The article aims to analyze the strategy for developing Vietnam's preschool teaching staff and education management personnel for the period 2026–2035 in the context of international integration. The strategy is built on the basis of integrating four approaches: Development according to Professional Standards; according to Job Positions; application of Human Resource Management theory; and adaptation to the domestic and international context. The study uses document analysis and synthesis methods, comparing the theoretical framework with new legal documents, particularly the 2025 Law on Teachers and related guiding circulars. The results show that the strategy reflects a shift from a seniority-based human resource management model to a competency- and performance-based model. The 2025 Teacher Law establishes a legal foundation for priority salary policies, which are expected to help resolve the paradox of remuneration and the shortage of high-quality human resources. However, the effectiveness of implementation largely depends on the ability to translate policies into feasible financial and management mechanisms at the local level, in the context of urgent demands for digital transformation and improving the quality of early childhood education.