Phát triển đội ngũ hiệu trưởng trường tiểu học khu vực duyên hải nam trung bộ theo tiếp cận năng lực tt tiếng anh

i

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

NGUYEN VAN QUANG

DEVELOPING THE TEAM OF PRIMARY SCHOOL
PRINCIPALS IN THE SOUTH CENTRAL COAST REGION
ACCORDING TO COMPETENCE APPROACH
Specialization: Educational Management
Code: 9140114

SUMMARY OF DOCTORAL THESIS ON
EDUCATIONAL SCIENCE

NGHE AN -2020


ii

The thesis is completed at Vinh University

Science instructor:
Assoc.Prof.Dr. Pham Minh Hung

Reviewer 1:
Reviewer 2:
Reviewer 3:

The thesis is defended at the School-level Doctoral Dissertation

Evaluation Council
At Vinh University, No. 182 Le Duan, Vinh City, Nghe An Province
At:................. ................... ...../ .............../2020

The thesis can be found at:
- National Library of Vietnam.
- Nguyen Thuc Hao Library and Information Center, Vinh
University.


1

INTRODUCTION
1. The reason for choosing the topic
In primary schools, the principal team is the force that directly directs and
implements the requirements on objectives, content, and methods of renovation
of general education, serving as a bridge to help superior managers in directing
management and other activities in the school, while taking responsibility for the
quality of the teaching of the teachers and the quality of the learning of the
students in the primary school. Principals have a "dual" role, both as a leader and
as a manager. However, theories about primary school principals, from position,
role; functions and duties of primary school principals to requirements on
qualities and competencies of principals have not been fully and systematically
studied.
Currently, there are many principals of primary schools in the South
Central Coast: Inadequacies in quantity, level and structure; and the department
is dedicated to the profession, which has not yet met the educational innovation
in the education reform period; the majority have not been properly trained and
systematic in management, their qualifications and management capacity are still
limited, their professionalism is low, work mainly based on personal experience,

lack of thinking science, so the quality and efficiency are not high; not keeping
up with the reality and the need to develop the management of education
innovation and international integration; management thinking is slow to
innovate; The innovation in leadership, direction and administration remains
inadequate and confusing.
From the above reasons, the topic: "Developing the team of primary
school principals in the South Central Coast region according to
competence approach" was chosen for the doctoral thesis.
2. Purpose of the study
On the basis of theoretical and practical research, the thesis proposes
solutions to develop primary school principals according to the competence
approach; contribute to improving the quality of education in the South Central


2

Coast region, meet the requirements of reforming general education in the
current context.
3. Subject and object of the study
3.1. Subject of the study
Primary school principal development activities according to competence
approach.
3.2. Object of the study
Solutions to develop the team of primary school principals in the South
Central Coast region according to competence approach.
4. Scientific hypothesis
The effectiveness of primary school principals in the South Central Coast
region can be improved if proposing and implementing solutions based on
theories of human resource development in areas such as team development
planning, appointment, training and retraining; building criteria for quality,

competence, principals in the context of fundamental and comprehensive
innovation in education and training.
5. Tasks and scope of the study
5.1. Tasks of the study
5.1.1. Research on the rationale of developing primary school principals
according to competence approach.
5.1.2. Analyzing and evaluating the current situation of development of
primary school principals in the South Central Coast region according to
competence approach.
5.1.3. Proposing solutions to develop primary school principals in the
South Central Coast region according to competence approach. Evaluate the
effectiveness of proposed solutions through surveying the necessity, feasibility
and organization of testing.
5.2. Scope of the study
- Research activities to develop primary school principals in the South
Central Coast region according to competence approach.
- Survey, evaluate the current situation and explore the necessity and
feasibility of solutions to develop the contingent of primary school principals


3

according to the competence approach in the South Central Coast. Pilot a
proposed solution in Ninh Thuan, Binh Thuan province.
6. Approach and research methods
6.1. Approach
The thesis uses a systematic approach; standard approach; access to
human resource development; competence approach.
6.2. Research Methods
6.2.1. Group theoretical research method

