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INTRODUCTION
1. Reasons for choosing dissertation topic
In the process of leading the revolution, the Communist Party of
Vietnam always considers education and training to be the top national policy
and the cause of the entire Party and people. Directive No. 40-CT/TW of June
15, 2004, of Secretariat of the Communist Party of Vietnam, stated: “The goal
is to build a contingent of teachers and educational administrators in
standardized, quality assurance, sufficient in number, uniform in structure, with
particular emphasis on improving the political spirit, quality, lifestyle,
conscience and skills of teachers, meeting the increasing demands of the
industrialization career, modernize the country ”. This demonstrates the beliefs
and expectations of the Party and the State for teachers at all levels including
preschool teachers.
In recent years, Hanoi City with the rapid development of non-public
preschool education institutions, requiring key human resources is the teaching
staff to meet that development. However, the situation of non-public preschool
teachers is still lacking in quantity, weak in quality, has not yet been
structurally synchronized, and has not been thoroughly researched and
addressed by management agencies. The issue of management and
development of teachers of non-public preschools in the direction of
standardization lacks comprehensive, specific and in-depth studies to address
inadequacies in practice plan of developing, training, fostering, recruiting,
using, monitoring and evaluating the development of this team in the direction
of standardization ... Therefore, it is necessary to research and develop the
teaching staff of non-public preschools in the direction of standardization are
now urgent requirements. Stemming from the above fundamental reasons, PhD
students choose the problem: "Management of teacher staff development of
non-public preschools in Hanoi city in the direction of standardization" as the
subject of the dissertation.
2. Research purpose and tasks

* Research purpose:
Overview of the theoretical issue of management and development of
preschool teachers in the direction of standardization, clarifying the practical
situation of management of teacher staff development in preschools in Hanoi
city, thereby proposing management measures to develop a contingent of nonpublic preschool teachers in Hanoi city in the direction of standardization to
meet the current educational renovation requirements.
* Research tasks
Researching theoretical issues on the management of preschool
teacher staff development in the direction of standardization.


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Research practical issues on the management of preschool teacher
staff development in non-public schools in Hanoi city in the direction of
standardization.
Proposing measures of the management of preschool teacher staff
development in non-public schools in Hanoi city in the direction of
standardization.
Conducting experiments and testing of the proposed measures in the
dissertation.
3. The subject, object, scope of research
* Research subject:
The management of teacher staff development of preschools
according to national standards.
* Research object:
The management of preschool teacher staff development in nonpublic schools in Hanoi city in the direction of standardization.
* Scope of research:
Scope of content: The research focuses on the management of
teacher staff development of non-public preschools in Hanoi city in the
direction of standardization as the focus.

Scope of the survey area: a contingent of preschool teachers of nonpublic schools; education managers at all levels (City, District, education
department, School ...) directly related to the management and development
of non-public preschool teachers at the request of the study; Preschool
parents concerned in some districts of Hanoi city.
4. Scientific hypothesis
Developing human resources for preschool education in general,
teacher staff in non-public preschools in the direction of standardization, in
particular, is an urgent requirement of the preschools and society. If the
non-public preschool education management agencies have effective
measures in the management of teacher staff development in the direction
of standardization, from the quality assessment of the team, the planning,
selection and compensation maintenance, use, inspection, supervision ...
the teacher staff of non-public preschools will develop to meet the
requirements of standardization, contributing to improving the quality of
non-public preschool education in the city of Hanoi today.
5. Methodology and research methods
* Methodology
The study of management of non-public preschool teacher staff
development in the direction of standardization in Hanoi city should be
based on the points of view and methodological principles of Marxism-


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Leninism and Ho Chi Minh thought on education, training, education
management, development of education human resources; At the same time
apply the following approaches:
System approach: Examining the relationship between management
entities; management functions; teacher training and retraining
establishments with facilities used by non-public preschools.
History - logic approach: Researching in the dissertation needs to

inherit valuable knowledge, experience and achievements in the past. In
order for the management of development of non-public preschool teachers
in the direction of standardization to be really effective, it is necessary to
clearly identify strengths and weaknesses to promote and overcome. Define
team development management measures in a logical order, there is a close
link between theory and practice.
Practical approach: The dissertation is studied based on the
practical approach on the theory and current situation of the research
issues, in order to increase the reliability of the statements, assessments and
propose feasible measures in the dissertation.
Approaching human resource development: The stages of planning,
recruiting, using, evaluating, training, fostering and policies.
Standardized approach: Standardized rules are issued by the State to
teachers to achieve standards.
* Research methods:
Theoretical research methods: Methods of analyzing and synthesizing
theory: Reading books, newspapers, magazines and collecting practical
materials, studying characteristics and properties of standardizing preschool
teachers, analyzing and synthesizing theories related to the dissertation.
Practical research methods
Observation method
Survey method by questionnaire
Methods of seminars and interviews to exchange and consult with
survey subjects ...
Methods of summarizing educational management experience
Research method of educational products
Assaying and testing methods
Supporting methods:
Expert method: consult with experts on measures to manage the
development of non-public preschool teachers in the direction of

standardization, including: experienced scientists, teachers managers.
Case study method: use this method to collect information from
typical non-public pre-school schools in Hanoi on developing teachers of


