THỰC TRẠNG TẠO ĐỘNG LỰC VÀ MÔI TRƯỜNG LÀM VIỆC CỦA GIÁO VIÊN GIÁO DỤC THỂ CHẤT THEO MÔ HÌNH PDCA TRONG CÁC TRƯỜNG TIỂU HỌC TẠI THÀNH PHỐ HỒ CHÍ MINH, VIỆT NAM.=THE REALITY OF BUILDING MOTIVATION AND WORKING ENVIRONMENT FOR PHYSICAL EDUCATION TEACHERS ACCORDING TO THE PDCA MODEL AT ELEMENTARY SCHOOLS IN HO CHI MINH CITY, VIETNAM

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Tác giả: Sang Giàu Đinh

Ngôn ngữ: vie

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Thông tin xuất bản: Tạp chí Khoa học Quản lý giáo dục, 2024

Mô tả vật lý: tr.81

Bộ sưu tập: Metadata

ID: 480638

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Chu trình Lập kế hoạch-Thực hiện-Kiểm tra- Cải tiến (PDCA) bao gồm việc xác định vấn đề, lập kế hoạch và thử nghiệm các giải pháp, đánh giá kết quả và cải tiến hoặc điều chỉnh các thay đổi (Li và cộng sự, 2014). Ngày nay, nó là mô hình được sử dụng rộng rãi để cải tiến chất lượng liên tục trong nhiều lĩnh vực, trong đó có giáo dục.Vì vậy, tác giả tiếp cận mô hình PDCA để nghiên cứu thực trạng tạo động lực và môi trường làm việc của giáo viên giáo dục thể chất các trường tiểu học trên địa bàn Thành phố Hồ Chí Minh,Việt Nam. Trong nghiên cứu này, các tác giả đã sử dụng một cách tiếp cận hỗn hợp để thu thập và phân tích định tính và dữ liệu định lượng. Một bảng câu hỏi định lượng đã được phát cho 522 nhà quản lý và giáo viên và 30 các nhà quản lý và giáo viên đã được phỏng vấn. Số liệu khảo sát được phân tích bằng phần mềm SPSS và so sánh với dữ liệu định tính để có được thông tin chính xác hơn về vấn đề nghiên cứu.Dựa trên kết quả nghiên cứu, tác giả đề xuất một số giải pháp phát triển đội ngũ như: cơ sở vật chất cho đội ngũ giáo viên, đảm bảo giáo viên giáo dục thể chất về số lượng và chất lượng, đáp ứng yêu cầu đổi mới giáo dục.The Plan-Do-Check-Act (PDCA) cycle includes defining the problem, planning and testing the solution, evaluating the results, and implementing or adapting changes (Li et al., 2014). Nowadays, it is a widely used model for continuous quality improvement in various fields, including education. Therefore, the authors approached the PDCA model to study the reality of building motivation and working environment for physical education teachers at elementary schools in Ho Chi Minh City, Vietnam. In this study, a mixed method was used to collect and analyze qualitative and quantitative data. A quantitative questionnaire was distributed to 522 managers and teachers and 30 managers and teachers were interviewed. Survey data were analyzed using SPSS software and compared with qualitative data to obtain more accurate information about the research problem. Based on the results, the author proposes some solutions to develop a group of physical education teachers in both quantity and quality to meet the requirements of educational innovation.

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