APPLYING THE PDCA MODEL IN MANAGEMENT OF TRAINING FOR LITERATURE TEACHERS AT SECONDARY SCHOOL LEVEL

Abstract

In the context of fundamental and comprehensive educational innovation, especially the implementation of the 2018 General Education Program, there is a need to improve the quality of teachers, especially Literature teachers at the secondary school level. Organizing teacher training activities in a scientific and effective manner is a major challenge for current educational management. This study aims to analyze the possibility of applying the Plan - Do - Check – Act [PDCA] quality management model for Literature teachers at secondary schools. Thereby, an effective training management process to develop teachers' professional capacity according to the requirements of educational innovation will be proposed. Document analysis, in-depth interviews and theoretical synthesis were conducted to evaluate the effectiveness of applying the PDCA model in the training of Literature teachers. The application of the PDCA model to the management of Literature teacher training activities has shown clear effectiveness, i.e. the training process is systematically carried out, regularly checked, adjusted and improved to fit the current situation. This model helps to improve the teachers’ professional capacity and professional skills, while creating flexibility in the organization and management of training activities.Thanks to the cyclical nature and ability to continuously improve, the PDCA model can well adapt to new requirements in general education. Applying the PDCA model in the management of training for secondary school Literature teachers is a feasible and effective direction, contributing to improving the quality of the teaching staff, and improving the quality of teaching and successfully implementing the new general education program. Building a training system according to this model may help ensure scientific, systematic and appropriateness to practical needs.