Phát triển năng lực nghề nghiệp cho đội ngũ giáo viên trường mầm non ở thành phố Dĩ An, tỉnh Bình Dương

Abstract

This study examines the current professional competencies and the management of professional competency development among preschool teachers in Di An City, Binh Duong Province. A cross-sectional survey combined with semi-structured interviews was conducted with 67 participants, including 31 administrators and 36 preschool teachers. Quantitative data were collected via a five-point Likert-scale questionnaire and analyzed statistically, while qualitative data from interviews helped clarify and complement the survey results. The findings indicate that preschool teachers demonstrate a positive awareness of the importance of professional competencies. Their overall competency levels range from fairly good to good; however, disparities remain, particularly in information technology application and innovation in educational practices. The management of professional competency development has been implemented across key functions, including planning, organization, leadership, monitoring and evaluation, and the provision of supporting conditions. Nevertheless, the effectiveness of these practices varies across institutions, and feedback mechanisms following professional development activities, as well as the linkage between evaluation results and individual teacher development, remain explicitly insufficient. Based on these findings, the paper proposes a set of management measures grounded in the PDCA cycle, aiming to individualize professional development activities, strengthen practice-oriented training, enhance technology integration, and optimize supporting conditions. These measures are expected to improve the effectiveness of professional competency development for preschool teachers at the local level.