The current situation of managing professional development activities for teachers at high schools in Nghia Hung District, Nam Dinh Province

Abstract

This study aims to analyze the current professional development management for teachers at high schools in Nghia Hung District, Nam Dinh Province. Data were collected from 117 participants, including school administrators and teachers from five high schools in the district, using questionnaires, document analysis, and synthesis. The findings indicate that, alongside the positive results achieved, several limitations exist. The planning of professional development activities remains superficial and heavily influenced by the subjectivity of administrators; the content of the training is overly theoretical; the methods of professional development lack diversity; the organization of training activities faces constraints in terms of time and funding; and the monitoring and evaluation of these activities remain largely formalistic. These findings provide a practical basis for proposing solutions for improvement regarding the concerned topic in this area in the near future.