.2.3 Statistics
The study uses mathematics statistics technique to do
statistics, analyze data from questionnaires; and data, information
collected from scientific methodologies used in this study. The study
uses the method of calculating average mark as the following formula:
Average marks (AM)
Average marks (AM): AM =
In which,

x

=

1
N

5

x n

i i

i1

x1: marks given corresponding with each level,
x1{1,2,3,4,5}.
n1: number of persons giving marks corresponding
with x1.
N: total of persons answering each question.

8. Contributions of the study
8.1 In terms of theory
The thesis contributes to develop theoretical base about the
evaluation of conduct and management of high schools’ evaluation of
students’ conduct. The study analyzed in depth, distinguished clearly
the two definitions about students’ ethics and conduct; built up
theoretical base about evaluating high school students’ conduct


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including purposes, criteria, procedures, measures and techniques of
evaluation as well as the usage of evaluation results of high school
students’ conduct. By approaching management target and function,

the study built up a theoretical base about management on evaluating
high school students’ conduct through steps such as planning,
organizing, steering and assessing the evaluation of high school
students’ conduct. The study came up with eight management
measures on evaluating high school students’ conduct.
8.2 In terms of practicality
Based on the theoretical framework combined with practical
research methods, the study conducted a survey, evaluated the facts of
evaluating high school students’ conduct in HCMC including facts of
purposes, criteria, procedures, measures and techniques of evaluation,
usage of evaluation results on high school students’ conduct. The
study conducted a survey and analyzed deeply the facts of
management on high schools’ evaluation of students’ conduct through
functions such as planning, organizing, steering and assessing the
evaluation of high school students’ conduct. Then, the study came up
with common comments on strengths, weaknesses and causes of the
facts of management on evaluating students’ conduct in HCMC. Based
on eight management measures on evaluating high school students’
conduct built, the study conducted assays on the measures, conducted
experiment on one measure and proved the necessity, possibility and
practical application of this measure.
9. Structure of the study
Introduction
Chapter 1: Theoretical framework about management on high
schools’ evaluation of students’ conduct.
Chapter 2: Facts of management on high schools’ evaluation of
students’ conduct in HCMC.
Chapter 3: Management measures on high schools’ evaluation
of students’ conduct in HCMC.
Conclusion and recommendations

Author’s list of studies relevant to this study; Reference;
Appendix

and assign staff to participate in the evaluation of students’ conduct.
This aims to educate and correct students’ social awareness and
behavior.
The result of this survey on the management of the evaluation
of students’ conduct in high schools showed that the strength of the
evaluation of high school students’ conduct was based on the clear
directives and implementation guides given by the Ministry of
Education and Training and the Department of Education and Training
in Ho Chi Minh city. These documents were appropriate in their
scientific nature in both the evaluation of students’ conduct and
relevance in Ho Chi Minh City and the rest of the country. The
specific deployment through planning functions, implementation of
organization, implementation of guidelines, and assessment of the
evaluation of high school students’ conduct as prescribed, was
implemented in 100% of high schools.
However, the limitation of this evaluation system is the lack of
directives guiding combined organization and assignment of
responsibilities for each member of staff in high schools in educating
ethics and evaluating students’ conduct. There are also a lack of
procedures and many member of staff lack the required skills of
evaluate students’ conduct effectively. Management staff and teachers
have not been trained in how to conduct this evaluation. Despite the
fact that the evaluation of students’ conduct through the Civil
Education subject is inappropriate, there is yet any directive paper to
adjust the situation. The evaluation of students’ conduct during other
education activities has not developed. In addition, some activities
have not applied the evaluation of students’ conduct such as educating

life skills, life values, and real life experience, etc. Organizing school
consultation activities is not appreciated throughout high schools;
there are lots of inadequacies in both specialist qualification and
remuneration policy, and official position or title for supervisor staffs,
school specialist consultants in high schools.
School, family, and society are factors that affect the conduct
of high school students in HCMC and management of the evaluation
of high school students’ conduct in HCMC.