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non-public pre-school schools towards standardization, from which there
is a basis for making comments when analyzing practices and proposed
measures …
Mathematical statistical method: using SPSS software version 22.0 to
analyze in-depth quantitative and qualitative results obtained ....
6. New contributions of the dissertation
Research results of the dissertation contribute to systematizing the
theoretical basis for management of development of teachers of non-public
preschool in the direction of standardization such as basic concepts, issues
of standardizing preschool teachers, content and factors affecting the
management of development of non-public preschool teachers, creating a
basis for practical research orientation and proposing measures in practice.
The dissertation has proposed preschool teacher evaluation criteria
including 3 standards, 15 criteria and conducted a survey on this issue,
analyzed, evaluated and clarified the situation of teachers, management of
teaching staff development. This is in non-public preschool schools in
terms of scale, structure, training, retraining, recruitment as well as
clarifying the advantages, limitations, causes and problems posed in
management of teaching staff development in non-public preschools in
Hanoi city. From a scientific basis, the dissertation proposes measures to
manage the development of non-public preschool teachers in the direction
of standardization, contributing to improving the quality of preschool
education in the capital city today.
7. Significances of the dissertation

The research results of the dissertation have systematized the
theoretical issues on the management of non-public preschool teacher
development in the direction of standardization; overview of management
contents and influencing factors ... Clarifying the picture of the situation of
management of non-public preschool teachers development in Hanoi city,
indicating limitations and causes and raised issues; Since then, propose
measures that are scientifically based and verified on the management of
non-public preschool teacher development in Hanoi City in the direction of
standardization, contributing to improving the quality of education of
preschools in Hanoi today.
8. Structure of the dissertation
The dissertation includes introduction, five chapters (15 periods),
conclusions, list of scientific works of the author related to the dissertation,
list of references and appendices .


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Chapter 1
OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION
1.1. Scientific research works of non-public preschool teacher
development in the direction of standardization
1.1.1. The research works of foreign authors
Studies on developing a staff of preschool teachers
Studies on the standardization of preschool teachers
1.1.2. The research works of authors in Vietnam
1.2. Scientific research works of the management of non-public
preschool teacher development in the direction of standardization
1.2.1. The research works of foreign authors
1.2.2. The research works of authors in Vietnam

The problem of management of teacher development in general, the
development of teaching staff of preschools in the direction of
standardization in particular, there are research works such as monographs,
scientific research, dissertation, scientific articles published in specialized
scientific journals, scientific seminars ... the author will study to inherit and
develop in the dissertation.
1.3. Overview of research results of published scientific works
related to dissertation and issues that need to be solved
1.3.1. Overview of research results of published scientific works
related to dissertation
Due to different approaches, the authors explain the different
theoretical and practical issues that create diversity in the study of teachers
and teachers' development in the preschool in the direction of
standardization.
Research results to develop teachers in the direction of adequate
standardization in terms of quantity, assurance of professional quality and
professional standards, structural synchronization; and that is the goal of
the managers.
Research results on management of of teacher development in
general and preschool teachers in the direction of standardization in
particular, are issues that the author will inherit and continue to develop in
theoretical formulation of the topic.
1.3.2. The issues that dissertation to be solved
Firstly, systematize theoretical issues about developing preschool
teachers; standardize preschool teachers; and manage the development of
non-public preschool teachers; overview of management contents and
factors affecting the management of non-public preschool teacher
development in Hanoi city in the direction of standardization.



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Secondly, the study clarifies the real situation of the contingent of teachers
and manages the development of the teacher contingent of non-public preschools
in Hanoi city in the direction of standardization, as a practical basis to propose
measures of management of of the teacher contingent of non-public preschools
in Hanoi city in the direction of standardization.Thirdly, the study clearly
defines the orientation and proposes measures of the development of the
teacher contingent of non-public preschools in Hanoi city in the direction
of standardization, ensuring close practicality, suitable for each type of
school, practical and highly feasible.
Conclusion of Chapter 1
From the overview of the research situation related to the thesis
topic, it is found that, about preschool teachers is a force with a position, a
particularly important role for the development of children in the first years of
life, contributing to the orientation, creating a solid premise for the formation and
development of people in the golden period. Therefore, the problem of
developing preschool teachers in the direction of standardization is very urgent;
If appropriate management measures will have a positive impact on the
development of preschool teachers in terms of quantity, structure and quality. The
author will inherit the research results to explain and clarify theoretical and
practical issues "Management of non-public preschool teacher development in
Hanoi city in the direction of standardization" .
Chapter 2
THEORETICAL BASIS OF MANAGEMENT OF NON-PUBLIC
PRESCHOOL TEACHER DEVELOPMENT IN THE DIRECTION
OF STANDARDIZATION
2.1. Standardization and problems raised in standardization of
non-public preschool teachers
2.1.1. Preschool teachers. Non-public preschool teachers
2.1.1.1. Preschool teachers

Education Law 2005, Article 70 stipulates: "Teachers are
the people who are responsible for teaching and educating in
schools and other educational institutions ... Teachers teach at
preschool and general education institutions, vocational
education called teachers; higher education institutions are
called lecturers, [84, p.56]. Accordingly, preschool teachers who
are in charge of caring and educating preschool children at an


