Managing the Development of Private Primary Schools Toward the Smart School Model: Evidence from Hanoi, Vietnam
DOI:
https://doi.org/10.57125/ELIJ.2026.09.25.08Keywords:
school leadership, educational management, digital transformation, digital competence, Vietnam.Abstract
Global education systems have now designated smart-school transformation as a core strategic priority. However, empirical evidence on managing this transformation in private primary schools in developing countries is extremely scarce, leaving a clear research gap. This study centres on private primary schools in Hanoi, Vietnam, with the objectives of examining the current management status of smart transformation in local private primary schools and proposing evidence-based management measures. The study adopts a convergent mixed research design. Its sample covers 570 administrators and teachers from 15 private primary schools, supplemented by 18 semi-structured interviews and field observations. For quantitative analysis, the study uses descriptive statistics, reliability testing, and multiple regression. The study finds that the overall development and management level of the sampled schools is moderate. They scored the highest on technical infrastructure, while the inspection-evaluation-adjustment link of the management cycle was the weakest. Leadership team awareness and digital competence are the strongest predictors of management effectiveness (β = 0.312, p < .001), followed by resource conditions and school readiness for change. The four-predictor model explained 61% of the variance in management effectiveness (R² = 0.61). Pilot results show that implementing smart-oriented educational activities supported by digital platforms leads to statistically significant improvements in teachers’ digital teaching capacity (overall mean gain of +1.34 on a five-point scale, p < .001) and students’ learning engagement. This study proposes a six-component function-oriented management framework suited to private schools in transition economies and provides practical recommendations for school leaders and policymakers.
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Copyright (c) 2026 Thu Hang Nguyen Thi, Minh Hang Tran Thi, Quynh Nguyen Thi, Son Pham Ngoc
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