Circular 30/2026/TT-BGDDT professional standards for teachers of general education institutions

CIRCULAR
Providing for professional standards of teachers

of general education institutions

Pursuant to the Law on Teachers No. 73/2025/QH15;

Pursuant to the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers;

Pursuant to the Government’s Decree No. 37/2025/ND-CP dated February 26, 2025, defining the functions, tasks, powers and organizational structure of the Ministry of Education and Training;

At the proposal of the Director General of the Teachers and Educational Administrators Department;

The Minister of Education and Training promulgates the Circular providing for professional standards of teachers of general education institutions.

Chapter I
GENERAL PROVISIONS

Article 1. Scope of regulation

This Circular provides for the professional standards of teachers of general education institutions, including: tasks and professional standards of primary school teachers; tasks and professional standards of lower secondary school teachers; and tasks and professional standards of upper secondary school teachers.

Article 2. Subjects of application

1. This Circular applies to the titles of primary school teachers, lower secondary school teachers, and upper secondary school teachers (hereinafter collectively referred to as teachers of general education institutions) working in primary schools, lower secondary schools, upper secondary schools, multi-level general education schools, specialized schools, boarding schools, ethnic minority boarding schools, ethnic minority semi-boarding schools, schools and classes for persons with disabilities (hereinafter collectively referred to as general education institutions), and relevant organizations and individuals.

2. Teachers specified in Clause 1 of this Article include teachers performing teaching and educational tasks and those holding the positions of principals and vice-principals in general education institutions.

3. This Circular does not apply to teachers teaching in general education institutions under the state management competence of the Ministry of Public Security and the Ministry of National Defense.

Article 3. Tasks of primary school teachers

1. For Grade III

a) To implement the general education curriculum at the primary level and the teaching and education plan of the school;

b) To proactively develop, implement and take responsibility for the teaching and education plan; to participate in developing the teaching and education plan of the professional group in accordance with the primary education objectives and curriculum;

c) To take responsibility for professional matters (contents, educational methods, assessment and evaluation of students) toward the development of students’ qualities and capacity and for the education quality and effectiveness of the class in charge, ensuring compliance with the provisions of the education curriculum and suitability to students and specific conditions of the school;

d) To manage students in educational activities organized by the school; to participate in detecting and nurturing gifted students or providing remedial teaching for students assessed as unsatisfactory;

dd) To regularly update directives of the education sector; to fully complete training and further training courses on professional knowledge and skills as prescribed; to conduct self-study and self-improvement to enhance political, professional knowledge and skills;

e) To participate in activities of the professional group and of the school; to participate in activities of science, technology and innovation; to participate in education universalization, compulsory education and illiteracy eradication, and inclusive education;

g) To coordinate with students’ parents and social forces in educating students; to carry out counseling for primary school students;

h) To apply information technology in teaching, learning, professional sessions and student management;

i) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade III and other relevant law provisions.

2. For Grade II

Primary school teachers of Grade II shall perform the tasks specified in Clause 1 of this Article and the following tasks:

a) To proactively adjust the teaching and education plan in conformity with students and the primary education curriculum;

b) To proactively implement innovation in teaching methods, educational methods, and assessment and evaluation in conformity with students and the requirements of the school and locality;

c) To participate in delivering demonstration lessons on models or new teaching methods or new assessment and evaluation methods at the school or higher level; to nurture gifted students;

d) To assume the prime responsibility for contents of further training and professional or thematic sessions in professional groups or subject groups; to participate in evaluating and appraising scientific research, technology and innovation projects at the school or higher level; or to participate in teachers’ contests or competitions at the school or higher level; or to guide students to participate in contests or competitions at the school or higher level in assigned fields;

dd) To participate in activities of science, technology and innovation and to make teaching aids and equipment at the primary level; to perform tasks of core teachers of primary schools;

e) To apply digital transformation and exploit digital learning materials in teaching, learning and professional sessions

g) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade II and other relevant law provisions.

3. For Grade I

Primary school teachers of Grade I shall perform the tasks specified in Clause 2 of this Article and the following tasks:

a) To assume the prime responsibility for further training activities or professional or thematic sessions of the school, or to participate in evaluating and appraising scientific research, technology and innovation projects at the commune or higher level;

b) To participate in editing, compiling and developing programs and materials for further training of primary school teachers and students;

c) To participate in nurturing gifted students; to participate in activities of science, technology and innovation and in making teaching aids and equipment at the primary level;

d) To support colleagues in applying digital transformation and exploiting digital learning materials in teaching, learning and professional sessions;

dd) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade I and other relevant law provisions.