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educational institution of a school level shall perform the
functions, tasks and powers prescribed by the school's charter.
2.1.1.2. Teachers of non-public preschools
Concept of non-public preschool
Schools, kindergartens, nursery groups and kindergarten classes
which are set up by population communities, invested material foundations,
ensured operation funding and supported by local administrations. Schools,
kindergartens, private preschools, private schools are established by social
organizations, socio-professional organizations, economic organizations or
individuals, to invest in building material foundations and ensure business
operation fees with non-state budget capital.
Concept of non-public preschool teachers
Preschool teachers of non-public preschools are people who take
care of children at the preschool level at non-public preschool education
institutions of grade level to perform functions, tasks and powers in
accordance with the school charter.
The non-public preschool teachers
The teachers of non-public preschools are a group of teachers who
are responsible for nurturing, caring for and educating children aged
between three months and six years old according to the program of

education, training and other tasks in non-public educational institutions
of preschool level.
2.1.2. Standardization of preschool teachers. Standardization of
non-public preschool teachers
2.2.2.1. Standardization of preschool teachers
According to the Vietnamese dictionary, "Standard" is a noun that is
understood: 1. The chosen thing is the basis for comparison, in which
direction to be followed correctly; 2-The object selected as a model to
represent a unit of measurement; 3. The thing is recognized as being in
accordance with regulations or habits in society [94, p.800].
Standardization of teachers is a stage, playing a decisive role in the
quality of education and training at educational institutions; standardization
is the basis for evaluating, selecting and using teachers.
2.1.2.2. Standardization of non-public preschool teachers
Standardization of teacher contingent of non-public
preschools is a planned, subjective activity of the subject in
identifying solutions affecting each person and the whole
teaching staff, in order to ensure the non-public preschools


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have the quantity and structure of teachers in accordance
with the standards prescribed by the State
2.1.3. Management of preschool teacher development.
Management of non-public preschool teacher development in the
direction of standardization
2.1.3.1. Concept of development and management of preschool
teacher development
Concept of development
In Vietnamese dictionary, the concept of development is understood

as the process of transforming or making transformations from less to
more, from narrow to wide, low to high, simple to complex [94, p.769).
Development of preschool teachers is the purposeful impact of
managers on preschool teachers in order to make preschool teachers stable
and sustainable development in quality, quantity, structure and well serve
the cause of education and training of the country according to
requirements of each period.
2.1.3.2. Management of non-public preschool teacher development
in the direction of standardization
Management of non-public preschool teacher development in the
direction of standardization is the intentional and planned impacts of
management subjects on the development of teachers in order to ensure the
teaching staff has been developed sustainably, contributing to make the
teaching staff develop sufficiently in terms of quantity, quality
improvement, structure suitability, and meet the standards of preschool
teachers as prescribed by Government.
2.2. Content of management of non-public preschool teacher
development in the direction of standardization
2.2.1. Making plan of management of non-public preschool
teacher development in the direction of standardization
Making a plan for managing and developing teachers of non-public
preschool schools is to build a long-term plan in training, fostering, arranging and
arranging teachers at each school according to scope manage.
2.2.2. Proactively building preschool teachers according to
standards
We come up with the solution: keeping the three evaluation criteria,
rearranging the evaluation criteria in the standards, each standard has 5
evaluation criteria.



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Political awareness,
thought, good citizen
responsibility

Clean, healthy lifestyle and Ethics
CHÍNH TRỊ,
ĐẠO ĐỨC,
LỐI SỐNG

Good observance of
laws and policies of
the Party and State

POLITICAL
QUALITY,
ETHICS,
LIFESTYLE

Good working
discipline
a clean, healthy
lifestyle and ethics

KNOWLEGDE

PEDAGOGICA
L
SKILLS


Knowledge of
preschool education

Educational planning skills

Health care knowledge
of preschool age

Educational operation
skills

Specialized knowledge

Educational operation
skills

Specialized knowledge

Classroom management

Knowledge of early
childhood education
methods
General knowledge
about economy,
politics, culture,
society related to
preschool education

Honest, devoted,

solidarity

skills
Communication skills,
behavior
(with
children, colleagues,
parents)

Chart 1: Standards and career criteria of preschool teachers


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2.2.3. Train, self-train and foster preschool teachers
according to standards
Organizing training and retraining is the most important content to
develop capacity, supplement knowledge, skills and political qualities of
teachers' ethics according to standardized regulations; forms of regular
training and fostering to raise the quality of teachers.
2.2.4. Checking and evaluating preschool teachers according to
standards
This is the content that plays a particularly important role in
managing and developing teachers of non-public preschool schools; it is
the basis for evaluating all stages, steps from leadership, direction,
planning, organization of recruitment, training, retraining ... Since then,
detecting limitations, errors and inadequacies for timely adjustment and
rectification measures.
2.2.5. Reward and encourage preschool teachers to achieve good
achievements in pedagogical activities
Commendation, encouragement in time cause the state of

