Theoretical basis for managing homeroom activities at secondary school level

Abstract

Homeroom teachers are responsible not only for managing a classroom but also for attending to each student, identifying their individual developmental needs in terms of emotional, physical, and intellectual aspects within a heterogeneous classroom. This article explores the management of homeroom activities at the secondary education level in a local context, presenting the theoretical foundations of this management in the context of fundamental and comprehensive educational reform. The content of managing homeroom activities includes: planning homeroom activities; organizing the implementation of homeroom activities; directing homeroom activities; checking and evaluating the execution of the homeroom activity plan; and managing the facilities supporting homeroom activities.