Article 4. Tasks of lower secondary school teachers

1. For Grade III

a) To develop the teaching and education plan for the assigned subject and to participate in developing the education plan of the professional group in accordance with the lower secondary education objectives and curriculum;

b) To teach and educate students in accordance with the curriculum and education plan of the school and the professional group; to manage students in educational activities organized by the school;

c) To use teaching and educational methods toward the development of students’ capacity and qualities, to promote the active participation of students; to carry out assessment and evaluation of students’ learning and training results in accordance with regulations; to participate in detecting and nurturing gifted students or providing remedial teaching for students assessed as unsatisfactory;

d) To organize psychological counseling and career guidance activities for students and parents of the assigned class; to coordinate with relevant organizations and individuals in carrying out teaching, education, psychological counseling and career guidance activities for students;

dd) To participate in activities of the professional group; to participate in activities of science, technology and innovation; to participate in education universalization at the local level and inclusive education as assigned; or to participate in teachers’ contests or competitions at the school or higher level; or to guide students to participate in contests or competitions at the school or higher level in assigned fields;

e) To complete training courses and further training programs as prescribed; to conduct self-study and further training to enhance professional capacity and skills;

g) To apply information technology in teaching, education, learning, professional sessions and student management;

h) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade III and other relevant law provisions.

2. For Grade II

Lower secondary school teachers of Grade II shall perform the tasks specified in Clause 1 of this Article and the following tasks:

a) To act as reporters or deliver demonstration lessons in teacher further training courses or to conduct experimental teaching of new models, methods and technologies at the school or higher level; to assume the prime responsibility for contents of further training and thematic sessions in professional groups or to participate in developing digital learning materials;

b) To participate in guiding or evaluating scientific research, technology and innovation products at the school or higher level; or to guide pedagogical practice for students;

c) To participate in social activities and community service; to attract the participation of organizations and individuals in organizing teaching and education activities for students;

d) To participate as members of judging panels or examination question-setting panels or as instructors in contests or examinations for teachers or students organized or coordinated by the education sector at the commune or higher level;

dd) To apply digital transformation and exploit digital learning materials in teaching, education, learning and professional activities;

e) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade II and other relevant law provisions.

3. For Grade I

Lower secondary school teachers of Grade I shall perform the tasks specified in Clause 2 of this Article and the following tasks:

a) To participate in developing further training materials for teachers or other teaching materials upon request of the school or educational administration agency;

b) To act as reporters, share experience or deliver demonstration lessons in training and further training courses for the development of teachers’ professional knowledge and skills at the commune or higher level, or to participate in teaching on television;

c) To assume the prime responsibility for implementing and guiding colleagues in implementing innovation policies and contents of the education sector; or to participate in evaluating or guiding scientific research, technology and innovation products at the commune or higher level;

d) To participate in organizing committees, judging panels, examination question-setting panels or as instructors in contests or examinations for teachers or students organized or coordinated by the education sector at the provincial or higher level;

dd) To support colleagues in applying digital transformation and exploiting digital learning materials in teaching, learning and professional sessions;

e) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade I and other relevant law provisions.

Article 5. Tasks of upper secondary school teachers

1. For Grade III

a) To develop the education plan for the assigned subject and to participate in developing the education plan of the professional group in accordance with the upper secondary education objectives and curriculum;

b) To organize teaching and education activities in accordance with the education plan of the school and the professional group; to manage students in educational activities organized by the school;

c) To carry out assessment and evaluation of students’ learning and training results in accordance with regulations;

d) To organize psychological counseling, career guidance and entrepreneurship activities for students and parents of the assigned class;

dd) To participate in detecting and nurturing gifted students and excellent students, providing remedial teaching for students assessed as unsatisfactory, or guiding pedagogical practice and school social work activities for upper secondary school students;

e) To participate in activities of the professional group; to participate in activities of science, technology and innovation; to carry out inclusive education within the assigned scope; or to participate in organizing contests or examinations for teachers or students at the school or higher level;

g) To complete training courses and further training programs as prescribed; to conduct self-study and further training to enhance professional capacity and skills;

h) To apply information technology in teaching, education, learning, professional sessions and student management;

i) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade III and other relevant law provisions.

2. For Grade II

Upper secondary school teachers of Grade II shall perform the tasks specified in Clause 1 of this Article and the following tasks:

a) To act as reporters or deliver demonstration lessons in teacher further training courses at the school or higher level, or to conduct experimental teaching of new models, methods and technologies; to assume the prime responsibility for contents of further training and thematic sessions in the professional group or to participate in developing digital learning materials;

b) To participate in guiding or evaluating scientific research, technology and innovation products at the school or higher level;

c) To participate in external evaluation or professional inspection and assessment for teachers at the school or higher level;

d) To participate as members of judging panels in contests or examinations for excellent teachers or excellent homeroom teachers at the school or higher level;

dd) To participate in examination question-setting or marking of examinations for excellent upper secondary school students at the school or higher level;

e) To participate in guiding or evaluating contests or examinations or scientific research, technology and innovation products of upper secondary school students at the school or higher level;

g) To participate in social activities and community service; to attract the participation of organizations and individuals in organizing teaching and education activities for students;

h) To apply digital transformation and exploit digital learning materials in teaching, education, learning and professional sessions;

i) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade II and other relevant law provisions.

