Thực trạng quản lý hoạt động bồi dưỡng giáo viên theo hướng phát triển năng lực dạy học ở các trường tiểu học phường Long Nguyên, Thành phố Hồ Chí Minh

Abstract

Under the 2018 General Education Reform, teacher professional development aimed at enhancing teaching competencies plays a crucial role in improving the quality of primary education. This article investigates the theoretical foundations and examines the current situation of managing teacher professional development activities in primary schools in Long Nguyen Ward, Ho Chi Minh City. A questionnaire survey was used among 156 participants, including school administrators, heads of professional groups, and teachers. In addition, interviews were conducted, and the collected data were analyzed with descriptive statistical methods, mean scores and standard deviations. The findings reveal that the management of teacher professional development activities is implemented at a relatively good level. Key management functions, such as planning, organizing, directing, monitoring and evaluating, and motivating teachers, have been carried out. However, several limitations remain, particularly in identifying professional development needs, coordinating relevant stakeholders, utilizing evaluation results to adjust activities, and ensuring adequate support conditions. The findings provide practical evidence for enhancing the effectiveness of managing teacher professional development activities to meet the requirements of current educational reform.