Influencing factors on the management of competency-based professional development for homeroom teachers in lower secondary in Ho Chi Minh City

This study focuses on surveying the current levels of influencing factors on the effectiveness of teacher training management for homeroom teachers in junior high schools in Ho Chi Minh City. Based on a survey of 420 administrators, lecturers, and homeroom teachers, the data were processed using SPSS 26.0 software with descriptive statistics, Pearson correlation analysis, and multiple linear regression. The research results indicate three main groups of factors that have a positive influence on management effectiveness, in order of decreasing influence: training facilities (β = 0.321), homeroom teacher staff (β = 0.287), and socio-legal factors (β = 0.214). Among these, training facilities – reflecting the role of organization, content, teaching staff, and physical infrastructure - have the strongest impact. Based on these findings, the study recommends applying a competency-based approach to teacher training management, combined with the (Plan-Do-Check-Act) PDCA cycle, to improve effectiveness and ensure sustainability in the development of homeroom teachers.