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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Nhat Thong Du
Ho Chi Minh City University of Education
Humanities Education Library & Information Science Social Sciences Other

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Validating the factor structure of primary school teaching quality using the PDCA cycle Nhat Thong Du; Van Dat Tran
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37326

Abstract

Improving teaching quality is a critical goal of educational reform, particularly in the context of Vietnam’s 2018 General Education Program (GEP). However, there is still a lack of valid instruments for assessing instructional practices based on continuous improvement models. This research fills this void by creating and validating the primary school teaching quality scale (PSTQS), based on the Plan-Do-Check-Act (PDCA) cycle, a well-known quality management framework. A cross-sectional survey design was used to collect data from 528 primary school teachers in Ho Chi Minh City. The 20-item PSTQS was constructed to align with the PDCA model and the competencies outlined in the 2018 GEP. The sample was randomly split into two groups for a two-phase validation: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA found a four-factor structure that matched the PDCA cycle and accounted for 45.3% of the variance. CFA confirmed the model’s fit (comparative fit index (CFI)=0.95, Tucker-Lewis index (TLI)=0.94, root mean square error of approximation (RMSEA)=0.04, standardized root mean square residual (SRMR)=0.05). The scale demonstrated strong internal consistency (composite reliability (CR)>0.79), with robust convergent and discriminant validity. The PSTQS is a reliable, valid tool for evaluating teaching practices through a quality improvement lens. While results are specific to Ho Chi Minh City, the scale offers a foundation for broader application and supports continuous professional development and policy implementation.
Applying plan-do-check-act indicators to assess school culture development in Vietnam Nhat Thong Du; Tran Van Dang; Nguyen Hoang Thien
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.26031

Abstract

This study aims to develop and validate a plan-do-check-act (PDCA)-based measurement model for assessing school culture development (SCD) in Vietnamese high schools. Using a cross-sectional survey of 616 high-school educators (teachers and administrators), data were analyzed through confirmatory factor analysis (CFA) and structural equation modeling (SEM) to test a five-factor model comprising four PDCA stages—planning, implementation, monitoring, and improvement—and SCD as the outcome. The model demonstrated excellent validity and reliability, with all indicators meeting the recommended criteria and cutoffs. All PDCA components significantly predicted SCD, explaining 47.1% of its variance. Among them, the “improvement” (act) phase was the strongest driver (β=0.375), followed by monitoring (β=0.236), implementation (β=0.214), and planning (β=0.151). These findings highlight PDCA as a robust framework for systematic cultural change, enabling school leaders to move from fragmented initiatives toward closed-loop quality management. Practically, the study provides an evidence-based tool for principals to embed shared values, foster collaboration, and sustain cultural development amid educational reforms. This research fills a critical gap in Vietnam’s education context by offering a validated approach to managing school culture through continuous improvement.
Co-Authors Nguyen Hoang Thien Tran Van Dang Van Dat Tran