This method group aims to collect theoretical information to build a
theoretical basis of the topic.
6.2.2. Group of practical research methods
This method group aims to collect practical information to build a
practical basis of the topic.
6.2.3. Mathematical statistical methods
Using

mathematical

statistical

formulas

to

process

survey

data

quantitatively, thereby analyzing, comparing and drawing the research results of
the thesis.
7. Arguments need to be defended
7.1. Developing the contingent of primary school principals is to make this
team sufficient in quantity, synchronous in structure and quality improvement.
Competence approach, which is an approach that from building the development
plans to fostering and evaluating primary school principals must be based on
their own competencies.

7.2. The current primary school principals have basically performed their
full functions and duties, but there are certain limitations before the innovation to
renovate general education, the main reason is that this contingent has not been
developed according to the capacity approach.
7.3. To effectively develop the contingent of primary school principals in
the South Central Coast region in the current period, there should be major
solutions, on the one hand, based on the theory of developing primary schools
according to competence approach; on the other hand, based on the practice of
developing primary school principals in the South Central Coast region. These


4

solutions must reflect the basic contents of human resource development
according to competence approach; at the same time, taking into account the
conditions affecting the development of primary school principals in the South
Central Coast region.
8. New contributions of the thesis
8.1. Supplement and complete the theoretical issues of the topic, on the
basis of clarifying the research overview of the problem, basic concepts;
positions, roles, qualities and competence of primary school principals; as well
as developing this team in a new approach. The thesis builds a competence
framework of primary school principals in the context of educational innovation
by job position and occupation.
8.2. The implementation of a comprehensive and complete survey of the
development status of primary school principals in the South Central Coast has
brought about objective and scientific assessments (strengths, limitations, causes)
about this team, as a practice basis for proposing solutions of the topic.
8.3. The proposed solutions of the topic are not only applicable to the
development of primary school principals according to the competence approach

in the South Central Coast but also can be applied to the development of the
contingent of primary school principals following competencies in areas with
similar characteristics. The thesis has built a program of fostering high school
principals according to the approach of scientific-based competency, with
feasibility.
9. The structure of the thesis
In addition to the Introduction, Conclusions, Recommendations, References
and Appendices, the thesis includes 3 chapters as follows:
Chapter 1: Theoretical foundations of developing primary school principals
according to competence approach.
Chapter 2: Development status of primary school principals in the South
Central Coast region according to competence approach.
Chapter 3: Some solutions to develop primary school principals in the South
Central Coast region according to competence approach.


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Chapter 1
THEORATICAL BASIS OF DEVELOPING THE TEAM OF PRIMARY
SCHOOL PRINCIPAL ACCORDING TO COMPETENCE APPROACH
1.1. OVERVIEW OF THE ISSUE STUDY

1.1.1. Studies on developing a team of principals
In this content, the studies of foreign authors such as Author Marke
Anderson, Henry Mintzbeg, Henri Fayol, Tirozzi G.N, Lynn Olson, Fiore D.J,
Gerald Grace ...; by domestic authors such as Nguyen Phuc Chau, Phan Van Kha,
Nguyen Loc, Nguyen Thi My Loc, Tran Ngoc Giao, Cao Duy Binh, Trinh Thi
Hong Ha, Phan Ngoc Quang, Thai Van Thanh, Nguyen Nhu An, Dang Ba Lam,
Vu Tuan Dung, Nguyen Thi Ngoc Hoa, ...have already mentioned the following

issues: position, role, standards, selection, appointment, training, retraining,
evaluation, mechanism, main books for principals; Requirements for principals
and the need to develop team of principals; development orientation of the
principal.
1.1.2. Studies on developing principals according to competence
approach
In these days, the development of principals has mainly been studied in
universities, high schools, and junior high schools. As for the development of the
contingent of managers, especially the development of primary school principals
according to competence approach very little research both at home and abroad.
The research results as well as the unresolved issues of domestic and
foreign scientists on the issue to be researched are an important foundation to
build a theoretical basis for the implementation of the thesis topic.
1.1.3. General assessment
General assessment of the problems the thesis may inherit; issues have not
been mentioned in research; thesis issues must focus on research and solving.
1.2. THE BASIC CONCEPTS
1.2.1. Primary school principal


