Professional Development Management in School-Based Psychological Counseling for Teachers: Current Practices and Proposed Interventions in Semi-Boarding Primary Schools Serving Ethnic Minorities in Muong Nhe District, Dien Bien Province
In recent years, the development of school psychological counseling competencies for primary school teachers has gained increased attention, particularly in ethnic minority semi-boarding schools in remote areas of Vietnam. This study aims to examine the current state of management in professional development activities related to school psychological counseling for teachers at semi-boarding ethnic minority primary schools in Muong Nhe District, Dien Bien Province. Using a mixed-method approach, quantitative data were collected through structured questionnaires administered to 36 educational administrators, 360 teachers, 180 parents, and 360 students. The data were processed and analyzed using SPSS 22.0. The findings reveal several limitations in current practices, notably a lack of structured training programs and reliance on teachers’ personal experience. Based on the analysis, the study proposes targeted management solutions to enhance the effectiveness of capacity-building programs. The results contribute to the broader discourse on teacher professional development and the promotion of holistic education in the context of ongoing educational reform in Vietnam.
Keywords: School psychological counseling, teacher professional development, educational management, ethnic minority education, primary education.
