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INTRODUCTION
1. Reasons for choosing dissertation topic
Teacher staff have a very important meaning in the cause of
Education and Training. Through professional fostering, they will be
updated with new knowledge and trends; acquiring new teaching
methods; absorb modern forms of teaching organization. On that
basis, they can foster their own expertise as active and creative
management subjects.
In the past years, professional management and training for
teachers has achieved many positive results and made positive
contributions to professional and professional activities but the quality and
efficiency are not high. . It still shows a lack of initiative, the budget is
mainly dependent on the State; contents, methods and forms of
professional training for teachers are still backward; efficiency has not
been achieved as expected, has not made professional training activities
really become self-fostering activities in the teachers.
In teaching theory and practice, the renewal of teaching
methods and assessment methods requires redesigning the school's
teaching and educational programs. At the same time, the educational
program of each school must take into account the socio-economic
conditions, the capacity of teachers, the conditions of facilities,
teaching equipment, and trend update in the region and the world. It
is called the school education program.
In Hanoi city, professional management activities for teachers also
have positive changes, contributing to improving the quality and
effectiveness of professional training and retraining management
activities.Specifically, it is the change of management form from control
to supervision; strong decentralization of management activities towards
improving and maximizing the role of school principals; improve the
effectiveness and efficiency of state management of state management

education program; making experiment and testing proposed measures.
3. The subject, object, scope of research and scientific
hypothesis
* Research subject: Professional retraining management for
secondary school teachers.
Research object: Measures of professional retraining
management for secondary school teachers in Hanoi City to meet the
requirements of the school education program.
* Scope of research: The research project on professional
retraining for secondary school teachers meets the requirements of
the school education program based on the current education program
of the Ministry of Education and Training; Surveying the practical
situation of professional retraining management for secondary school
teachers with data from 2014 to 2017; The management subjects in
professional retraining and management for secondary school
teachers are secondary school managers.
* Scientific hypothesis
If the requirements and professional content for secondary
school teachers are determined to meet the requirements of the school
education program, at the same time, it is necessary to develop and
apply professional retraining management measures for teachers,
especially building schools according to organizational models of
learning to develop professional skills for teachers; It will improve


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the quality and efficiency of professional retraining management for
secondary school teachers and contribute to the success of the school
education program in Hanoi city.
4. Methodology and research methods

In terms of practice: Clarifying the characteristics of
professional retraining management for teachers; analyzing and
assessing the status of professional retraining management for Hanoi
secondary school teachers to meet the requirements of the school
education program as a basis for research to find solutions improve
methods, improve the status of professional retraining management


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for secondary school teachers in Hanoi to meet the requirements of
the school education program; propose solutions to improve the
efficiency of professional retraining management for secondary
school teachers in Hanoi to meet the requirements of the school
education program in the future.
7. Structure of the dissertation
The dissertation includes introduction, four chapters (13
periods), conclusions, list of scientific works of the author related to
the dissertation, list of references and appendices .
Chapter 1
OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION
1.1. Scientific research works on professional retraining for
teachers
The author Michel Develay (1998) mentioned that the issue of
teacher training and retraining is very specific and detailed and
considers that the issue of retraining is a regular work of the school
and each teacher.
A number of studies by authors in OECD member countries have
shown the requirements of a teacher, including: rich knowledge of the
scope of the program and the scope of the subject you teach; pedagogical

