MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

LUU HONG UYEN

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

Specialization: Educational Management
Code: 9 14 01 14

SUMMARY OF DOCTORAL DISSERTATION ON
EDUCATIONAL SCIENCE

NGHE AN - 2019


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

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

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


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

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


6

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


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

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


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

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


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


66,88

100

88,95

29,44

46,01

24,55

District 6

26,87

73,13

100

92,19

29,76

44,79

25,43

District 7



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Cần Giờ
District

28,57

71,43

100

80,15

25,39

42,85

31,74

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

teachers (248)



4

3,42

0,67

4

3,45

0,68

4

3,36

0,81

3

3,40

0,67

3

3,39

0,72


3

X

deviation

3,44

level

Having a spirit of self-study,
2

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

3

supporting colleagues in
practicing teachers’ moral
Having working styles and

4

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

level
X
deviation

1
1.1

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

1.2

Professional
competence

2
2.1

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

2.2

Competence of
managing students'

0,72

3

0,69

3

3,36

0,69

3

3,27

0,70

3

3,39

0,70

3

Competence of
managing the students

3,26

facilities and equipment

3,25

0,70

3

3,37

0,69

3

0,70

3

3,39

0,69

3

3,21

3
3.1

Educating students competence

3

3,39

0,67

3

3.4

Competence of

3,24

0,73

3

3,37

0,69

3


14

No.

Competencies


3

3,39

0,69

3

3.6

Competence of school
psychology counseling
for students

3,26

0,71

3

3,37

0,69

3

4
4.1



3

4.3

Self-improvement
ability

3,28

0,69

3

3,44

0,67

4

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

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


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

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

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


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

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

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

Quantity
124
124

___

X

Variance

6.16
7.33

3.43
2.65

Standard
deviation
1,85

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

+) The average score after the experiment is higher than the average before the
experiment: 7,33> 6,16;
+) The coefficient of variation after the experiment is less than the coefficient
of variation before experiment: 22.10
(67)
(13)
negative behaviors
Skill to use methods and forms of education 36,29
54,03
9,67
6
that are appropriate for students
(45)
(67)
(12)
Skill of collecting, processing and analyzing
41,93
58,07
0,00
7 information to draw comments about
(52)
(72)
(0)
students and class
Skill to organize and coordinate educational 42,74
57,26
0,00
8
forces
(53)
(71)
(0)
Information technology skill to innovate
35,48

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

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