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with students in their homeroom period. Other organizations (Youth
Union, Physical Education Group, Subject Groups, and Clubs etc.)
will record students’ participation in music programs, physical
exercise, extracurricular activities, etc. and reward points accordingly.
Students who misbehave will receive advice from school consultants
and share their own thoughts before their discussion with the students
conduct evaluation council.
The current limitation of assessing behavior on high schools is
the lack of clear evaluation criteria for assigning points in activities
that involve creativity or hands on experience. Some high schools are
inflexible, only evaluating the conduct at the end of the evaluation
period and failing to consider the students’ effort to make progress
during the process. The evaluation can be affected by evaluator’s
subjective feelings.
There were some cases in which some high schools
demonstrated a lack of disciplinary regulations, for example, students’

misdemeanors were not recorded and handled appropriately, with
resulted in the value of points not being equal amongst high schools.
There were problems relating to the definitions of the term determining criteria, assessment models, due to teachers and
supervisors being unfamiliar with these terms and techniques.
The staff who participate in the evaluation of students’ conduct,
aside from homeroom teachers and subject teachers, also include
supervisors and school consultants. Based on the result of surveys and
the assessment of the staff’s qualifications, it is necessary for these
member of staff to receive training on evaluating high school students’
conduct.
Circular 58 and Circular 08 promulgated by the Ministry of
Education and Training still require adjustments, and
supplementations.
CHAPTER 2 CONCLUSION
The result of the survey and evaluation on facts of high school
students’ conduct and facts of evaluating high school students’
conduct in high schools show that evaluation of high school students’
conduct in Ho Chi Minh City is being conducted according to the
guidelines of Circular 58 and Circular 08. The majority of high
schools set up students’ regulations, guides to follow these regulations,

CHAPTER 1
THEORY BASIS ON MANAGEMENT OF HIGH SCHOOL
STUDENTS' CONDUCT EVALUATION
1.1. Overview of study
1.1.1. Studies outside of the country
1.1.1.1. Study on moral education in some countries:
Educating morality to U.S students; Educating morality to Thai
students; Educating morality to Japanese students
1.1.1.2. Study on ethics, conduct and behavior evaluation of

students
A. Clair Harding (1978) wrote in her PhD thesis named Moral
values and their assessment: A personal construct theory approach.
Peter F. Oliver (2006) wrote a work named Developing the
Curriculum translated by Nguyen Kim Dung. Ralph Tyler (1966)
researched a topic named Basic Principles of Curriculum and
Instruction. Cecil R.Reynolds & Randy W. Kamphaus (2005) studied
the work named The Clinician‘s Guide To The Behavior Assessment
System for Children (2009) and researched a PhD thesis specializing in
pedagogy with Teaching moral education in secondary schools Using real life dilemmas at Victoria University- New Zealand.
1.1.2. Studies in the country
1.1.2.1. Study on ways to assess students’ conduct and morality
Ha The Ngu (1986) wrote “Improving the quality of ideological,
political and ethical education for students”. Dang Vu Hoat is the
author of the topic named “Developing the content and method of
ideological, political and ethical education for high school students”.
Phung Khac Binh and his partners (2000) wrote The classification
study on students’ ethic – Facts and evaluation criteria (the subject of
ministry level - Code No. B99-52-41). Vo Xuan Dan (2003) wrote the
topic named The moral perspective and students’ lifestyle at Ho Chi
Minh City University of Pedagogy (the subject of ministry level - Code
No. B2001-23-11). Nguyen Tung Lam (2009) completed his
educational PhD thesis named coordinating the education methods to
overcome the ethical weakness of high school students in Hanoi today.
Do Ngoc Thong (2013) wrote a memoir named The innovationoriented education programme after 2015 and ethics-civic education
in the national meeting on morality education - civil in the high school


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education system of Vietnam. Ha Nhat Thang (2013) wrote a
document named What need to be done to promote the role of civic
education for the formation and development of students’ personality.
Do Thi Le Hang (2013) researched a subject named "Stress on high
school students” - the psychology PhD thesis – Graduate Academy of
Social Sciences of Vietnam. Le Thi Minh Trang (2013) wrote a work
named “Study on urban civilization behavior of HCMC Youth”, the
psychology PhD thesis – Graduate Academy of Social Sciences of
Vietnam.
1.2. Basic definitions:
1.2.1. Personality: Personality is known as a group of specific
psychologies that make into a social countenance for a person with
acting subject, including all of social qualifications and abilities
existing and developing inside of that individual and adapting to
standards and value scale the society allows.
1.2.2. Morality: Morality is a system of social principles and
standards that make humans aware of controlling their own behaviors
in order to be appropriate with benefits of community and society.
1.2.3. Students’ conduct: Students’ conduct is a qualification,
ethic that is shown in their awareness and behavior in their study, life,
ways to behave with everyone and surrounding environment. Conduct
is the same definition with the qualification of personality, in which,
morality is one of the essence values of students’ conduct and
qualification.
1.2.4. High school students' conduct evaluation
1.2.4.1. Evaluation: Evaluation is to give considerations and
judgments for value of a subject assessed on the basis of processing
information, collected evidences comparing with the defined objective.

