Current training and fostering of physical education teachers following the plan-do-check-act model at Ho Chi Minh City, Vietnam elementary schools
Keywords:
physical education, physical education teachers, human resources development, Plan-Do-Check-Act (PDCA) modelAbstract
This article explored the current status of physical education teacher (PET) team development in Ho Chi Minh City, Vietnam elementary schools. Awareness of the meaning and significance of developing a PET team; and the current status of training and fostering PETs according to the Plan-Do-Check-Act (PDCA) model were also examined. Data was collected by questionnaire from 522 managers and teachers and by interviews with 30 Ho Chi Minh City elementary school managers and teachers. Results were that PET team development was strongly influenced by internal and external factors, including educational innovation, policy mechanisms, school culture, human issues, cognition, managerial capacity, and teacher individualities. The most significant managerial issue was to control negativity and promote positivity. Simultaneously, managers must constantly improve PET training and fostering to ensure development of sufficient high quality instructors meeting international standards.
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