3. For Grade I

Upper secondary school teachers of Grade I shall perform the tasks specified in Clause 2 of this Article and the following tasks:

a) To participate in developing further training materials for teachers or other teaching materials upon request of the school or educational administration agency;

b) To act as reporters, share experience or deliver demonstration lessons in training and further training courses for the development of teachers’ professional knowledge and skills at the provincial or higher level, or to participate in teaching on television;

c) To assume the prime responsibility for further training contents and to guide colleagues in implementing innovation policies and contents of the education sector, or to conduct thematic sessions at the provincial or higher level;

d) To participate in quality assurance activities of the school or in professional inspection and assessment for teachers;

dd) To participate in organizing committees, judging panels, examination question-setting panels or as instructors in contests or examinations for teachers or students organized or coordinated by the education sector at the provincial or higher level;

e) To participate in guiding or evaluating contests or examinations or scientific research, technology and innovation products of upper secondary school students at the provincial or higher level;

g) To participate in examination question-setting or marking of examinations, or in guiding and nurturing excellent upper secondary school students at the provincial or higher level;

h) To support colleagues in applying digital transformation and exploiting digital learning materials in teaching, learning and professional sessions;

i) To perform other tasks assigned by the principal in conformity with the standards on professional capacity and skills of Grade I and other relevant law provisions.

Article 6. Standards on ethics of teachers of general education institutions

Primary school teachers, lower secondary school teachers and upper secondary school teachers shall satisfy the following ethical requirements:

1. To maintain the qualities, prestige and honor of teachers; to demonstrate solidarity and respect and cooperation with colleagues; to show compassion, tolerance and generosity, and to respect and treat students in a fair and appropriate manner; to protect the lawful and legitimate rights and interests of students, colleagues and the community; to practice thrift and prevent corruption and wastefulness.

2. To be devoted to the profession and dedicated to work; to ensure fairness in teaching and education, to assess students’ capacity in a truthful and objective manner, and to combat achievement-oriented practices; to demonstrate solidarity and provide support to colleagues.

3. To regularly cultivate ethics, to uphold a high sense of responsibility, and to set an example for students.

4. To comply with the code of conduct for teachers and to observe the rules and regulations of general education institutions and other professional ethical standards in accordance with law.

Chapter II

PROFESSIONAL STANDARDS OF PRIMARY SCHOOL TEACHERS

Article 7. Standards on teachers’ ethics

Primary school teachers shall satisfy the standards on teachers’ ethics specified in Article 6 of this Circular.

Article 8. Standards on training and further training levels

1. For Grade III

a) To possess a bachelor’s or higher degree in primary teacher training, except the cases specified at Points b, c and d of this Clause;

b) Teachers teaching Physical Education must possess a bachelor’s or higher degree in teacher training relevant to the subject taught, or possess a bachelor’s or higher degree in a major relevant to the subject taught and a certificate of pedagogical skills for primary school teachers;

c) Teachers teaching Art (Music, Fine Arts), Foreign Languages, Informatics and Technology must satisfy the standard training qualification as prescribed in Clause 2, Article 20 of the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers;

d) Teachers teaching ethnic minority languages must satisfy the standard training qualification as prescribed in Clause 4, Article 20 of the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers;

dd) To possess a certificate of further training based on professional standards of primary school teachers.

2. For Grade II and Grade I

a) To possess a bachelor’s or higher degree in primary teacher training, except the cases specified at Point b of this Clause;

b) Teachers teaching Physical Education, Art (Music, Fine Arts), Foreign Languages, Informatics and Technology, and ethnic minority languages must possess a bachelor’s or higher degree in teacher training relevant to the subject taught, or possess a bachelor’s or higher degree in a major relevant to the subject taught and a certificate of pedagogical skills for primary school teachers;

c) To possess a certificate of further training based on professional standards of primary school teachers.

Article 9. Standards on professional capacity and skills

1. For Grade III

a) To have a grasp of the Party’s guidelines and policies, the State’s policies and laws, and regulations and requirements of the sector and locality regarding primary education;

b) To have a firm command of knowledge of the assigned subject; to develop and implement teaching and education plans in conformity with primary school students, school conditions and the objectives of the primary education curriculum;

c) To apply teaching and educational methods, and assessment and evaluation in the direction of developing the qualities and capacity of primary school students; to detect or identify gifted students and students assessed as unsatisfactory for further training;

d) To detect shortcomings in organizing teaching and education activities and propose remedial solutions, or to have capacity for scientific research, technology and innovation as required;

dd) To understand student groups and grasp regulations on counseling and support for students; to integrate counseling and student support activities into teaching and education; or to detect abnormal signs of students in the assigned class during learning and provide timely counseling and support measures;

e) To comply with regulations on creating a friendly and safe classroom environment that encourages students to share and express emotions; to implement positive discipline measures appropriate to students; to fully comply with school regulations on safe schools and prevention of school violence;

g) To establish healthy and trustworthy relationships with students’ parents or guardians and relevant parties in teaching and education;

h) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position.

