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Tran Van Dang
Ho Chi Minh City University of Education
Humanities Education Library & Information Science Social Sciences Other

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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 Nhat Thong Du