1.2.4.2. Students' conduct evaluation: is to give considerations
and judgments and determine achieved level on students' conduct,
based on the contents and criteria prescribed as the educating objective
of high schools.
1.2.5. Management of students' conduct evaluation:
“Management of high school students' conduct evaluation is an
intentionally influenced system of leadership of high schools to
students' conduct evaluation, including the process of planning,

2.4.2. Facts of implementing management functions on
evaluating high school students’ conduct: 2.4.2.1. Facts of planning
to evaluate the high school students’ conduct; 2.4.2.2. Facts of
organization and guideline on evaluating the high school students’
conduct; 2.4.2.3. Facts of examination and assessment on evaluating
the high school students’ conduct;
2.4.3. Factors affecting management on evaluating the high
school students’ conduct in Ho Chi Minh City: 2.4.3.1. School
affecting students’ conduct; 2.4.2.2. Family affecting students’
conduct; 2.4.2.3. Factors affecting management on evaluating
students’ conduct.
2.4.4. Facts regarding staff taking part in the process of
evaluating high school students’ conduct: 2.4.4.1. Supervising staff;
2.4.4.2. School counselors
2.5. General assessment regarding management of the
evaluation of high school students’ conduct
- The evaluation of high school students’ conduct is an activity
in education that aims to improve the education of students’ ethics.
Through this activity, high schools can improve both their
methodology and their delivery of the education of ethics to their
students. This evaluation, directly managed by Department of

Education and Training and high schools through planning,
organizing, directing, and monitoring the evaluation of students’
conduct, has brought good results in educating morality to students.
- Contents and criteria for evaluation of conduct: The criteria
regarding the evaluation of conduct are very detailed in high schools.
Based on Circular 58 and Circular 08, high schools produced
regulations regarding specific actions in specific situations. Depending
on their behavior, students may get rewarded or be deducted points.
- About the processes, techniques, and methods of evaluation of
conduct: Most of them are based on the following process: Declare the
regulations and implementation guidelines. Assign homeroom teachers
and supervising staff the role of observing and recording of
misdemeanors (with accompanying points system), subject teachers
record students’ misdemeanors during class in the class register book.
At the end of the week, homeroom teachers collate the data (from
supervising staff, register books, and study diaries etc.) and discuss


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breaking the conduct the regulations. – Books of homeroom teachers,
supervising documents of 51 supervising teachers. - Documents on
activities outside study hours of 51 high schools. - 51 high schools
which were chosen took up 50% of total high schools at the time of the
study (Annex 7).
2.2.2.3. Interviewed and consulted experts: Interviewed 9
experts about education management and conducted evaluation. –
Interviewed 10 principals of high schools. – Interviewed 20

supervising teachers, teachers specializing in subjects, and supervisors
of high schools.- Interviewed 40 parents and high school students.
2.2.2.4. Case study
A case study was conducted in 2 high schools - Tran Khai
Nguyen High School, District 5, and Luong The Vinh, District 1.
2.2.3. Ways of calculating data
The questionnaire consisted of with 5 options ranging from 1 to
5; in which 1 is the lowest level or not meeting the requirement. Data
was analyzed according to % and average mark being ranked
accordingly

organizing, guiding, and examining high school students' conduct
evaluation aiming to meet educating requirements of high schools”.
1.3. Activity of high school students' conduct evaluation
1.3.1. Purpose of high school students' conduct evaluation:
To help manage staffs, teachers, and concerned staffs to recognize the
result of students’ study and moral cultivation; from that point, they
can analyze situations and point out achievements and restrictions, and
concerning factors so that they may make necessary adjustments to
enhance the quality and effectiveness of students’ study and moral
cultivation
1.3.2. Principles for high school students' conduct
evaluation: Grasping principle of education purpose thoroughly;
Principle of completed, balanced, and concentrated evaluation;
Subjective principle; Principle of public, democracy, and equality;
Suitable principle for features of an objective.
1.3.3. Criteria for high school students' conduct evaluation:
To finish study program fully and seriously, always try the best; To
comply strictly with legal and students’ regulations; To practice
exercise regularly; To conserve sanitation and preserve environment;

To be honest in study and life; To be aware of team and help other
people; To respect parents, teachers and other school staff; To
appreciate, unite, and help friends; To take part in extracurricular
activities; Protect and deploy school traditions; To be aware of
supporting the right things, good behaviors; To criticize bad, incorrect
behaviors and deviated thoughts of friends; To participate in
extracurricular activities and experienced education.
1.3.4. Form and method of high school students' conduct
evaluation.
1.3.5. Process of high school students' conduct evaluation
1.4. Management on high school students' conduct
evaluation:
1.4.1. To divide into managing levels to evaluate high school
students' conduct;
1.4.2. To make a plan for high school students' conduct
evaluation;
1.4.3. To organize activities of high school students' conduct
evaluation;

