Quản lí hoạt động bồi dưỡng giáo viên theo chuẩn nghề nghiệp: Nghiên cứu tại một số trường mầm non xã Xuân Lộc và xã Xuân Thành, tỉnh Đồng Nai

Tóm tắt

Managing teacher training activities according to professional standards is considered a prerequisite to improve the quality of preschool education. This article assesses the current management of teacher professional development in relation to professional standards at selected preschools in Xuan Loc and Xuan Thanh communes, Dong Nai Province. The evaluation uses four managerial functions: planning, organizing, directing, and monitoring and evaluation. A mixed-methods design involved 189 survey responses (14 administrators and 175 teachers) and 10 in-depth interviews. Findings show planning and monitoring-evaluation were maintained “frequently” with “fairly effective” results. Organizing and directing reached only the “occasional” level with “average” effectiveness. Across all dimensions, effectiveness scores were lower than implementation scores, revealing a gap between practice and outcomes. The primary causes are limited resources, excessive workloads, inconsistent policies, and inadequate managerial guidance. The study proposes five management measures to improve the effectiveness of preschool teachers' professional development in the research context.