excitement, pride and satisfaction of the complimented people, motivating
these people to make more efforts for the next activities.
2.3. Factors affecting the management of nonpublic preschool teacher development in Hanoi city in the direction
of standardization
2.3.1. Guidelines and policies of the Party and State
2.3.2. Direct and guide the Ministry of Education and Training and
local education and training institutions
2.3.3. Leadership and direction of preschools
2.3.4. Qualities, personalities, career trends and qualifications of
preschool teachers
Conclusion of chapter 2
Management of non-public preschool teacher development in Hanoi
City directly contributes to the development of teachers in terms of quantity
and structure; train teachers to form and develop pedagogical thinking
capacity, knowledge, techniques, skills, experience in caring and educating
children according to professional standards. The content of the
management of teacher staff development includes the following activities:
Planning and developing teachers for preschool teachers. Arranging and
using; Retraining, inspection, examination and evaluation of teachers and
the management of teachers, development management of teachers of nonpublic preschools in Hanoi City affected by objective and subjective


11
factors, but the most important factor is organization and management of
the teacher staff at non-public preschools.
Chapter 3
PRACTICAL BASIS OF THE MANAGEMENT OF NONPUBLIC PRESCHOOL TEACHER DEVELOPMENT IN HANOI
CITY IN THE DIRECTION OF STANDARDIZATION
3.1 Overview of preschool education in Hanoi city
The number of non-public preschools in Hanoi increased from 148

in 2011 to 267 in 2018, the number of schools increased by 119, far
exceeding the rate of increasing the number of public preschools; The
increase in the difference reflects the trend and stable development of nonpublic preschools in Hanoi city and the people's needs and living standards
are being improved; Therefore, the authorities and educational management
agencies should have appropriate forecasts and plans in developing the
contingent of teachers of non-public preschool schools in the coming time.
3.2. Organizing research of the situation
3.2.1. Purpose of studying the situation
In order to comprehensively assess the situation of management of nonpublic preschool teacher development in the direction of standardization as a
practical basis to propose measures to manage and develop teachers of nonpublic preschool in Hanoi city.
3.2.2. Object, scope, time of survey
3.2.2.1. Respondents
Total of surveyed people: 615 people: Teachers of non-public
preschools: 305 teachers; Managers at non-public preschools, managers at
education & training agencies in districts of Hanoi city: 75 people; Experts:
52 people; Parents: 185 people.
3.2.2.2. Survey area
A number of non-public preschools in Hanoi city, Hai Ba Trung,
Hoang Mai, Ba Dinh, Thanh Tri and Dong Anh districts
3.2.2.3. Survey time
From June to October 2018.
3.2.3. Content of the research situation
The actual situation of developing and managing the development of
the contingent of teachers of non-public preschools in Hanoi city according
to the following contents: planning, evaluation organization, arrangement,
training create, foster, inspect, test ....
3.2.4. Research methodology
3.2.4.1. Pedagogy
3.2.4.2. Methods of seminars and interviews to exchange and
consult the survey subjects.

3.3.4.3. Questionnaire


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3.2.4.4. Method of document research, summarizing experience
3.2.4.5 Method of processing data by mathematical statistics
3.3. The situation of management of non-public preschool
teacher development in the direction of standardization
3.3.1. Situation of developing the number of non-public preschool
teachers in Hanoi city
Survey results show that in the period of 2011 - 2018, the number of
non-public preschool teachers increased sharply with the rate of up to
256%, an annual increase of 36.57%. The number of public preschool
teachers only increased by 46% over the period and every year only
increased by 6.57%, demonstrating the strong development of non-public
preschool education.
3.3.2. Situation of developing quality of non-public preschool
teachers in Hanoi city
Survey and exchange results show that a part of preschool teachers
is knowledgeable, but can teach pedagogical thinking, organizational art,
pedagogical practice skills. Child education planning, communication and
behavior skills for children and parents are limited.
3.3.3. Situation of developing the structure of non-public
preschool teachers in Hanoi city
By 2018, the number of non-public preschool teachers with college
or higher education accounts for only about 30% of the total number of
teachers; The number of non-public preschool teachers who have not been
trained at pre-school pedagogical level or preschool profession is quite
large, accounting for approximately 40% of the total number of teachers.
3.3.4. Situation of evaluating teachers according to

professional standards
Survey results show that: 100% of teachers meet the standards, of which
above standard accounts for 44.5%; but the big shortage is about knowledge,
practical experience; the solidity of knowledge is not high; The ability to think
and apply knowledge in performing duties and tasks is still limited.
3.4. The situation of management of non-public
preschool teacher staff development
in the direction of
standardization
3.4.1. The actual situation of developing plans for non-public
preschool teachers according to standards
According to the survey results in 2018, the number of schools with
teacher development plans accounts for a high proportion of 86%, while up
to 40 schools account for nearly 15% of the total number of non-public
preschool schools that do not have short-term development plans. However,
if the total number of non-public preschools in Hanoi city is counted, the


