Abstract
This study analyzes the current state of school governance competency development among primary school
principals in Ho Chi Minh City and proposes a set of solutions to meet the requirements of digital schools. A
quantitative survey design and descriptive statistical techniques were employed with 1,136 participants, including
519 teachers, 314 principals, and 303 educational leaders and managers. The survey focused on four dimensions:
awareness of competency development, competency development content, development methods, and influencing
factors. The findings indicate that participants demonstrated relatively high awareness of the role of digital
governance competencies and the need to transform the role of principals, but were more cautious in assessing
the suitability of digital schools to actual conditions. The competency development contents received relatively
consistent ratings. Self directed learning through digital platforms and professional learning communities were
rated more highly than traditional training and professional development approaches, while principals’ awareness,
management authorities’ awareness, and infrastructure conditions were identified as important influencing factors.
Based on these findings, the study proposes five groups of solutions organized into a continuous professional
development cycle: establishing a competency framework as a reference; providing professional development
based on competency gaps; developing competencies through practice and leadership experience; improving
assessment and feedback; and building a supportive ecosystem. The findings contribute to shifting the approach
to principal development from “participation in professional development courses” to “competency development
based on evidence, experience, and continuous feedback.”
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