2. For Grade II

a) To have a grasp of the Party’s guidelines and policies, the State’s policies and laws, and regulations and requirements of the sector and the locality regarding primary education and effectively implement them in assigned tasks;

b) To adjust teaching and education plans in conformity with actual conditions of the school and locality; to update and flexibly and effectively apply teaching and educational methods and forms, methods and tools of assessment and evaluation toward developing students’ qualities and capacity;

c) To effectively organize and manage the class, to promote students’ qualities and capacity; to nurture gifted students and support weak students; to build a friendly, democratic and safe educational environment for the development of primary school students;

d) To design further training contents or thematic sessions and professional sessions at the professional group level or higher in accordance with requirements for innovation in contents, methods and forms of teaching, assessment and evaluation, and skills in organizing educational activities to develop students’ qualities and capacity;

dd) To implement counseling and support measures suitable for each group of students in teaching and education; to integrate psychological counseling and career guidance activities into teaching and education;

e) To take measures to build safe classes and schools and prevent school violence;

g) To establish close relationships among the school, family, society and colleagues in educating students, and to create a learning environment that enables students to be proactive, confident and self-reliant in learning and training;

h) To detect shortcomings and propose solutions to improve the effectiveness and quality of teaching and education in conformity with primary school students; or to have capacity for scientific research, technology and innovation in accordance with teaching and education expertise;

i) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position;

k) To be recognized as a grassroots emulation fighter; or to receive a diploma of merit or a certificate of merit at the commune level or higher; or to be recognized with one of the following titles: excellent teacher, excellent homeroom teacher at the school or higher level, or excellent team supervisor of the Ho Chi Minh Young Pioneers’ Organization at the commune level or higher.

3. For Grade I

a) To have capacity to lead professional activities; to guide, support and share with colleagues knowledge and skills in developing and effectively implementing teaching and education plans; to innovate teaching and educational methods; to carry out assessment toward developing the qualities and capacity of primary school students; to share methods and experience in effectively implementing counseling and support activities for students’ progress and in building safe schools and preventing school violence;

b) To assume the prime responsibility for and organize further training activities and professional sessions and thematic sessions of the school; or to edit, compile and develop programs and materials for further training of primary school teachers and students;

c) To participate in evaluating topics and initiatives in teaching and education activities or in science, technology and innovation activities at the school or higher level; or to guide students and colleagues in studying and researching science and technology and applying them in implementing the primary education curriculum;

d) To share experience in counseling and guiding students’ progress in teaching and education; or experience or measures in integrating psychological counseling and career guidance activities into teaching and education;

dd) To share measures for building safe schools and preventing school violence; or to share and guide measures and solutions for timely handling of cases violating regulations on safe schools and prevention of school violence;

e) To mobilize students’ parents or guardians and society to improve the quality of teaching and education of students;

g) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position;

h) To be recognized as an emulation fighter at the ministerial, sectoral or provincial level (hereinafter collectively referred to as the provincial level) or higher; or to receive a Diploma of Merit at the provincial level or higher; or to be recognized with one of the following titles: excellent teacher, excellent homeroom teacher, or excellent team supervisor of the Ho Chi Minh Young Pioneers’ Organization at the provincial level or higher.

Chapter III
PROFESSIONAL STANDARDS OF LOWER SECONDARY SCHOOL TEACHERS

Article 10. Standards on teachers’ ethics

Lower secondary school teachers shall satisfy the standards on teachers’ ethics specified in Article 6 of this Circular.

Article 11. Standards on training and further training levels

1. For Grade III

a) To possess a bachelor’s or higher degree in teacher training relevant to the subject taught, or to possess a bachelor’s or higher degree in a major relevant to the subject taught and a certificate of pedagogical skills for lower secondary school teachers, except the cases specified at Points b and c of this Clause;

b) Teachers teaching Art (Music, Fine Arts) must satisfy the standard training qualification as prescribed in Clause 2, Article 20 of the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers;

c) Teachers teaching ethnic minority languages must satisfy the standard training qualification as prescribed in Clause 4, Article 20 of the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers;

d) To possess a certificate of further training based on professional standards of lower secondary school teachers.

2. For Grade II and Grade I

a) To possess a bachelor’s or higher degree in teacher training relevant to the subject taught, or to possess a bachelor’s or higher degree in a major relevant to the subject taught and a certificate of pedagogical skills for lower secondary school teachers;

b) To possess a certificate of further training based on professional standards of lower secondary school teachers.

Article 12. Standards on professional capacity and skills

1. For Grade III

a) To have a grasp of the Party’s guidelines and policies, the State’s policies and laws, and regulations and requirements of the sector and the locality regarding lower secondary education;

b) To understand the lower secondary education curriculum and have a firm command of knowledge of the assigned subject; to develop and implement teaching and education plans in conformity with the subject, lower secondary school students, school conditions and the objectives of the lower secondary education curriculum;

c) To use teaching and educational methods, and methods of assessment and evaluation of students’ learning and training results for students’ progress toward developing the qualities and capacity of lower secondary school students; to detect students assessed as unsatisfactory for further training, or to detect and nurture gifted students;

d) To detect shortcomings and propose solutions to improve the effectiveness and quality of teaching and education of lower secondary school students; or to participate in activities of science, technology and innovation as required;

dd) To understand lower secondary school students and implement regulations on counseling, career guidance and student support; or to detect abnormal signs of students in the assigned class during learning and provide timely counseling and support measures;

e) To build a friendly and safe classroom environment that promotes students’ capacity development; to implement positive discipline measures appropriate to students;

g) To establish healthy and trustworthy relationships with students’ parents or guardians and relevant parties in teaching and education;

h) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position.