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number of schools without a five-year long-term teaching staff plan is up to
241 out of 267 schools, accounting for 90, 26%, so non-public preschools
have not paid attention to building long-term plans in developing teachers.
3.4.2. The situation of evaluating and arranging the contingent of
teachers of non-public preschools according to standards
Assessment of the implementation of the content in the organization of
evaluation and arrangement of preschool teachers has a good overall assessment, with a
good and fair rate of 68.57%, an average of 17.14%, weak 8.57%. In particular, it is
better than the reviews about: Organizing the arrangement of preschool teachers
according to the prescribed standards, with 13 comments (86.67% of the respondents
rated well and fairly; Implementing the assessment process rating for preschool teachers

with 13 comments (86.67%) rated them as good and rather good.
3.4.3. Actual situation of organizing training and self-training of
non-public preschool teachers according to standards
The training and retraining of preschool teachers with qualified
qualifications has made progress, meeting the requirements of renewing
preschool education. In particular, the "Organization sending training and
retraining of preschool teachers according to standards" is not done generically,
with an average score = 3,2803. The content "Organizing on-the-spot training
and retraining on the spot of preschool teachers according to the standard" has
been paid adequate attention by the schools, with an average score = 3,8504,
achieved a Fair level. However, the survey results show that the management of
training methods and methods ”is still limited..
33.4.4. Situation of organizing inspection and evaluation of the
development of non-public preschool teachers according to standards
The results of assessment and classification of preschool teachers
were evaluated according to professional standards of preschool teachers
reaching a rating of fairly or higher with the difference between teachers'
self-assessment (75.7%), professional group evaluation (72.8%) and
principal's comments (65.5% rate). According to the managers' assessment,
50% of the opinion that preschool teachers use information technology
facilities are not proficient, need more training..
3.4.5. General assessment of the situation of
development management of the contingent of
teachers of non-public preschools in Hanoi city today
Advantages and reasons: The development of non-public preschool teachers
according to professional standards has been concerned by educational management
levels, paying attention to developing teachers' development plans. Every year, the
contingent of non-public preschool teachers has increased in number, step by step
ensuring the staffing of teachers in classrooms and teachers on children according to the
characteristics of each preschool education institution. trying to arrange teachers

appropriately in the scale of the school network, non-public class…


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Cause advantages: Having the above results due to the management
and development of teachers of non-public preschool schools are concerned
and directed by the management levels. The Hanoi Department of
Education and Training has been active in advising the City to issue a
mechanism of equal interest for teachers in general and non-public
preschool teachers in particular. Strengthen the decentralization of
preschool education management and raise the State management
responsibilities of the People's Committees of communes, wards and
townships for non-public preschool education institutions.
3.4.6. Issues for development management of non-public
preschool teachers in Hanoi city
Firstly, non-public preschool schools should build a long-term basic
strategy for developing teachers.
Secondly, it is necessary to have a strong "participation" of education
and training management agencies.
Thirdly, it is necessary to solve the problem of quantity with
improving quality, ensuring a reasonable structure, paying attention to the
quality of teachers, regularly performing good teacher selection.
Fourthly, it is necessary to continue researching and proposing the
State to supplement and perfect the policy system for preschool teachers.
.
Conclusion of Chapter 3
From analysis and assessment of the situation, it is necessary to
identify the characteristics, the status of the team and the status of
development of the teaching staff in non-public preschool education
management. current non-public preschool schools; help the subject clearly

see the factors, favorable conditions, difficulties and challenges; besides the
advantages there are still many shortcomings; identify issues raised on the
development management of teachers in terms of quantity, structure,
quality, competence and educational level. To develop the contingent of
teachers of non-public preschool schools, it is necessary to have practical,
flexible and creative measures to solve these problems.
Chapter 4
ORIENTATIONS AND MEASURES OF THE MANAGEMENT OF
NON-PUBLIC PRESCHOOL TEACHER DEVELOPMENT IN
HANOI CITY IN THE DIRECTION OF STANDARDIZATION
4.1. Orientation for development of teachers of non-public
preschools in Hanoi City in the direction of standardization
4.1.1. General orientation
General orientations for development of teachers of non-public
preschool schools in the direction of standardization are: Developing
teachers of non-public preschool schools in the direction of standardization


15
must be put in the renovation strategy and comprehensive education and
training; develop on the basis of fully grasping the Party's viewpoints and
policies, the State's policies and laws on developing the contingent of
teachers and managers to meet the requirements of renewing education and
training; programs and plans of the Hanoi People's Committee on early
childhood education development in Hanoi up to 2020 and subsequent
years; standardize the teaching staff to meet the requirements of expanding
the preschool education system in all residential areas in Hanoi City.
4.1.2. Specific orientations
4.1.2.1. Maintain political orientation in developing teachers of nonpublic preschool schools in Hanoi City
4.1.2.2. Ensuring the comprehensiveness, effectiveness, and