education program
1.2.1. Scientific research works on professional retraining
management for teachers
K.B. Everard, Geoffrey Morris and Ian Wilson argue that
professional retraining management for teachers is a key issue for
effective school management.
The author Tran Mai Uoc thinks that improving the selflearning capacity of secondary school teachers will be one of the
important and necessary factors in both improving professional
qualifications, teaching and educational capacity of teachers.
Ho Canh Hanh evaluated the practical situation of training
management of secondary school teachers in the Southeast region,
proposed and experimented with 6 solutions to improve the
effectiveness of training management for the teachers to meet the
need of secondary education in the Southeast.
Nguyen Duy Hung has built a theoretical basis for research
issues. After surveying and assessing the current status of quality
management for education administrators; proposed 5 solutions to
improve the quality and effectiveness of quality management to
educate educational managers in order to meet the requirements of
current education innovation.
Nguyen Kieu Oanh deeply studied the management of
pedagogical training activities for CDIO university lecturers.
Nguyen Thi Xuan Mai said that building a school culture
according to a learning model is also one of the solutions of
professional improvement for teachers which is the solution that
principals choose to foster professionalism for teachers.
1.2.2. Scientific research works on professional retraining
management for teachers to meet the requirements of the school
education program
Tran Trong Ha has made new and significant contributions to

teachers to meet the school curriculum requirements. Secondly,
measures to manage professional retraining activities for secondary
school teachers to meet the requirements of the school education
program have not been fully and comprehensively studied. Thirdly,
the issue of school education programs directed by the Ministry of
Education and Training and implementation guidance has not been
adequately studied; has not yet identified the specific requirements of
the school education program with secondary school teachers.
Conclusion of Chapter 1
Most authors determine that professional retraining for
teachers plays a very important role in implementing the education
and training tasks of the school; directly and indirectly contribute to


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improving the quality of education of the school; especially
contributing to the success of the school education program.
However, there are still many "gaps" in the field of
professional retraining management for secondary school teachers to
meet the requirements of the school education program; these are:
Objectives, contents, methods and forms of organizing professional
fostering activities for teachers, especially secondary
school
teachers; management activities of professional training for
secondary school teachers have not been fully covered; the function
of professional retraining management for teachers to meet the school
education program requirements; management measures to improve
the quality and efficiency of professional retraining management for
teachers to meet the school education program requirements.
Chapter 2

and the world; update the achievements of the special scientific and
technological revolution on information technology; the capacity of
teachers; conditions on facilities and equipment of each school.
2.1.1.2. Characteristics of the secondary school
education program
The school education program has been adjusted the structure of
teaching content in the current program and developed a new education
plan in each subject, educational activities of schools; highly active,
creative and mobile, redesigned to suit a wide variety of students; both
focus on the general strength of the students, and highly individualized
and maximize the capacity of each student; innovating methods and forms
of educational institutions towards student capacity development.
2.1.1.3. Professional requirements for secondary school
teachers to meet the requirements of school education programs
The school education program requires secondary school
teachers to change a lot in terms of professional and operational
skills. Firstly, innovating teaching methods, organizing forms of
teaching in a positive direction; having the ability to redesign many
teaching contents and subjects in the direction of integrating general
and interdisciplinary topics. Secondly, teachers change the methods,
ways of managing and organizing students in the classroom in the
spirit of implementing the school education program. Thirdly,
teachers must change the way of checking and evaluating. Fourly, the
school program requires itself that every secondary school teacher
must constantly study and practice constantly for the objective
requirements of the school education program.
2.1.2. Professional retraining for secondary school teachers
to meet the requirements of the school education program
2.1.2.1. Concept
Profession and professional capacity: The ability to meet and

the most realistic and objective reflection on the results of
professional retraining.
2.2. Professional retraining management for
secondary
school
teachers
meeting
the
requirements of school education program
2.2.1. Concept
2.2.1.1. Management: Management is a conscious activity of
people to orient, organize, use resources and coordinate the actions of
a group of people or a community to achieve the goals in the most
effective way in certain context and conditions.
2.2.1.2. Professional retraining management for teachers:
Professional training management is the activity of educational management
subjects to organize and coordinate support activities for teachers; help them
master and supplement basic science knowledge, skills related to the
subjects in the secondary school program to teach all grades of secondary
schools to meet the requirements of student statues, education reform
requirements and integration requirements..
2.2.1.3. Professional retraining management for teachers meeting
the requirements of the school education program: Professional retraining
management for teachers to meet the requirements of the school education
program is a combination of activities of educational subjects to help the
secondary school teachers to meet the requirements of the school education


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program; contributing to the successful implementation of the school

secondary school teachers. It has proved through the regular and
periodic training for secondary school teachers.
2.2.2.4. Role of secondary school teachers
Secondary school teachers are particularly important for
professional retraining; professional retraining management for
teachers; implementing school education programs; being a
proactive, active and creative subject in self-training activities for
themselves. In professional self-training, they are a direct factor to
determine the quality and efficiency of fostering.