2. For Grade II

a) To adjust teaching and education plans in conformity with actual conditions of the school and requirements of the sector and the locality;

b) To flexibly and effectively apply teaching and educational methods and forms, methods and tools of assessment and evaluation toward developing students’ qualities and capacity in accordance with innovation requirements and in conformity with actual conditions;

c) To effectively organize and manage the class, to promote students’ qualities and capacity; to nurture gifted students; to build a friendly, democratic and safe educational environment for the development of lower secondary school students;

d) To design further training contents and professional sessions or thematic sessions at the professional group level or higher in accordance with requirements for innovation in contents, methods and forms of teaching, examination and evaluation, and skills in organizing educational activities to develop students’ qualities and capacity;

dd) To have capacity to propose and effectively apply solutions to improve the quality of teaching and education of students, or to participate in activities of science, technology and innovation in accordance with the subject taught; or to participate in guiding or evaluating pedagogical practice of pedagogical students;

e) To have measures for psychological counseling and career guidance for lower secondary school students, or to integrate psychological counseling and career guidance activities into teaching and education;

g) To build close relationships among the school, family and society in educating students, and to create an environment that enables lower secondary school students to be proactive, confident and self-reliant in learning and training and to promote their capacity and strengths;

h) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position;

i) To be recognized as a grassroots emulation fighter; or to receive a diploma of merit or a certificate of merit at the commune level or higher; or to be recognized with one of the following titles: excellent teacher, excellent homeroom teacher at the school or higher level, or excellent team supervisor of the Ho Chi Minh Young Pioneers’ Organization at the commune level or higher.

3. For Grade I

a) To guide, support and share with colleagues knowledge and skills in developing and effectively implementing teaching plans; to share experience in teaching and educational methods; and methods of assessment toward developing the qualities and capacity of lower secondary school students;

b) To guide and share measures for counseling and support for students’ progress and building safe schools and preventing school violence; or methods of integrating counseling and career guidance into teaching and education;

c) To organize further training activities and professional sessions and thematic sessions of the school; or to participate in editing, compiling and developing programs and materials for further training of lower secondary school teachers and students;

d) To participate in evaluating topics and initiatives in teaching and education activities or in science, technology and innovation activities at the school or higher level; or to guide students and colleagues in studying, researching science and technology and applying them in implementing the lower secondary education curriculum;

dd) To mobilize students’ parents or guardians and society to improve the quality of teaching and education of the school;

e) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position;

g) To be recognized as an emulation fighter at the provincial level or higher; or to receive a diploma of merit at the provincial level or higher; or to be recognized with one of the following titles: excellent teacher, excellent homeroom teacher, or excellent team supervisor of the Ho Chi Minh Young Pioneers’ Organization at the provincial level or higher.

Chapter IV
PROFESSIONAL STANDARDS OF UPPER SECONDARY SCHOOL TEACHERS

Article 13. Standards on teachers’ ethics

Upper secondary school teachers shall satisfy the standards on teachers’ ethics specified in Article 6 of this Circular.

Article 14. Standards on training and further training levels

1. For Grade III

a) To possess a bachelor’s or higher degree in teacher training relevant to the subject taught, or to possess a bachelor’s or higher degree in a major relevant to the subject taught and a certificate of pedagogical skills for upper secondary school teachers, except the cases specified at Points b and c of this Clause;

b) Teachers teaching Music and Fine Arts must satisfy the standard training qualification as prescribed in Clause 2, Article 20 of the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers;

c) Teachers teaching ethnic minority languages must satisfy the standard training qualification as prescribed in Clause 4, Article 20 of the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers;

d) To possess a certificate of further training based on professional standards of upper secondary school teachers.

2. For Grade II

a) To possess a bachelor’s or higher degree in teacher training relevant to the subject taught, or to possess a bachelor’s or higher degree in a major relevant to the subject taught and a certificate of pedagogical skills for upper secondary school teachers;

b) To possess a certificate of further training based on professional standards of upper secondary school teachers.

3. For Grade I

a) To possess a master’s or higher degree in teacher training relevant to the subject taught, or to possess a master’s or higher degree in a major relevant to the subject taught and a certificate of pedagogical skills for upper secondary school teachers;

b) To possess a certificate of further training based on professional standards of upper secondary school teachers.