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The principal of a primary school is the manager, who has a position in the
organization, is appointed by the decision of a superior, is the person who
commands, holds the role of leading, leading, influencing, ordering, or checking.
Objects of management such as departments, unions, teachers, staff, students ...in
the school in order to achieve the goals of the unit.
1.2.2. The team of primary school principals
Primary school principals are the groups of principals of primary schools,
responsible for managing the activities of the primary schools, appointed and

recognized by a competent state agency.
1.2.3. Developing the team of primary school principals development
Primary school

principal

development

is the implementation

of

management activities, including planning, selection, appointment, rotation,
dismissal, use, training, retraining, evaluation, implementing the preferential
treatment regime and building a working environment, creating motivation and
favorable conditions for the work of principals to meet the requirements and
tasks in the context of educational innovation.
1.2.4. Developing the team of primary school principals according to
competence approach
Developing the contingent of primary school principals according to
competence approach is a standardized method integrating knowledge, skills and
attitudes into a standard professional capacity system of principals. In order to
manage and develop primary school principals following competence approach,
it is essential to have a set of professional competency standards; followed by
"standardizing" the content of management and development activities of
principals according to the process from planning, development planning;
organize training and retraining; assigning, arranging and using the principal
team in a synchronous manner with the quantity, structure and quality factors;
Principal evaluation; creating favorable environments and conditions for the
team of principals to develop their capacity in school administration ..... All are

based on the principal's capacity framework..


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1.3. PRINCIPAL OF PRIMARY SCHOOLS IN THE CONTEXT OF
GENERAL EDUCATION INNOVATION
1.3.1. Position and role of primary school principals in the context of
general education reform
The principal is the head of the school and holds a very important position
in the school; principals are both leaders, managers and administrators of the
school, aiming to lead and lead the school to achieve educational objectives and
meet the requirements of general education innovation.
1.3.2. Functions and duties of primary school principals in the context
of general education reform
Building school development planning; planning and organizing the
implementation of plans for teaching and education; establishment of
professional groups; administration; manage and effectively use financial
resources and school assets; implementation of grassroots democracy ...
1.3.3. Opportunities and challenges for primary school principals in
the context of general education innovation
Primary school principals must assume the roles of teachers, managers,
leaders, social activists and international cooperative on general education;
meeting the requirements of renovating general education and implementing the
2018 textbook program; ensure the modernization and democratization of the
school and the international integration process; requirements for sustainable
development management, educational changes and educational management in
the context of general education innovation.
1.3.4. Competency framework of primary school principals in the
context of general education innovation

The competency framework of primary school principals is a comprehensive
description of the knowledge, skills, and attitudes that primary school principals
need to perform well in their work. Stemming from the aforementioned
understanding of the competency framework and the quality and competency
requirements of principals in the context of general education innovation, the thesis


8

proposes a competency framework with 5 components: 1) Professional quality; 2)
Capacity in school administration; 3) The capacity to build an educational
environment and develop international cooperation on general education; 4) The
ability to develop relationships between the school, home and society; 5) Ability to
use foreign languages and information technology.
1.4. PRIMARY SCHOOL PRINCIPAL DEVELOPMENT PROBLEMS
ACCORDING TO COMPETENCE APPROACH