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2.2.3. The requirements of professional retraining
management for secondary school teachers to meet the
requirements of the school education program
Professional retraining management for teachers must be based
on the educational program issued by the Ministry of Education and
Training, based on the school's characteristics, local characteristics
and teachers in the school. Professional retraining for teachers should
be based on building teachers into a learning organization to create an
environment that motivates teachers to develop careers.
The relationship between professional retraining for teachers
and school building in the direction of "learning organisation".
The school of "learning organization" has the following
specific models and characteristics: There is a positive cultural
atmosphere; have a culture of teaching and learning towards
quality; motivating work for all members; relationships in the
school friendly; have appropriate policy mechanisms; there are
behavioral cultural norms in the school.
It can be determined: This is a two-way relationship, which

teachers; family circumstances...
2.3. Affecting factors of professional retraining
management for secondary school teachers meet
the school program requirements
Professional retraining management for secondary school
teachers to meet the requirements of the school education program is
influenced by the following factors: situation of the world, country
and local context; Requirements for comprehensive education
innovation; The revolution of science and technology, especially
information technology, the industrial revolution 4.0; The
professional capacity of secondary school teachers has not fully met
the requirements of the school education program.
Conclusion of Chapter 2
In the chapter 2, the author presents the results of the study of
basic theoretical issues of professional retraining management for
secondary school teachers, including tool concepts and clarification
of professional retraining management for secondary school teachers
to meet the school requirements of school education program. In
particular, the concept of the school education program has been
inherited by the author, synthesizing previous studies.
In order to manage professional retraining for middle school
teachers to meet the requirements of the school education program,
we focus on the following research: research and build lessons that
are appropriate for the audience in the school educational program;
setting up professional retraining forms through lecturing activities
and a system of materials for teachers.
The evaluation of program development capacity through the
development of subjects and lessons with interdisciplinary;
professional activities among school groups, professional teams on
school education program development; Principals of secondary

Hanoi has 147 secondary schools with 100% of students having 2
sessions per day, 97 schools have some classes having 2 sessions per day.
The content of teaching 2 sessions / day focuses on tutoring weak students,
fostering good students. In 2014 and the first 6 months of 2015, the city has
recognized 38 national standard schools, bringing the total number of
standard secondary schools to 312. Schools have also actively implemented
"Connecting Schools" in organizing and managing professional activities
online, and actively building teaching topics of professional groups,
renewing professional activities. oriented to teaching and assessment to
develop student capacity.
3.2.2. Practical situation of secondary school
teachers in Hanoi
3.2.2.1. Professional qualifications of Hanoi secondary
school teachers
3.2.2.2. Foreign language proficiency of Hanoi secondary
school teachers


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3.2.2.3. Information technology proficiency of secondary
school teachers in Hanoi
3.3. Practical situation of professional retraining for
secondary school teachers in Hanoi city
3.3.1. Practical situation of content of professional retraining
for teachers
There are 442/486 respondents (accounting for 91%)
identified: The content of professional retraining for secondary
school teachers in recent years includes 8 specific contents .
Most respondents are directly and indirectly involved in
professional retraining activities for secondary school teachers


