Thực trạng phát triển đội ngũ giáo viên Trường Trung học cơ sở Bạch Đằng ở xã Long Sơn, Thành phố Hồ Chí Minh

Abstract

This study assessed the current state of teacher professional development at Bach Dang Secondary School, Long Son Commune, Ho Chi Minh City. A combination of theoretical methods and empirical surveys was used among 47 participants, including administrators and teachers, supplemented by in-depth interviews. Data analysis reveals that while solid foundations regarding awareness and standardized processes have been established, significant inadequacies remain concerning personnel structure and quantity, alongside a notable lack of consensus between management and teachers regarding effectiveness evaluation. Notably, current development motivation is primarily driven by individual intrinsic effort and pressure from digital transformation, whereas the impact of international integration trends has not received adequate attention. These findings serve as a critical practical basis for the school to transition toward a constructive management model that enhances dialogue and democracy, thereby building a teaching staff capable of meeting the requirements of fundamental and comprehensive education reform.