APPLYING THE PDCA MODEL IN MANAGING THE TRAINING OF HOME TEACHERS OF SECONDARY SCHOOLS ACCORDING TO THE COMPETENCE-BASED APPROACH: SOME THEORETICAL ISSUES

Abstract

In the context of fundamental and comprehensive reform of general education in Vietnam, the demand for training and improving the quality of teachers, especially homeroom teachers at junior high schools, has become increasingly urgent. Based on literature review and theoretical analysis-synthesis, this article clarifies the scientific foundation and proposes the application of the PDCA (Plan - Do - Check - Act) model in managing professional development activities for homeroom teachers through a competency-based approach. The findings indicate that PDCA is an effective management tool that helps standardise processes, ensure systematic implementation, and improve training quality through four stages: planning, implementation, evaluation and adjustment. Applying this model not only contributes to enhancing the professional competencies of homeroom teachers but also promotes a culture of lifelong learning within schools, thereby meeting the requirements of educational reform and improving the quality of comprehensive education.