1.4.1. The need to develop primary school principals according to
competence approach
The development of the team of school principals primary schools to meet
the requirements of developing the contingent of primary school principals in the
period of national industrialization and modernization; meet the requirements of
educational innovation; meeting the requirements of developing general
education programs in the direction of developing students' competencies and
implementing programs and textbooks in 2018; meet the requirements of
international integration in education.
1.4.2. The development orientation of primary school principals
according to according to competence approach
The development of primary school principals should be based on the
following orientations: To develop the contingent of primary school principals

on the basis of developing the contingent of managers at the primary level and
the general education system; based on actual needs of each primary school;
must be comprehensive; there must be a close connection between the planning,
selection, utilization, training and retraining work and create a favorable
environment for the development team.
1.4.3. Content development of primary school principals according to
competence approach
There are 5 contents: 1) Develop a planning for the development of
primary school principals according to competence approach; 2) Organize the
selection, appointment, rotation, dismissal and use of primary school principals


9

based on competency; 3) Training and retraining to improve the quality of
primary school principals according to competence approach; 4) Evaluate
primary school principals according to competency frameworks; 5) Implement
preferential policies and regimes and create a favorable working environment for
primary school principals.
1.4.4. Subjects developing primary school principals according to
competence approach
The entity to develop the contingent of high school principals according to
the capacity approach, includes the following main subjects: Director of the
department of education and training; Chairman of district level people's
committee; Head of education and training department in district, city.
1.4.5. Effect of these factors on the development of primary school
principals according to competence approach
The effect of factors on the development of the team of primary school
principals, including 04 groups as follows: Factors belonging to state
management; Social-economic factors, cultural traditions, customs and practices;

Factors about school governance; Other factors.
Conclusion chapter 1
In chapter 1, the dissertation clarifies the issues of the team of principals as
an important resource of primary schools and develops the contingent of primary
school principals according to their approach to competency. The research results of
chapter 1 are an important theoretical basis for surveying the current situation and
proposing solutions to develop primary school's school performance team.


10

Chapter 2
THE CURRENT SITUATION OF PRINCIPAL TEAM DEVELOPMENT
OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION
ACCORDING TO COMPETENCE APPROACH

2.1. OVERVIEW OF NATURAL CONDITIONS, SOCIAL-ECONOMIC
SITUATION AND PRIMARY EDUCATION OF PROVINCES IN THE SOUTH
CENTRAL COAST REGION

2.1.1. Geographic location, natural conditions
The South Central Coast Region is the southern part of Central Vietnam,
with a total area of 44.4 thousand km2 (accounting for 13.4% of the country's
area); the territory is narrow, have many bays, international seaports, airports,
beautiful beaches and famous tourist resorts; Climate has differentiation:
Drought, hot year round is favorable conditions for the development of wind
power, solar power and tourism development.
2.1.2. Population and economy - society
The South Central Coast region has 25 different ethnic groups, with a total
population of 9.984.766 people (accounting for 11.5% of the national

population); The Kinh majority are the majority. There are a number of ethnic
minorities, notably the Cham and Raglay. Central key economic region, is an
important tourist center of the country.
2.1.3. Primary education situation of the provinces in the South
Central Coast region
Currently, there is still an inequality in the development of primary
education between urban and rural areas. Although there are many supporting
policies, but in remote and economically underdeveloped areas, there are still
many difficulties, especially the shortage of teachers, schools, teaching
equipment and supplies.
2.2. ORGANIZATION SURVEY OF SITUATION
2.2.1. Survey purpose


11

The purpose of the survey is to clarify the current situation of primary
school principals and the development of primary school principals as a basis for
proposing solutions to develop the contingent of primary school principals
according to competence approach.
2.2.2. Survey content
The content of the survey focuses on 03 main issues as follows: 1) Survey
the current situation of high school principals; 2) Survey the development status
of primary school principals; 3) Investigate the effects of these factors on
primary school principal development.
2.2.3. Survey subjects and areas
For managers of departments, divisions, districts and communes; primary
school administrators.
A total of 530 people were surveyed, including 199 people for managers
of departments, offices, districts and communes; primary school administrators

have 331 people. The topic selected a number of units in the South Central Coast
region to survey.
2.2.4. Survey method
The topic uses the methods: Making questionnaires to solicit opinions of
primary school administrators; exchange, interview by topic; research into the
performance products of primary school administrators.
2.2.5. How to process data and rating scale
After collecting data from the raw cards according to different levels of
each criterion, using mathematical statistics method and Microsoft Excel
software to calculate the mean or rank, then analyze and draw conclusions about
the situation.
2.2.6. Survey time
Academic year 2018-2019 and semester 1 of school year 2019-2020.
2.3. REAL SITUATION OF PRINCIPAL TEAMS OF PRIMARY
SCHOOLS IN THE SOUTH CENTRAL COAST REGION