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activities organized by the school and educational management
levels are quite good; It is organized relatively scientific, has a
unified plan, the method of organization is quite appropriate with
the content, location and appropriate time; being supported by a
team of junior high school teachers and deeply involved with a
high sense of responsibility.
A department assesses professional fostering activities at a quite
and average level. Specifically, the corresponding figures are 104/486
respondents accounting for 21.3% and 68/486 respondents 13.9%. A small
part (12/486 respondents accounted for 2.5%) rated very well.
3.3.4. Practical situation of subjects participate in
professional retraining for secondary school teachers
Subjects participate regularly in professional retraining for
secondary school teachers quite frequently (average score is 2.9).
This result is also consistent with the interview results. Respondents
said that such regular participation is due to the compulsory nature of
professional retraining.
3.4. Practical situation of professional retraining management
for secondary school teachers in Hanoi City to meet the requirements of
the school education program
3.4.1. General situation of professional retraining management
for Hanoi secondary school teachers
The management of professional retraining for secondary school
teachers of Hanoi city is assessed mostly at a fairly high level
(accounting for 89.3%); some respondents rated the average level
(9.2%); a small part rated good (1.3%). Particularly, 0.3% rated weak.
3.4.2. Practical situation of developing professional
retraining plan for Hanoi secondary school teachers

retraining of secondary school teachers in Hanoi city
All the criteria for evaluating the management of objectives,
content, methods, methods and facilities for professional retraining
are evaluated and ranked by most of the subjects. Synthesis of 4
criteria is assessed at a good level.
3.4.7. Practical situation of factors affecting
professional retraining and management of
secondary school teachers in Hanoi city
The factors that have a significant impact on the professional
retraining management of secondary school teachers in Hanoi, this
result shows the average score of 2.90. Comparing the influencing
factors, it can be seen that the professional capacity of secondary
school teachers is the main factor that the participants think is the
most influential with a score of 2.99.
3.5. Overall assessment of the status of professional
retraining management for secondary school teachers in Hanoi
city
3.5.1. Advantages
Professional retraining for secondary school teachers receiving
the attention of the city government; the support of relevant levels,
departments and branches which creating synergistic and unified
power for Hanoi education and training branch to implement the
tasks smoothly and effectively as expected.


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Hanoi is one of the provinces and cities with the highest
percentage of teachers meeting the standards. Hanoi's teachers are
sufficient in quantity, balanced in terms of structure and quality
assurance; high spirit and responsibility can fulfill the tasks that the

trend of integration with education and training of the region and the
world, the management of professional retraining for secondary
school teachers also has many favorable opportunities but also poses
many challenges. Given this situation, the proposal and
implementation of professional retraining management measures for
secondary school teachers is an urgent and scientific issue of the
problem being studied in Hanoi city.


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Chapter 4
MEASURES AND EXPERIMENT OF PROFESSIONAL
RETRAINING MANAGEMENT FOR SECONDARY SCHOOL
TEACHERS IN HANOI CITY TO MEET THE
REQUIREMENTS OF THE SCHOOL EDUCATION
PROGRAM
4.1. System of professional retraining management
measures for Hanoi secondary school teachers to meet the
requirements of the school education program
4.1.1. Determine the need for fostering on the
basis of the school education program analysis and
the professional capacity of teachers
4.1.1.1. Target
This measure aims to: to identify the specific content to conduct
professional retraining for secondary school teachers to meet the needs of
professional secondary teachers themselves and ensure the items
professional retraining of other management subjects on the basis of
analyzing the requirements of the school education program and surveying,
assessing the professional capacity of secondary school teachers.
4.1.1.2. Content and methods

professional competence of secondary school teachers. Secondly,
determining the relationship of the criteria together; Thirdly, building a
process of assessing professional competence for secondary school
teachers according to the requirements of the school education program.
4.2.2.3. Conditions of implementation
Firstly, developing a comprehensive set of criteria, accurately
reflecting the requirements of the school education program for
secondary school teachers. Secondly, developing a process of
organizing professional assessment according to the principle of
respecting the teachers' self-assessment results and combining
internal assessment with external assessment. Thirdly, complying
with the general regulations on assessment, which are honest,
objective, accurate, in the progress, development, respect for the
personality of the person assessed.
4.1.3. Directing the implementation of professional activities
in accordance with the characteristics of the subject to enhance
professional skills for teachers
4.1.3.1. Target
This measure aims to help secondary school teachers to
implement professional activities effectively on the basis of the
characteristics of the subject.
4.1.3.2. Content and methods
Firstly, the organization for teachers to study lessons in
accordance with the school education program. Secondly, organizing
class observation. Thirdly, the organization for teachers to participate
in semina classes and subject activities.
4.1.3.3. Conditions of implementation
Firstly, classifying lessons according to the design model of
the school education program. Secondly, analyze the lesson carefully;
comparing similarities and differences with traditional lessons;

