Thực trạng phát triển đội ngũ giáo viên ở các trường mầm non huyện Tân Hồng, tỉnh Đồng Tháp theo chuẩn nghề nghiệp

Abstract

The development of the preschool teacher workforce in accordance with professional standards is regarded as a regular and urgent task of the education sector, as well as a key factor determining the effectiveness and success of the educational reform process. This study analyzes the current preschool teacher workforce development in Tan Hong District, Dong Thap Province, based on professional standards. It aims to identify strengths and limitations in management practices. The study surveyed 84 administrators and preschool teachers in Tan Hong District. Survey data were collected and processed using a four-point Likert scale. Findings reveal that the overall development of the preschool teacher workforce is assessed at an upper-average level. Notable strengths include teacher review and planning, fostering cooperative relationships within the educational environment, and the implementation of fundamental professional development activities. However, several limitations remain, including insufficient resources for workforce planning, recruitment processes insufficiently aligned with practical competencies, fragmented professional development activities, evaluation practices still largely formalistic, and reward mechanisms failing to provide sustainable motivation for teachers. This study provides empirical evidence to support education managers in formulating feasible measures to enhance preschool teacher workforce development in accordance with professional standards. The findings hold significance for improving the quality of preschool education in Tan Hong District and contribute to the broader process of educational reform in Dong Thap Province.