12

2.3.1. Situation of the number and structure of regional primary
school principals
Table 2.5. Current status of the number and structure of primary school
principals in the South Central Coast region

Gender Ethnic
Province/

Principal

City

Total

Member

Lack of
comparison
with
regulations

s

Male

Da Nang

Age

Minority Party

Female

Amount

Ratio

Below

From

From

over

30

31-40

41 -50

50

100

3

85

12

12

12,0

100

12

17

50

21

275

5

229

41

16

5,82

275

19

25

162

69

218

6

182

30

14

6,42

218

15

48

107

48

243

7

223

13

18

7,41

243

13

49

139

42

169

5

145

19

15

8,88

169

12

37

101

19

186

4

170

12

17

9,14

186

14

35

106

31

153

8

118

27

13

8,50

153

10

42

74

27

277

13

143

21

26

9,4

277

17

26

164

70

1621

51

1395

175

131

1621

112

279

903

327

3,15

85,14

11,51

100,0

6,91

17,21

55,71

20,17

Quang
Nam
Quang
Ngai
Binh
Đinh
Phu Yen
Khanh
Hoa
Ninh
Thuan
Binh
Thuan
Total

Ratio (%)

8,08

From the data in table 2.5. The thesis has drawn comments on the number
and structure of the contingent of primary school principals in the surveyed area.
2.3.2. Situation of the primary school principal's training qualifications
in the South Central Coast region


13

In this content, the thesis has drawn comments on the number and
structure of primary school principals in the surveyed area still has many
shortcomings.
2.3.3. The current situation of quality assessment results of primary
school principals
In this content, the results of ranking school principals in the South Central
Coast region of the school year 2018-2019, the thesis has drawn a comment on
the ranking of principals: Excellent rate of 27, 8%; good rate 71.05%; Average
1.17%. This shows that, the average rating of principals still exists.
2.3.4. The professional quality situation of the principal of primary
schools in the South Central Coast region
Table 2.8. The results of the assessment of the professional quality of the
principals of primary schools in the South Central Coast region
Group 1

Group 2

(n=199)

(n=331)

∑

∑

∑

General

Quality
Order

Level

1

Professional ethics

789

3,96 1315 3,97

2104

3,97

1

2

Innovative thought in
school leadership and
governance

775

3,89 1286 3,89

2061

3,89

2

3

Professional
development capacity,
self professional

713

3,58 1210 3,66

1923

3,63

3

4

Understanding and
implementing suitable
educational programs
for regions and regions

701

3,52 1202 3,63

1903

3,59

4

Medium

3,72

From the data in Table 2.8. Commented on professional qualities of the
team of principals.


14

2.3.5. The status of primary school principal's competence
Table 2.9. The results of the school governance competence evaluation

of the principal of the primary school in the South Central Coast region
Group 1
TT

General

Group 2

Competence

∑

∑

∑

Level

1

Organization and building
for school development
plan

490

2,46

823

2,49

1313

2,48

3

2

Managing teaching and
school education

488

2,45

782

2,36

1270

2,40

4

School personnel
management
School management and

administration
organization
School financial

472

2,37

767

2,32

1239

2,34

6

500

2,51

833

2,52

1333

2,52

2

466

2,34

799

2,41

1265

2,39

5

460

2,31

773

2,34

1233

2,33

7

499

2,51

841

2,54

1340

2,53

1

375

1,88

624

1,89

999

2,42

3

4

5

management
Managing facilities,

6

equipment and technology
in teaching and educating

7

Education quality
Management
General average

From the data in table 2.9. Commented on professional qualities of the
team of principals.
The level of assessment of the competence to build the educational
environment of the primary school administrators group (3,15) is higher than the
level of the management staff of departments, divisions, districts and communes
(3,04), there is a big difference of 0,11.
In this content, the dissertation has drawn comments on the capacity of the
primary school principals there is a huge difference between regions and regions.


