School Leadership in Times of Change: Analyzing Principals' Competencies in Implementing Vietnam’s 2018 General Education Curriculum

Abstract

Introduction: School principals are critical in leading educational change, yet research on their change management competencies in Vietnam remains limited. This study examines principals' abilities to implement the 2018 General Education Curriculum reform, identifying key competencies and challenges. Methods: A mixed-methods approach was employed, surveying 240 principals from primary, lower secondary, and upper secondary schools across four Vietnamese regions. Data were collected using the Educational Change Implementation Questionnaire (ECIQ) and analyzed using descriptive statistics in SPSS. Results: Principals exhibit strong awareness of external change drivers, such as policy mandates and socio-economic factors, but limited recognition of internal factors like innovation and technology integration. Strategic planning is underutilized, perceived mainly as time management rather than a transformative tool. While forecasting competencies are moderate, resource management and adaptive planning remain weak. Discussion: The study highlights a reactive approach to change, with principals prioritizing policy compliance over internal reform. Gaps in strategic planning and leadership suggest a need for targeted professional development in change management and resource allocation. Addressing these deficiencies is vital for effective reform implementation. Conclusion: Strengthening leadership training programs is essential to equip principals with skills for sustainable educational reform. Enhancing their change management competencies through structured professional development can improve long-term curriculum reform success.