optimization in developing the contingent of teachers of non-public
preschool schools in Hanoi City.
4.1.2.3. Exploiting the capabilities of resources into developing
teachers of non-public preschool schools in Hanoi City
4.2. Measures of the management of non-public
preschool teacher development in hanoi city in the
direction of standardization
4.2.1. Assess non-public preschool teachers in the direction of
standardization
Objectives and meanings of the measure:
In order to help teachers promote their strengths, overcome defects,
improve political quality, revolutionary morality, capacity and work efficiency, as
a basis for selection, planning, training and fostering nurturing, arranging, using
and implementing policies and policies, contributing to developing the
contingent of teachers of non-public preschool schools in sufficient numbers,
rational in structure and of high quality.
Content measures
Bases for evaluating the contingent of teachers of non-public
preschools according to 3 standards and 15 criteria are presented in chapter
2. Subjects for evaluating teachers of non-public preschool schools be the
leader and manager of non-public preschools; management agencies are
responsible for guiding, directing, inspecting and monitoring teacher
evaluation activities; Every teacher appreciates himself. The object of
evaluation is the contingent of teachers of non-public preschools. The
forces participating in the evaluation of the teachers of non-public
preschools include colleagues; Parents. Time limit for teachers' evaluation
according to semester, school year; at the end of an assigned task; It is
necessary to proceed in a strict, scientific, meticulous, careful, democratic,
fair, objective, honest and scientific order with scientific methods.
Method of implementation of the measure

Determining the evaluation process, applying uniformly to the


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activities of the subjects and organizations, forces in teacher evaluation.
Teachers write their own comments and assessments; self-classification
according to the degree of good, quite average, poor ... Collecting
comments from colleagues and parents; Board of Directors, Board of
Management commented, assessed and presented discussions; Teachers'
comments and reviews are saved in the file…
2.2. Develop and implement master plans and plans for
development of preschool teachers in non-public schools in the
direction of standardization
Objectives and significance of the measure
In order to create a basis for training, fostering, arranging, arranging
and using teachers systematically with content, manner, order and time of
quality assurance in the direction of standardization.
Content measures
Define the master plan for teacher development in terms of quality,
education, and industry as a basis for training and retraining according to
standards; identify sources for developing teachers of non-public preschool
schools. The planning on structure and quality ensures teachers'
qualifications, competencies and qualities are standardized, creating
successive generations of teachers, without being inadequate.
Method of implementation of the measure
Step 1: The Board of Directors, the Principal study the city's early
childhood education development strategy and the education and training sector.
Step 2: Identify additional sources for teachers. Step 3: Develop a process for
teacher selection. Step 4: The school principal needs to have a comprehensive
macro plan to train and foster teachers to meet the standardization requirements.

Step 5. Evaluation and finalization of planning work ..…
4.2.3. Organize the selection, use and screening of non-public
preschool teachers in the direction of standardization
Objectives and significance of the measure
Aiming at selecting, using and screening the right teachers to have
enough teachers with good moral and political qualities, knowledge and
competency, pedagogy according to standardized requirements.
Measure content
Strictly following the steps in organizing the selection based on
teacher standards; requirements on quantity, quality, team structure; Must
attach special importance to quality, not because of quantity or structure but
imitating quality.
Method of implementation of the measure


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Assigning, specific, clear, transparent and clearly defining
responsibilities and competence in the examination, admission and decision
making for using and dismissing preschool teachers.
4.2.4. Improving the quality of teacher
training and retraining; renovate content, form
and encourage teachers to foster themselves
according to standards
Objectives and significance of the measure
Training and fostering teachers in order to instill, supplement and
update knowledge, experience, train skills, political qualities, ethics,
professional qualities, and improve the staff structure.
Content of measures
Renewing the training and retraining of preschool teachers must be
addressed in a synchronous, multi-faceted and multi-faceted manner:

objectives, contents, programs, management organizations, facilities and
technical facilities to ensure for training and retraining of preschool
teachers ... Closely coordinating between pedagogical schools and nonpublic preschool schools in training and fostering teachers ...
Method of implementation of the measure
Regarding the renovation of preschool teachers training work:
In terms of content innovation, the form of non-public preschool
teacher training is standard. On encouraging non-public preschool teachers
to foster themselves according to standards..
4.2.5. Develop and perfect policies for teachers of non-public
preschools
Objectives and significance of the measure
In order to motivate and attract qualified and enthusiastic teachers to
work in the school.
Content of the measure
Identify the right policies that impact the delivery process and
teacher income. Policy group on residence and teacher's housing. Social
policy group affecting teachers' political and cultural life.
Method of implementation of the measure
The Board of Directors, the Management Board of non-public
preschools should pay attention to the conditions of accommodation, living
conditions of teachers.
4.2.6. Improving the quality of inspection, examination and
evaluation of results of management and development of non-public
preschool teachers in the direction of standardization
Objectives and significance of the measure


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In order to help the managing entity identify advantages and
disadvantages, detect arising for adjustment and supplementation; and

resolving mistakes, deviations and shortcomings in teacher development
management.
Content of measures
Ensuring accuracy, objectivity, democracy, publicity and
transparency in the examination, inspection and management of teachers
development. Ensuring the comprehensiveness of the inspection and
examination of management and development of the contingent of teachers
of non-public preschool education schools. Implementing democracy well
in checking, inspecting and evaluating the management and development
of teachers of non-public preschool schools ...
Method of implementation of the measure
Well implement forms of checking and inspecting the management
and development of the contingent of teachers of non-public preschool
schools on a regular and irregular basis. Organize well implementation of
decisions and conclusions on examination and inspection of management
and development of teachers according to standards .....
Conclusion of chapter 4
Each measure of management of teacher staff development of nonpublic preschool schools in Hanoi city in the direction of standardization of
one-sided and one-content management; This measure impacts, supports, is
the condition and premise to implement the other solution. On the basis of
evaluating the quality of teachers' staff to formulate master plans and plans
for teachers development, ensuring the structure as well as performing well
the selection and use of teachers. In order for the measures to be
implemented effectively, in the implementation process, it is required that
the education administration authorities should apply flexibly and
appropriately to the conditions and characteristics of each school to ensure
sustainable development of teachers of non-public preschools.
Chapter 5
TESTING MEASURES OF THE MANAGEMENT OF NON-PUBLIC
PRESCHOOL TEACHER DEVELOPMENT IN HANOI CITY IN THE