foster their professional skills to meet the requirements of the
school education program
4.1.5.1. Target
This measure aims to achieve the goal of building and
preparing all the most favorable conditions for self-training of
secondary school teachers to meet the requirements of the school
education program; including: conditions for human resources,
material resources; policy mechanisms; Psychological environment
and other conditions.
4.1.5.2. Content and methods
Firstly, education and equipping with knowledge and skills
on professional self-fostering, self-study, self-training for


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teachers; Secondly, building a library system and resources to best
serve teachers' self-fostering activities; Thirdly, motivate teachers
to actively participate in self-fostering activities; Fourthly,
surveying the self-fostering needs of secondary school teachers;
Fifthly, determine the specific requirements of the school
education program for secondary teachers; Sixthly, linking
professional self-fostering activities with other professional
activities in the school; Seventhly, organizing the process of
evaluating self-improvement results in a scientific, accurate,
objective, public and transparent manner.
4.1.5.3. Conditions of implementation:
Firstly, the secondary school teachers themselves need to
have the right awareness and attitude about professional selffostering; the requirements of the school education program; the
need for innovation. Secondly, the secondary school principal is
really a shining example of self-improvement; leading and

enrich resources.
4.1.6.3. Conditions of implementation
Firstly, each teacher himself must be aware of and have a
clear and correct motive for the role, meaning and way of
exploiting resources and facilities. Secondly, each state
management agency should have proper and sufficient awareness
about their responsibility in exploiting resources and facilities.
Thirdly, elaborate specific and detailed plans on the exploitation
of resources and facilities associated with the management,
maintenance and repair; avoid waste, overlap, costly and fully
active in exploitation and use.
4.2. Testing professional retraining management measures
for Hanoi secondary school teachers to meet the requirements of
the school education program
4.2.1. Test of urgency and feasibility
Results of testing the urgency and feasibility of proposed
measures through the formula:
R=1–
R=1–
R = 0,77
Based on the results R = 0.77, it can be concluded: Between
the urgency and feasibility of the measures, there is a positive and
very close correlation. That is, both urgent measures and very high
levels of feasibility.
4.2.2. Experimenting the direction of implementing
professional activities in accordance with the characteristics of the
subject to professional foster for teachers
Learning results of students before and after the experiment: After
the experiment, the results of academic performance and behavior of
students before and after the experiment have changed markedly; That is:

school teachers to meet the requirements of the school education
program, including: Determining the need for fostering on the basis
of school program analysis and the professional capacity of
teachers; Establishing criteria to assess professional competence;
Directing the implementation of professional activities in
accordance with the characteristics of the subject; Building the
school collective in the spirit of learning organization to develop
professional skills for teachers; Establish a favorable environment
for teachers; Exploiting resources and facilities for retraining
activities for middle school teachers.


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The results of scientific empirical analysis are combined with
qualitative and quantitative analysis and show: The proposed
measures are feasible and effective in the basic secondary education
practice of Hanoi City.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
Professional fostering activities for teachers in general and
secondary school teachers in particular have a particularly important
meaning in implementing the task of improving the quality of
education of schools. Professional retraining activities for teachers
actively and timely supplement new knowledge and skills necessary
for teaching and education activities. At the same time, this activity
also solves limitations, exists in the quality and capacity of teachers
in the implementation of teaching, education and management tasks
in the new situation.
The implementation of the school education program is
considered a new and indispensable trend of the teaching and

For principals of secondary school schools.
For secondary school teachers.
For non-public secondary schools.