Article 15. Standards on professional capacity and skills

1. For Grade III

a) To have a grasp of the Party’s guidelines and policies, the State’s policies and laws, and regulations and requirements of the sector and the locality regarding upper secondary education;

b) To understand the upper secondary education curriculum and have a firm command of knowledge of the assigned subject; to develop and implement teaching and education plans in conformity with upper secondary school students, school conditions and the objectives of the upper secondary education curriculum; to prepare and organize teaching and education in accordance with regulations;

c) To use teaching and educational methods, and assessment and evaluation methods toward developing the qualities and capacity of upper secondary school students; to detect gifted students and students assessed as unsatisfactory for further training;

d) To have the capacity to guide upper secondary school students in scientific research, technology and innovation at the school or higher level; or to apply initiatives and results of scientific research, technology and innovation in teaching and education or in making teaching aids and equipment at the upper secondary level;

dd) To understand psychological and physiological characteristics of upper secondary school students and to have a firm grasp of regulations on counseling and timely student support; or to early detect abnormal signs of students in teaching and education and provide timely counseling and support measures;

e) To build a friendly and safe classroom environment that encourages students to share and express emotions; to implement positive discipline measures appropriate to students;

g) To establish healthy and trustworthy relationships with students’ parents or guardians and relevant parties in teaching and education;

h) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position.

2. For Grade II

a) To adjust teaching and education plans in conformity with students and actual conditions of the school and the locality;

b) To flexibly and effectively apply teaching and educational methods and forms, methods and tools of assessment and evaluation of students’ learning results for students’ progress toward developing students’ qualities and capacity, meeting innovation requirements and in conformity with actual conditions;

c) To have measures for psychological counseling and career guidance for upper secondary school students; or to integrate psychological counseling and career guidance activities into teaching and education;

d) To effectively organize and manage the class, to promote students’ qualities and capacity; to build a friendly, democratic and safe educational environment for the development of upper secondary school students;

dd) To build close relationships among the school, family and society in educating students, and to create an environment that enables upper secondary school students to be proactive, confident and self-reliant in learning and training and to promote their capacity and strengths;

e) To design further training contents and professional sessions or thematic sessions in accordance with requirements for innovation in contents, methods and forms of teaching, assessment and evaluation, and skills in organizing educational activities to develop students’ qualities and capacity;

g) To have capacity for research and application of science, technology and innovation in accordance with the subject taught; or to guide students in participating in activities of science, technology and innovation; or to participate in evaluating scientific research, technology and innovation products of upper secondary school students at the school or higher level;

h) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position;

i) To be recognized as a grassroots emulation fighter; or to receive a diploma of merit or a certificate of merit at the grassroots level or higher; or to be recognized with one of the following titles: excellent teacher, excellent homeroom teacher at the school or higher level.

3. For Grade I

a) To guide and support colleagues in developing teaching plans and education, or to share experience in effectively applying teaching and educational methods toward developing students’ qualities and capacity; or to effectively implement counseling and support activities for upper secondary school students in teaching and education;

b) To have capacity to guide, share and support colleagues in effectively using forms and methods of assessment and evaluation of students’ learning results and progress toward developing students’ qualities and capacity;

c) To evaluate or guide colleagues in implementing activities of science, technology and innovation; or to guide and evaluate scientific research, technology and innovation products of upper secondary school students at the provincial level or higher;

d) To edit, compile and develop programs and materials for further training of teachers and students;

dd) To organize further training activities and professional sessions and thematic sessions of the school; to guide colleagues in skills of developing and implementing teaching and education plans; in knowledge, skills and experience in applying new methods of assessment, teaching and education toward developing students’ qualities and capacity;

e) To guide and share effective measures for psychological counseling and career guidance for students and methods of integrating such activities into teaching and education;

g) To propose, implement and evaluate topics and initiatives in teaching and education activities or in science, technology and innovation activities at the school or higher level; to guide students and colleagues in studying, researching science and technology and applying them in implementing the upper secondary education curriculum;

h) To mobilize students’ parents or guardians and society to improve the quality of teaching and education of students;

i) To apply information technology and digital technology in professional activities; to use foreign languages or ethnic minority languages as required by the job position;

k) To be recognized as an emulation fighter at the provincial level or higher; or to receive a diploma of merit at the provincial level or higher; or to be recognized with one of the following titles: excellent teacher, excellent homeroom teacher at the provincial level or higher.

Chapter V
IMPLEMENTATION PROVISIONS

Article 16. Transitional provisions

1. Certificates of further training according to professional title standards of grades of primary school teachers, lower secondary school teachers and upper secondary school teachers, or certificates of further training according to professional title standards of primary school teachers, lower secondary school teachers and upper secondary school teachers, granted before December 31, 2026 in accordance with law shall be determined as equivalent to certificates of further training based on professional standards of primary school teachers, lower secondary school teachers and upper secondary school teachers respectively as prescribed in this Circular.

2. Teachers in general education institutions who are recruited, received or reassigned to job positions of primary school teachers, lower secondary school teachers or upper secondary school teachers before the effective date of this Circular are not required to satisfy the standard of possessing certificates of further training based on professional standards of primary school teachers, lower secondary school teachers and upper secondary school teachers.