DIRECTION OF STANDARDIZATION
5.1. Testing and analyzing results
5.1.1. General issues about testing
Purpose of testing:
Content of testing:


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Testing method:
Testing subjects:
5.1.2. Analysis and evaluation of test results
5.1.2.1. Result of surveys
The results of the test show that there is a fairly high consensus on
the necessity of the six proposed thesis management measures. Shown at
the average point of the solutions from 2.22 to 2.72.
The results of the test show that the evaluation of the feasibility of
the 6 measures proposed by the author is relatively high and expressed at
the highest point is 2.75 and the lowest is 2.15.
Comparing the correlation between the necessity and feasibility of
measures to manage the development of teachers of non-public preschool
schools in Hanoi city in the direction of standardization, the dissertation
use the Spearman formula to check; After changing numbers, the necessity
and feasibility are positively correlated, meaning that it is both necessary
and feasible; The result is R = 0.5.
5.1.2.2. Results of discussion
The exchanged opinions said that the reason for the development of
teachers of non-public preschools is limited due to inappropriate mechanisms
and policies. Public preschools are invested in facilities by the state, ensure the
number of teachers, and non-public preschools must be self-control, selfaccounting for their existence and development, so there are many difficulties.
While the policy of spiritual encouragement and material remuneration for

teachers of public preschools is concerned by the state, all levels of
government and social organizations, this issue is at schools. non-public
preschool education has not been given adequate attention.
5.2. Testing and analysis of test results
5.2.1. Test purpose
In order to verify the effectiveness and feasibility of the method
"Improving the quality of teacher training; deploying formative content,
diversifying ways to encourage preschool teachers to train themselves
according to the standards ”proposed.
5.2.2. Experimental hypothesis
It is possible to improve the effectiveness of development
management and of teachers of non-public preschools in Hanoi city in the
direction of standardization if applying the method "Improving the quality
of teacher training; deploying formative content, diversifying ways to
encourage preschool teachers to self-train and foster themselves according
to standards ”proposed by the dissertation..
5.2.3. Content, objects and test duration


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Content and method of conducting the test
Test object
Including 80 preschool teachers. We divide 80 preschool teachers into 2
classes: 1 test class, 1 control class, each class has 40 preschool teachers.
Trial period: From June 2018 to July 2018
Test procedure
Select 2 City-based pre-school teacher training classes to organize a
test (one for a pilot and one for a control class), specifically: The trial class
has 40 preschool teachers; The control class has 40 preschool teachers.
Both classes have similarities in terms of factors.

Content of test measures
Phase 1: Developing contents of fostering non-public preschool
teachers in the direction of standardization.
Phase 2: Direct the training of preschool teachers in the direction of
diversifying content and forms; pay attention to encouraging preschool
teachers' self-training and fostering according to standards.
Phase 3: Completing the test: Measuring the level of educational
knowledge and skills of early childhood education of preschool teachers
participating in the trial and the control class after the test with
standardized evaluation sheets..
5.2.4. Standards, rating scales and test variables
The test results are evaluated based on the criteria of the progress of
knowledge and skills in implementation of early childhood education of
preschool teachers through indicators.
5.2.5. Analyze the test results
5.2.5.1. Analyze test input results
Survey the initial level of knowledge and skills in caring, educating
children of preschool teachers in both classes ...
5.2.5.2. Analyze the test results
Evaluation of the progress of knowledge and skills in caring,
educating children of preschool teachers after impact testing ...
From the test results, conclusions: Thanks to the impact measures,
knowledge and skills of child care and education of preschool teachers in
the pilot class, there has been more progress than the control class and
higher development. compared to the test layer itself before impact
measures. The variables related to the knowledge and skills of child care
and education of preschool teachers are controlled to a certain extent. At
the same operating environment, at the same time, the basic difference
between the test and control classes is the impact measure. Therefore, this
result shows that the effectiveness of the experimental impact measure can



21
improve the management effectiveness of non-public preschool teachers in
Hanoi city in the direction of standardization to meet current educational
innovation requirements..

