A Model and Solutions for Managing Instructional Change at Upper Secondary Schools in Vietnam

Abstract

Drawing on Fullan's model and the findings of empirical research on managing instructional change at upper secondary schools in Vietnam's North Central region, this paper proposes a model for managing instructional change at upper secondary schools that is adapted to the Vietnamese educational context. It also puts forward six solutions to enhance the effectiveness of change management in teaching activities at Vietnamese upper secondary schools in accordance with the proposed model: 1) Developing context-sensitive action plans for instructional change tailored to the specific conditions of each upper secondary school; 2) Building teacher consensus and commitment throughout the process of instructional change; 3) Organizing capacity-building programs to enhance teachers' competencies for driving instructional change; 4) Implementing instructional change in a synchronized and coherent manner, centering teachers in their pivotal role as agents of change; 5) Conducting continuous assessment and adaptive improvement of instructional change processes; 6) Institutionalizing and sustainably maintaining the outcomes of instructional change at upper secondary schools.