Abstract:
This study analyzes the current status of the management of moral education for students in non-public
primary schools in Ho Chi Minh City through a participatory approach, emphasizing the coordinating
role of schools, families, and the community in shaping students’ moral qualities. The study employed
a mixed-methods design, combining questionnaire surveys administered to school administrators,
teachers, and parents; in-depth interviews; and analysis of educational management documents. The
findings indicate that the management of moral education has been implemented at a fairly good level,
with mean scores ranging from 3.38 to 3.45 on a five-point scale. Planning and directing activities
achieved relatively positive results, particularly moral education delivered through the Moral
Education subject, collective activities, and students’ self-education activities. However, issues related
to the mobilization of social resources, school–family–community coordination, and monitoring
mechanisms remain limited. The strongest influencing factors include the management capacity of
school administrators, teachers’ capacity for moral education, and the quality of multi-stakeholder
coordination. On this basis, the study proposes a model for managing moral education through a
participatory approach in order to enhance the effectiveness of school governance in non-public
schools in the current context of general education reform.
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