3. In cases of recruitment, receipt or reassignment to job positions of primary school teachers, lower secondary school teachers or upper secondary school teachers from the effective date of this Circular:

a) In the case where teachers have possessed certificates of further training specified in Clause 1 of this Article, they shall be determined as satisfying the standard of possessing certificates of further training based on professional standards of primary school teachers, lower secondary school teachers and upper secondary school teachers;

b) In the case where teachers have not possessed certificates of further training specified in Clause 1 of this Article, they are required to possess certificates of further training based on professional standards of primary school teachers, lower secondary school teachers and upper secondary school teachers in accordance with regulations applicable to each education level within 12 months from the effective date of the further training program based on professional standards of primary school teachers, lower secondary school teachers and upper secondary school teachers;

c) After 12 months from the effective date of the further training program based on professional standards of primary school teachers, lower secondary school teachers and upper secondary school teachers, the requirement on certificates of further training based on professional standards of primary school teachers, lower secondary school teachers and upper secondary school teachers must be satisfied in accordance with regulations applicable to each education level.

4. The cases falling under subjects of recruitment, receipt or consideration for promotion in professional titles of teachers in general education institutions under schemes or plans approved by competent authorities before June 30, 2026 shall be implemented in accordance with Clause 1, Article 25 of the Government’s Decree No. 93/2026/ND-CP dated March 31, 2026, detailing and guiding the implementation of a number of articles of the Law on Teachers.

The determination of the period of holding equivalent professional title grades for teachers shall comply with Article 13 of Circular No. 13/2024/TT-BGDDT dated October 30, 2024 of the Minister of Education and Training, providing standards and conditions for promotion in professional titles of preschool and general education teachers and pre-university teachers.

Article 17. Application provisions

1. Certain cases determined as satisfying the standards on training levels for primary school teachers include:

a) Teachers assigned to teach Informatics and Technology who possess a bachelor’s or higher degree in teacher training in Informatics or Technology or Industrial Engineering or Agricultural Engineering, or a bachelor’s or higher degree in a major relevant to Informatics, Technology, Agricultural Engineering or Industrial Engineering. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for primary school teachers under the program promulgated by the Minister of Education and Training is required;

b) Teachers assigned to teach Art (Music, Fine Arts) who possess a bachelor’s or higher degree in teacher training in Art or Music or Fine Arts, or a bachelor’s or higher degree in a major relevant to Art, Music or Fine Arts. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for primary school teachers under the program promulgated by the Minister of Education and Training is required.

2. Certain cases of teachers determined as satisfying the standards on training levels for lower secondary school teachers include:

a) Teachers assigned to teach History and Geography who possess a bachelor’s or higher degree in teacher training in History or Geography, or a bachelor’s or higher degree in a major relevant to History or Geography. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for lower secondary school teachers under the program promulgated by the Minister of Education and Training is required;

b) Teachers assigned to teach Natural Sciences who possess a bachelor’s or higher degree in teacher training in Natural Sciences or Physics or Chemistry or Biology, or a bachelor’s or higher degree in a major relevant to Natural Sciences, Physics, Chemistry or Biology. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for lower secondary school teachers under the program promulgated by the Minister of Education and Training is required;

c) Teachers assigned to teach Technology who possess a bachelor’s or higher degree in teacher training in Technology or Industrial Engineering or Agricultural Engineering, or a bachelor’s or higher degree in a major relevant to Technology, Industrial Engineering or Agricultural Engineering. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for lower secondary school teachers under the program promulgated by the Minister of Education and Training is required;

d) Teachers assigned to teach Art (Music, Fine Arts) who possess a bachelor’s or higher degree in teacher training in Art or Music or Fine Arts, or a bachelor’s or higher degree in a major relevant to Art, Music or Fine Arts. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for lower secondary school teachers under the program promulgated by the Minister of Education and Training is required.

3. Certain cases determined as satisfying the standards on training levels for upper secondary school teachers include:

a) Teachers assigned to teach Technology who possess a bachelor’s or higher degree in teacher training in Technology or Industrial Engineering or Agricultural Engineering, or a bachelor’s or higher degree in a major relevant to Technology, Industrial Engineering or Agricultural Engineering. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for upper secondary school teachers under the program promulgated by the Minister of Education and Training is required;

b) Teachers assigned to teach Economic and Legal Education who possess a bachelor’s or higher degree in teacher training in Civic Education or Political Education, or a bachelor’s or higher degree in a major relevant to Civic Education or Political Education. In case of possessing a bachelor’s or higher degree in a relevant major, a certificate of pedagogical skills for upper secondary school teachers under the program promulgated by the Minister of Education and Training is required.

Article 18. Implementation provisions

1. Tasks by grade of the professional titles of primary school teachers, lower secondary school teachers and upper secondary school teachers as prescribed in Articles 3, 4 and 5 of this Circular are tasks performed by teachers after being appointed to the corresponding grade and throughout the period of holding such grade if assigned by the principal. The principal may assign teachers to perform tasks of a higher grade if the teachers are capable of performing such tasks. For tasks that general education institutions are not assigned or do not have sufficient conditions to perform, the principal shall decide on conversion into other related tasks as a basis for evaluating teachers’ performance.

2. In the case where general education teachers possess a bachelor’s degree in a relevant major and an intermediate or higher diploma in teacher training, or possess certificates or certifications of pedagogical knowledge and skills and teaching methodology issued by training or further training institutions before May 22, 2021, such teachers shall be determined as possessing a bachelor’s degree in a relevant major and a certificate of pedagogical skills of the education level currently taught under the program promulgated by the Minister of Education and Training.

