APPLYING THE PDCA CYCLE IN MANAGING ACTIVITIES OF THE LITERATURE PROFESSIONAL TEAM THROUGH THE LESSON STUDY MODEL AT VINH PHUC HIGH SCHOOL FOR THE GIFTED

The paper investigates the application of the Plan–Do–Check Act (PDCA) cycle to manage activities of the Literature professional team within the Lesson study model at Vinh Phuc high school for the gifted. The study aims to evaluate a management process that applies the PDCA cycle to enhance the quality of professional development activities and Literature instruction, thereby addressing the shortage of systematic management tools for monitoring and improving the effectiveness of Lesson study implementation in general education schools. Using a case study methodology, the author integrates classroom-based observation, semi-structured interviews, and surveys to examine current practices within the Literature subject group at the school. The findings establish a four-stage management process aligned with the PDCA cycle and systematically embedded within the phases of Lesson study. This process clarifies roles and responsibilities, strengthens transparency, and ensures continuous improvement in professional practice. The study’s findings demonstrate strong practical relevance and provide a valuable reference for school administrators and subject group leaders seeking to enhance management effectiveness in response to the demands of educational innovation and reform.