Thực trạng quản lý hoạt động giáo dục đạo đức cho học sinh các trường trung học cơ sở ở phường Tân Sơn Nhì, Thành phố Hồ Chí Minh

Abstract

Moral education for lower secondary school students is a fundamental component of holistic education, particularly in the context of the ongoing shift in general education toward developing students’ qualities and competencies. This study investigates the current management of moral education activities at three lower secondary schools in Tan Son Nhi Ward, Ho Chi Minh City. It focused on the following dimensions: educational content, teaching methods, organizational forms, assessment practices, supporting conditions, and coordination among educational stakeholders. Data were collected from 120 school administrators and teachers and supplemented by in-depth interviews with six administrators and fifteen teachers. The questionnaire comprised 78 observed variables, and the data were analyzed using frequency analysis, mean scores, standard deviations, and rank ordering. The findings indicate that the management of moral education activities was evaluated at a relatively good level, with awareness of the importance of management receiving the highest rating. However, several management limitations were identified, including supporting conditions, the implementation of evidence-based and multi-source assessment practices, and the organization of community-based experiential activities. The study contributes to clarifying the gap between managerial awareness and implementation conditions and provides practical implications for strengthening data-informed management, enhancing collaboration among educational stakeholders, and promoting authentic experiential learning opportunities for students.