Developing Secondary School Principals Based on a Job Position Approach: Theoretical Framework, Current Situation, and Solutions

This article investigates the development of secondary school principals based on a job position approach in the context of digital transformation and international integration. By analyzing both domestic and international studies, the research identifies theoretical and practical gaps in establishing a competency framework for secondary school principals in the North Central region of Vietnam. A survey of 650 participants in Thanh Hoa, Nghe An, and Ha Tinh provinces revealed that principals demonstrate strengths in strategic leadership and human resource management but face limitations in digital competence, AI application, and foreign language proficiency. Accordingly, the article proposes five comprehensive solution groups: 1) planning the workforce in alignment with digital transformation requirements; 2) recruiting and employing principals based on job position criteria; 3) fostering specialized competencies, particularly in digital skills and foreign languages; 4) evaluating principals according to the job position competency framework; and 5) creating favorable conditions in infrastructure and experience-sharing environments. These solutions are designed as a closed cycle grounded in the PDCA-OODA model, contributing to improved school governance quality, reducing dropout rates in mountainous areas, and meeting the demands of general education reform.