Average marks (AM): AM =

x

=

1
N

5

x n

i i

i1

In which,
x1: marks given corresponding with each level, x1{1,2,3,4,5}. n1: number of people giving marks corresponding with
x1. N: total number of people who answered each question.
2.3. General facts on schools’ evaluation of high school
students’ conduct in Ho Chi Minh City
2.3.1. General facts on high school students’ conduct in Ho
Chi Minh; 2.3.2. Facts of evaluating high school students’ conduct
in Ho Chi Minh: 2.3.2.1. General facts on evaluating high school
students’ conduct; 2.3.2.2. General facts on schools’ evaluation of
high school students’ conduct in Luong The Vinh High School and
Tran Khai Nguyen High School
2.4. Facts of management on schools’ evaluation of high
school students’ conduct.
2.4.1. Facts of management on educating ethics to students
by Department of Education and Training of Ho Chi Minh City;


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1.4.4. To direct activities of high school students' conduct
evaluation;
1.4.5. To examine and assess the implementation of the project

high school students' conduct evaluation.
1.5. Factors affecting high school students' conduct
evaluation:
1.5.1. Biological and psychological features of students;
1.5.2. School;
1.5.3. Family;
1.5.4. Other factors.
CHAPTER 1 CONCLUSION
Morality, moral education, conduct, conduct evaluation and
management on conduct evaluation are very important in education,
education and school management. In education, evaluation is
inevitable, integral and an important process to collect opposite
information from students to teachers and school, aiming to help
school evaluate education quality; besides, teachers and students can
base on this foundation in order to self-evaluate and self-adjust for
themselves as an education objective. The study on conduct evaluation
and management on high school students’ conduct evaluation are quite
new, and there are not many deep studies in this topic.
It is known that morality and conduct are the same definitions.
High school students’ conduct is a qualification, ethic that is showed
in their awareness and behavior in their study, life, ways to behave
with everyone and surrounding environment. Students' conduct
evaluation is to give considerations and judgments and determine
achieved level on students' conduct, based on the contents and criteria
prescribed as the educating objective of high schools, from that point,
high schools will have the methods to maintain and reinforce positive
sides, and limit students’ restrictions. Management of students'
conduct evaluation is a process of planning, organizing, guiding, and
examining high school students' conduct evaluation aiming to meet
educating requirements of high schools.

In order to manage students’ conduct evaluation well, a
managing staff should retain theory on students’ conduct evaluation; to
regularize management functions in which to make a plan, organize,

guide, and examine the implementation of high school students'
conduct evaluation.
Moreover, high schools should ensure supporting conditions
to evaluate students' conduct so that management on students' conduct
evaluation may be convenient, sufficient, and scientific. At the same
point, high schools need to know factors affecting students' conduct
evaluation to deploy strengths, restriction, and weaknesses.
CHAPTER 2: FACTS OF MANAGEMENT ON
EVALUATING HIGH SCHOOL STUDENTS’ CONDUCTIN HO
CHI MINH CITY
2.1. General development of high school education in Ho
Chi Minh City
2.1.1. Some characteristics of Ho Chi Minh City affecting
high school students’ conduct; 2.1.2. Education results of high
school students in Ho Chi Minh City
2.2. Conducting the survey
2.2.1. Form of questionnaire
By using a questionnaire, the author conducted a survey on the
common methods of evaluating high school students’ conduct in 51
high schools in HCMC (50% of public high schools at the time of the
survey – Annex 7) – during a period of 2011 - 2014.
2.2.2. Form of collecting data and supportive information
2.2.2.1. Documents on directing to educate high school
students’ conduct: The author summed up legal normative documents
relating to evaluating conduct in recent years as follows:
- 3 legal normative papers on evaluating high school students’

conduct from Ministry of Education and Training.
- 9 directives on educating ethics, extracurricular activities,
and life skills, etc. to high school students from Department of
Education and Training of Ho Chi Minh City.
- Other papers on directing educational activities of high
schools in the last 5 years from Ministry of Education and Training
and Department of Education and Training of Ho Chi Minh City.
2.2.2.2. Documents on management of evaluating students’
conduct in high schools: - Documents on processes, criteria, and
methods for evaluating students’ conduct in 51 high schools. - Student
regulations of 51 high schools. - Records on reviewing student‘s