3. A bachelor’s degree in a relevant major as prescribed in the standards on training levels for primary school teachers, lower secondary school teachers and upper secondary school teachers shall be determined as a bachelor’s degree in teacher training, or a bachelor’s degree not in teacher training but having training program including subjects or modules (within the specialized knowledge group) that meet the requirements for teaching specific subjects in the general education curriculum. The head of the competent agency managing the education institution shall decide or coordinate with the training institution (degree-granting institution) to determine the relevance of the bachelor’s degree to specific subjects in the general education curriculum.

4. For subjects in the general education curriculum for which there are no teacher training codes, the head of the education institution shall assign existing teachers and send teachers to attend appropriate training or further training courses to ensure meeting the standards on professional capacity and skills for teaching assigned subjects.

5. Before May 30, 2023, if teachers possess a bachelor’s or higher degree in teacher training, or possess a bachelor’s degree and a certificate of pedagogical skills, are assigned to teach subjects different from their trained majors and are assessed by the head of the education institution as meeting the standards on professional capacity and skills for teaching assigned subjects, they shall be determined as satisfying the standards on training levels and shall be appointed to professional titles and placed on salary scales of job positions of primary school teachers, lower secondary school teachers and upper secondary school teachers in accordance with regulations of the Minister of Education and Training. By December 31, 2030, the cases specified in this Clause must complete the standards on training levels to meet the requirements of the subjects taught in accordance with regulations of the Government.

Article 19. Responsibilities for implementation

1. The Department of Teachers and Educational Administrators shall assume the prime responsibility for, and coordinate with relevant agencies and units in assisting the Minister of Education and Training in directing, guiding and inspecting the implementation of this Circular; and in developing plans for training, further training and development of the contingent of teachers of general education institutions to meet the professional standards of teachers of general education institutions.

2. The heads of general education institutions, based on the professional standards of teachers of general education institutions, shall:

a) Arrange, assign and allocate tasks to teachers of general education institutions and evaluate the level of task performance according to job positions corresponding to the titles of primary school teachers, lower secondary school teachers and upper secondary school teachers;

b) Develop and implement plans for training, further training and development of the contingent of teachers of general education institutions under their management competence;

c) Advise competent agencies on the management and development of teachers of general education institutions to meet professional standards as prescribed.

Article 20. Organization of implementation

1. This Circular takes effect from April 14, 2026.

2. The evaluation of teachers of general education institutions under the Minister of Education and Training’s Circular No. 20/2018/TT-BGDDT dated August 22, 2018 providing professional standards of teachers of general education institutions, and evaluation of principals of general education institutions under Circular No. 14/2018/TT-BGDDT dated July 20, 2018 of the Minister of Education and Training, providing for standards for principals of general education institutions, shall continue to be implemented until the end of the 2025 - 2026 academic year.

3. Decisions on selection and approval of lists of core teachers of general education institutions by competent authorities shall remain effective; activities, regimes and policies (if any) for core teachers of general education institutions shall continue to be implemented until new regulations are issued.

4. The following Circulars shall be partially or wholly annulled from the effective date of this Circular:

a) Circular No. 20/2018/TT-BGDDT dated August 22, 2018 of the Minister of Education and Training, providing for professional standards of teachers of general education institutions;

b) Clauses 1, 2, 3, 4, 5, 6, 7, 10, 11 and 13, Article 3; Clauses 1, 2, 3, 4, 5, 6, 7 and 9, Article 4 of Circular No. 08/2023/TT-BGDDT dated April 14, 2023 of the Minister of Education and Training, amending and supplementing a number of articles of Circulars No. 01/2021/TT-BGDDT, 02/2021/TT-BGDDT, 03/2021/TT-BGDDT and 04/2021/TT-BGDDT dated February 2, 2021 of the Ministry of Education and Training, providing for codes, standards for professional titles and appointment and salary arrangement of teaching public employees in public preschool and general education institutions;

c) Articles 3, 4, 5 and 10 of Circular No. 02/2021/TT-BGDDT dated February 2, 2021 of the Minister of Education and Training, providing for codes, standards for professional titles and appointment and salary arrangement of teaching public employees in public primary schools;

d) Articles 3, 4, 5 and 10 of Circular No. 03/2021/TT-BGDDT dated February 2, 2021 of the Minister of Education and Training, providing for codes, standards for professional titles and appointment and salary arrangement of teaching public employees in public lower secondary schools;

dd) Articles 3, 4, 5 and 10 of Circular No. 04/2021/TT-BGDDT dated February 2, 2021 of the Minister of Education and Training, providing for codes, standards for professional titles and appointment and salary arrangement of teaching public employees in public upper secondary schools shall cease to be effective from the effective date of this Circular.

5. The Chief of Office, the Director General of the Teachers and Educational Administrators Department, heads of relevant units under the Ministry of Education and Training; Chairpersons of People’s Committees of provinces and centrally run cities; and Directors of provincial-level Departments of Education and Training shall implement this Circular./.

For the Minister

The Deputy Minister

PHAM NGOC THUONG