15

2.4. THE CURRENT SITUATION OF PRINCIPAL TEAM
DEVELOPMENT OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL

COAST REGION ACCORDING TO COMPETENCE APPROACH
Awareness of managers and related forces about the need to develop
primary school principals according to competence approach; the current
situation of primary school principal development planning according to
competence

access; Actual situation of selection, appointment, dismissal,

rotation and use of primary school principals; the status of training and retraining
of primary school principals; the situation of primary school principals'
assessment according to competency access; Actual situation of building
incentive policies, creating a favorable environment for the development of the
contingent of principals.
2.5. SITUATION EFFECTS OF FACTORS ON PRINCIPAL TEAM
DEVELOPMENT OF PRIMARY SCHOOLS IN THE SOUTH CENTRAL
COAST REGION ACCORDING TO COMPETENCE APPROACH

In this content, the thesis clarifies the effect of factors on the development
of primary school principals, including: State management factors; socialeconomic factors, cultural traditions, customs and practices; factors on school
governance; other factors.
2.6. GENERAL ASSESSMENT OF THE STATUS
From the survey results, the thesis assesses the strengths and limitations of
the principal and the development of the contingent of primary school principals
in the surveyed area; thereby clarifying the cause of the situation.
Conclusion chapter 2
In chapter 2, the thesis clarifies the current situation of principals and the
current situation of the development of principals in the South Central Coast
region. From there, there is a general assessment of the strengths, limitations,
and causes of the current situation. These are the important practical foundations
for proposing solutions to develop the contingent of primary school principals

following competence approach in Chapter 3.


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Chapter 3
SOME SOLUTIONS FOR DEVELOPING PRINCIPAL TEAMS OF
PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION
ACCORDING TO COMPETENCE APPROACH

3.1. THE PRINCIPLES OF PROPOSING SOLUTIONS
Proposing solutions to develop primary school principals according to
approaching competencies should be based on the following principles: Ensuring
practicality; ensure the systematic; ensure effectiveness; ensure feasibility.
3.2. SOLUTIONS FOR DEVELOPING PRINCIPAL TEAMS OF
PRIMARY SCHOOLS IN THE SOUTH CENTRAL COAST REGION
ACCORDING TO COMPETENCE APPROACH

The thesis proposes 06 solutions to develop primary school principals in
the South Central Coast region according to competence approach: 1) Organizing
propaganda and awareness raising among managers and teachers about the need
to develop primary school principals according to competence approach; 2)
Develop a plan for the contingent of primary school principals in accordance
with local development education regulations and the competence of the
management ministry; 3) New changes in the selection, appointment, rotation,
dismissal, and use of the team based on the requirements and competence of
effective primary schools; 4) Organize training for primary school principals
according to the competency framework; 5) Evaluate the lead effects framework
according to competence; 6) Create an environment and favorable conditions for
primary school principals to develop management capacity.

3.3. RELATIONSHIP BETWEEN SOLUTIONS
The solutions have a close relationship with each other, and the images are
not the same, forming a systematic co-impact on the development of primary
school principals. However, each solution has different functions and tasks.
3.4. SURVEY OF NECESSITY AND FEASIBILITY OF THE
PROPOSED SOLUTIONS
3.4.1. Survey purpose
The test assesses the necessity and feasibility of 6 solutions.
3.4.2. Content and survey method