Figure 5.2: Progress of knowledge, skills of care, education for preschool
teachers after impact test
Measures to manage the development of teachers of non-public
preschool schools in Hanoi City in the direction of standardizing the thesis
in accordance with the Party's and State's guidelines on fundamental
innovation of comprehensive education and training associated with the
characteristics and status of management and development of the
contingent of teachers of non-public preschool schools in the area of Hanoi
City today. Each measure addresses one side, one content of the process of
managing and developing teachers of non-public preschool schools in the
direction of standardization. Improving the quality of pedagogical schools,
will be a premise for preschool teachers to self-foster according to
standards, promote the self-improvement process of teachers, help teachers
constantly learning, fostering to improve ethical qualities and professional
qualifications according to standards. Strengthening the examination and
evaluation of the development of non-public preschool teachers in the
direction of standardization will ensure the development of quality and
effective teachers. So the measures should be implemented synchronously,
without taking any measures lightly. Educational management levels need
to apply flexibly and appropriately to the conditions and characteristics of
each school to ensure the sustainable development of teachers of nonpublic preschool schools.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion



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1.1. Preschool teachers are persons in charge of caring and educating
preschool children aged between three months and six years old at
educational establishments of grade levels to perform the functions, tasks
and powers of the school's charter.
Teachers of non-public preschool schools are preschool teachers on
the task of nurturing, caring for and educating children aged between three
months and six years old according to the prescribed program of Education
and Training and other tasks at non-public educational institutions.
1.2. Managing of developing teachers of non-public preschools in
the direction of standardization are the intended, planned impacts of
management subjects on the development of teachers' teachers in order to
ensure The teaching staff has been developed sustainably, contributing to
the development of the teaching staff in terms of quantity, quality
improvement, structure, and meeting the standards of preschool teachers in
accordance with the Government.
1.3. From Decision 02/2008 of the Ministry of Education and
Training and recently Circular 26/2018 / TT-B Training and Education
"Regulation of preschool teacher professional standards". In order to make
the preschool teachers easy to remember, easy to implement through
surveys, scientific exchanges with mature teachers on this issue, we have
proposed “Standards and career criteria of preschool teachers ”includes 3
standards and 15 criteria: i) Standards of political quality, ethics, lifestyle;
ii) Standard knowledge and iii) Standard pedagogical skills. Each standard
has 5 criteria.
Implementation of these standards and criteria requires the
coordination of all levels, branches and preschool managers. Need careful
training for preschool teachers to perform most effectively.

1.4. The content of development management of non-public
preschool teachers in the direction of standardization is a combination of
pedagogical activities, carried out by the leaders of preschools and the
whole group of preschool teachers, including: i) Making plans for
management and development of preschool teachers at non-public schools;
ii) Proactively arrange preschool teachers according to standards; iii) Train,
self-train and foster preschool teachers according to standards; iv) Examine
and evaluate preschool teachers according to standards and v) Commend,
encourage and timely encourage preschool teachers to achieve good
achievements in pedagogical activities.


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1.5. The dissertation also identifies 4 factors affecting the
development of non-public preschool teachers in the direction of
standardization, including: i) Factors related to the Party's guidelines and
policies and Government; ii) Factors related to the direction and leadership
of the BCE and local education and training institutions; iii) Factors related
to leadership, specific direction of the leadership of non-public preschool
schools and iv) Factors related to quality, personality, career trends and
qualifications occupation of non-public preschool teacher.
1.6. In order to manage the development teacher contingent of nonpublic preschools in Hanoi city, it is necessary to master and implement the
solutions: Assess the contingent of non-public preschool teachers in the
direction of standardization. Developing and implementing master plans
and plans to develop teachers of non-public preschool schools in the
direction of standardization. Organize the selection, use and screening
of non-public preschool teachers in the direction of standardization.
Improving the quality of teacher training and retraining; renovate
content, form and encourage teachers to foster themselves according to
standards. Develop and perfect policies and policies for teachers of nonpublic preschools. Improving the quality of inspection, examination and

evaluation of results of management and development of teachers of
non-public preschool schools in the direction of standardization. Each
measure aims to solve a stage, a content of management and
development of teachers of non-public preschool schools in Hanoi city
in the direction of standardization. So they must be done synchronously,
without taking any measures
1.7. Testing and testing of management measures for the
development of non-public preschool teachers in Hanoi city in the
direction of standardization has been implemented in order to confirm the
stated points.
2. Kiến nghị
2.1. Với Nhà nước, Bộ Giáo dục và Đào tạo
2. Recommendations
For the Ministry of Education and Training
To adopt policies to provide financial support to ensure effective
training and retraining for the development of teachers of non-public
preschool schools.
To advise the Government on the policy of training and developing the
contingent of teachers of non-public preschools to meet the needs of childcare


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education in the context of globalization and international integration.
The Ministry of Education and Training will continue to organize
training courses on preschool teacher assessment in the direction of
standardization to promote non-public preschools in general and in
particular to implement them.
2.2. For Hanoi city
To adopt policies to provide financial support to ensure the training
and retraining for the development of teachers of non-public preschool

schools in the direction of standardization with high efficiency.
2.3. For non-public preschools
Propagate, educate and disseminate to teachers, school staff, parents,
students and the community about the management and development of
teachers in a standardized way to create a consensus on awareness
movement of self-study, self-fostering, with appropriate form of
commendation for those who make great efforts and strive for.
In the course of use, it is necessary to detect and screen preschool
teachers in a timely manner with limited qualifications and pedagogical
capacity to take measures for timely fostering.