Current situation of managing teaching competency development for primary teachers in Hanoi city from an autonomous perspective

Abstract

This article surveys the current situation of managing teaching competency development for primary school teachers in Hanoi City from an autonomous perspective. Data was obtained from a survey of 203 administrators and teachers from 6 public primary schools in Hanoi City. The results show that the overall assessment aspects were fairly good (ranging from 2.82 to 2.91 on a 4-point scale): the level of meeting training objectives reached 2.89, training content reached 2.91, methods reached 2.82, and format reached 2.88. Regarding the implementation of management functions, planning reached 2.87, organization reached 2.82, direction reached 2.82, and inspection and evaluation reached 2.85. The results indicate that training is largely theoretical, with limited practical application, and coordination between schools, the Department of Education, and communes/wards is not synchronized. Therefore, the article suggests further improvement of training plans to meet actual needs, increased use of group professional development activities, forums and workshops, and improved quality of inspection and evaluation activities. The article also proposes supporting solutions such as increased cooperation with reputable institutions and encouragement of online self-learning for teachers.