17

Content: 06 solutions for developing primary school principals.
Survey method: Collect opinions of the subjects by filling in the
questionnaire, exchange, and interview the survey subjects when necessary.
3.4.3. Respondents
Display of opinions by questionnaires with 2 groups of subjects: Group 01:
management staff of departments, offices, districts and communes has 199
people; Group 02: Primary school managers have 331 people.
3.4.4. Survey results on the necessity and feasibility of the proposed
solutions
3.4.4.1. Investigate the necessity of the proposed solutions
Rank
Management solutions
O

Very
necessary
TL

SL
%

Necessary

General
Unnecessary

SL

TL
%

S
L

TL
%

∑

X

Level

Organize propaganda and raise
awareness for management staff
and teachers about the need to
1

develop primary school

426

80,38

104

19,62

0

0

1492

2,82

1

416

78,49

114

21,51

0

0

1480

2,79

3

401

75,66

129

24,34

0

0

1459

2,75

4

principals according to
competence approach
Develop a master plan for
primary school principals

2

suitable to the local educational
development scale and capacity
of education managers

Renovate the selection,
appointment, rotation,
3

dismissal, and staff utilization
based on the requirements and
capacity of primary school
principals


18

Organize the training of primary
4

school principals according to

424

80

106

20

0

0

1490

2,81

2

387

73,02

143

26,98

0

0

1435

2,71

5

390

73,58

128

24,15

0

0

1450

2,74

6

the competency framework
Evaluate primary school
5

principals according to
competency frameworks

Create an environment and
conditions for the contingent of
6

primary school principals to
develop school governance

competence
Medium

2,77

From the data in table 3.1. The results of testing the necessity of the
proposed solutions are very high, the average score is 2,77.
3.4.4.2. Investigate the feasibility of the proposed solutions
Rank
Order

Management solutions

Very
feasibility

General

Feasibility

No
feasibility

%

0

SL

%

SL

%

S
L

418

78,87

112

21,13

0

∑

X

1473

2,78

Level

Organize propaganda and
raise awareness for

management staff and
1

teachers about the need to
develop primary school
principals according to
competence approach

1


19

Develop a master plan for
primary school principals
suitable to the local
2

391

73,78

127

23,96

12

2,26

1460

2,75

3

380

71,7

136

25,66

14

2,64

1421

2,68

4

414

78,11

111

20,94

5

0,94

1467

2,77

2

374

70,57

132

24,91

24

4,53

1400

2,64

5

365

84,88

135

31,40

10

2,33

1395

2,63

6

educational development
scale and capacity of
education managers
Renovate the selection,
appointment, rotation,

3

dismissal, and staff
utilization based on the
requirements and capacity of
primary school principals

Organize the training of
primary school principals

4

according to the competency
framework
Evaluate primary school

5

principals according to
competency frameworks
Create an environment and
conditions for the contingent

6

of primary school principals
to develop school
governance competence
Medium

2,71

From the data in Table 3.2: Draw, the feasibility test results of the
proposed solutions.
3.5. EXPERIMENT
3.5.1. Test organization
3.5.1.1. Test purpose

In order to determine the effectiveness, feasibility and necessary
conditions to implement the proposed solutions.
3.5.1.2. Test hypothesis


20

If the training program is carried out using a reasonably structured system
of exercises to ensure the systematic and suitable to the characteristics of the
South Central Coast region, knowledge and skills will be formed school
management, improve the quality of the contingent of primary school principals
to meet the requirements of renovation of general education.
3.5.1.3. Content and testing method
i) Content
Due to time conditions, we only choose the solution of Organizing
primary school principal training according to the competency framework.
ii) Test method
The test is carried out twice (first and second), in a parallel manner, which
corresponds to the test groups having the control groups.
3.5.1.4. Standards and test rating scale
Test results are assessed based on two criteria: Principal's knowledge and
skills.
3.5.1.5. Test location, time, and sample
Conducted from June 2019 to July 2019 at the University of Agriculture
and Forestry of Ho Chi Minh City. Ho Chi Minh branch Ninh Thuan.
Sample of the test object is 120 primary school principals of Ninh Thuan,
Binh Thuan province.
3.5.1.6. Handling test results
We use the following parameters to process the obtained data: Average,
variance, standard deviation, coefficient of variation ...

