According to current regulations of According to the Ministry of Education and Training , teachers at each level must have complete records and books to monitor and manage teaching. Specifically, preschool teachers must have at least 3 types of books: Plan for nurturing, caring, and educating; book for monitoring children; book for monitoring assets, equipment, and toys of the nursery group and kindergarten class.
Primary school teachers must have at least 4 types of books, including: Lesson plans; professional activity records; observation books; books to monitor and evaluate students' learning outcomes; if they are also homeroom teachers, they must have an additional homeroom book.
Secondary school teachers must also maintain at least three types of books, including: School year education plan; lesson plan; student monitoring and evaluation book; if they work as homeroom teachers, they must also have a homeroom book.
In many educational institutions, schools also "give birth" to other types of books such as observation books, student health monitoring books (especially in preschool), youth union and team activity monitoring books... making teachers' administrative burden even heavier.
The 2025 Law on Teachers stipulates that teachers perform many professional activities: Preparing and organizing teaching and education; assessing learners; studying and improving qualifications; scientific research; serving the community. In particular, preparing lesson plans and organizing teaching and learning are central and key tasks. When teachers have to spend too much time taking notes, completing records and books, the time allocated for professional activities is shared, clearly affecting the quality of education.
The administrativeization of teachers' work is rooted in the administrative management mindset that focuses on formality and emphasizes paperwork over actual effectiveness. This management style facilitates inspection and supervision from superiors, but goes against the trend of modern educational management, which emphasizes pedagogical capacity, teaching effectiveness, and student progress.
In reality, the mechanism of maintaining many types of books has created loopholes for some teachers to take notes to cope with and "beautify" their records to serve the inspection. Such formal and dishonest manifestations are not in accordance with the ethical standards of the teaching profession and affect the cultural environment of pedagogy.
To overcome this situation, it is necessary to continue to improve the legal mechanism in the direction of increasing professional autonomy for teachers, reducing unnecessary administrative procedures in educational activities and promoting digital transformation in school management. When data is digitized, the management process is more scientific, teachers will have more time for core work: Teaching and taking care of the comprehensive development of students.
The digital age and artificial intelligence are having a profound impact on all aspects of social life. If the educational management mechanism does not undergo strong innovation soon, it will be difficult to achieve real results in reducing the administrative burden on teachers. If we want innovation in education to spread and create momentum for social development, in addition to innovation in teaching content and methods, it is necessary to innovate school management thinking in a scientific and modern direction, taking teaching quality and student progress as the most important measures.
Source: https://baolangson.vn/goc-nhin-giao-duc-giam-tai-so-sach-hanh-chinh-cho-giao-vien-5067252.html
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