Applying plan-do-check-act indicators to assess school culture development in Vietnam

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.