3.5.2. Analyze the test results
3.5.2.1. Analysis of input results
i) Results of initial qualification survey on knowledge of testing and control
groups
Table 3.5. Results of initial qualification survey on knowledge of testing
and control groups


21

Group

Total

Control

60

Experiment

60

Good (%)

Fair (%)

Medium (%)

Weak (%)

4

13

37

6

6,67

21,67

61,67

10,00

4

10

39

7

6,67

16,67

65,00

11,67

From table 3.5. Draw comments: The initial level of knowledge and skills
of the principal of the primary school is low.
3.5.2.2. Analyze test results quantitatively
i) Experimental results on the knowledge of primary school principals
Table 3.8. Distribution of Fe frequency and frequency of Fe
accumulation in terms of knowledge of experiment groups and control groups
Xi

Experiment (n = 60)

Control (n = 60)

n

fi

fi

n

4
5
6
7
8
9
10

6
14
13
9
8
7
3

10,00
23,33
21,67
15,00
13,33
11,67
5,00

100
91,21
64,47
40,03
26,79
13,37
2,26

0
0
5
14
22
12

7

∑

60

60

Figure 3.2. Fe frequency distribution chart

fi

0
0
8,33
23,33
36,67
20,00
11,67

fi

100
93,35
68,91
26,69
6,69


22

Figure 3.3. Fe accumulation frequency chart
ii) Experiment results on management skills of high school principals
Experiment results on the management skills level of high school
principals are shown in Table 3.9
Table 3.9. Results on the management skills level of primary school
principal
Through Table 3.9 shows, the results of the management skills level of the
primary school principal of the experimental group are higher than the control .
3.5.2.3. Qualitative analysis of test results
Through practical research in primary schools in the province of Ninh
Thuan, Binh Thuan; We have evaluations of principals: Fostering principals
contributes to improving school governance competence; awareness and correct
understanding of the basics of school governance in the current context of high
school innovation; Fostering management capacity for principals has had a great
impact on the effectiveness of education, the efficiency of developing the
contingent of primary school principals according to competence approach.
Conclusion chapter 3
On the basis of theoretical and practice research, the thesis proposes 06
solutions to develop the team of primary school principals according competence
approach. The research results of chapter 1 are an important theoretical basis for
surveying the current situation and proposing solutions to develop the team of
primary schools principals.


23

CONCLUSION AND RECOMMENDATION
From the theoretical and practice research results, we draw some
conclusions and recommendations as follows:

1. CONCLUSION
The thesis has contributed to supplementing and developing the theoretical
issues of primary school principals and developing the team of primary school
principals; at the same time clarify the strengths (professional quality, training
level) of the primary school presidents in the surveyed area; at the same time
point out structural gaps (age, gender), leadership and management limitations;
in timely updating the industry's innovation requirements on innovation of
leadership thinking, management and especially the capacity of primary school
principals. The proposed solutions have theoretical and practical basis, ensuring
the necessity and high feasibility.
2. RECOMMENDATION
2.1. For the ministry of education and training
To advise the government on regimes and policies to develop a contingent
of teachers and administrators suitable to regions in the country. Guide the
implementation of teachers' policies according to regulations. Develop a separate
set of criteria for evaluating primary school principals according to competence
approach.
2.2. For the provincial party committee, province people's committees
Organize the implementation and have a plan to inspect and evaluate the
results of the program of replacing new textbooks; to direct the good
implementation of the education development strategy and the planning for
human resource development in the education sector.
2.3. For the province department of education and training
To formulate the educational development strategy and master plan for the
development of the education sector's human resources; develop a plan to foster
a team of primary school principals; direct and evaluate primary school
principals according to the competency framework; Strengthen inspection and
examination of the management of primary school principals.
2.4. For the people's committees of districts