CURRENT STATUS OF TRAINING MANAGEMENT FOR LOWER-SECONDARY SCHOOL HOMEROOM TEACHERS IN HO CHI MINH CITY USING THE PDCA APPROACH

Abstract

Enhancing the management of homeroom teacher training is essential both theoretically and practically, aligning with the requirements of educational innovation and the implementation of the 2018 General Education Curriculum. This study examines the current status of training management for lower-secondary school homeroom teachers in Ho Chi Minh City using the PDCA (Plan-Do-Check-Act) approach. A survey was conducted with 369 teachers and homeroom teachers, and the data were analyzed using quantitative methods with SPSS 22.0. The findings indicate that the surveyed teachers provided generally positive feedback on homeroom teacher training management, with the highest ratings for ‘Do’ and the lowest for ‘Check’. These results provide a practical basis for educational administrators in Ho Chi Minh City to develop targeted solutions to enhance the effectiveness of homeroom teacher training management in lower-secondary schools.