Thực trạng quản lý hoạt động bồi dưỡng năng lực nghề nghiệp cho giáo viên các trường mầm non ở phường Minh Phụng, Thành phố Hồ Chí Minh

Abstract

This article presents the research findings on the current state of managing professional development activities for preschool teachers in kindergartens in Minh Phung Ward, Ho Chi Minh City. Data were collected from 116 participants, including 16 educational administrators and 100 preschool teachers, through questionnaires and interviews. Quantitative and qualitative methods were employed and the data were analyzed using statistical techniques. The findings indicate that schools have paid considerable attention to the management of professional development activities and have achieved certain positive outcomes in enhancing teachers’ professional knowledge and pedagogical competencies. However, several limitations are pointed out. These  include professional development plans not well-aligned with teachers’ actual needs, inconsistencies in the content and forms of professional development, limited engagement in self-directed learning and professional growth among teachers, inadequate effectiveness in implementation, monitoring, evaluation, and the use of evaluation results, as well as constraints in the conditions supporting professional development activities. The study provides practical evidence for improving the management of professional development activities for preschool teachers at the local level.