Thực trạng quản lý hoạt động bồi dưỡng giáo viên của các trường mầm non ở quận Bình Tân, Thành phố Hồ Chí Minh

Abstract

This article presents the study findings on the current situation of managing professional development activities in preschools in Binh Tan district, Ho Chi Minh City. Five management functions are analyzed: planning, organizing implementation, directing, monitoring and evaluation, and managing supportive conditions. The study employed questionnaires and in-depth interviews involving preschool administrators and teachers in the district. The results indicate several positive outcomes. Administrators and teachers have developed a clearer understanding of the importance of professional development; the content and methods of training have become more consistent with professional standards and practical needs; and collaboration among stakeholders within and outside preschools has improved. However, certain limitations remain: planning is not yet systematic; implementation is fragmented and overly theoretical; direction lacks consistency; monitoring and evaluation do not fully reflect teachers’ applied competencies; and supportive conditions such as facilities, funding, and time remain limited. Based on these findings, the study proposes six management measures: (1) Assessing needs and grouping teachers before training; (2) Renewing the planning of professional development programs; (3) Improving implementation effectiveness; (4) Strengthening the direction of professional development activities; (5) Reforming monitoring and evaluation; and (6) Managing and mobilizing supportive conditions. These measures aim to improve management effectiveness and foster the professional growth of teachers in preschools in Binh Tan district, thereby meeting the requirements of educational reform.