THE APPLICATION OF THE PDCA QUALITY CYCLE FOR ENHANCING TRANSFORMATIONAL LEADERSHIP OF FOREIGN LANGUAGE TEACHERS: A CASE STUDY AT BENCHAMARACHUTHIT SCHOOL, CHANTHABURI, THAILAND
Keywords:
PDCA Quality Cycle, SWOT Analysis, Transformational Leadership, Teacher DevelopmentAbstract
The purpose of this article is to present a practical model for enhancing transformational leadership among foreign language teachers by applying the PDCA quality cycle (Plan - Do - Check - Act), using SWOT analysis as the diagnostic foundation. SWOT results were utilized to identify individual strengths, weaknesses, opportunities, and threats, which were then used to develop personalized development plans (ID Plans) and select relevant professional development activities. The PDCA cycle structured the development process: planning based on SWOT data, implementing development activities such as workshops, PLC - based collaboration, classroom mentoring, and observation, monitoring teaching improvement, and making adjustments for continuous improvement.
The study found that:
The integration of SWOT and PDCA enables systematic and goal - oriented teacher development. Teachers improved instructional practices by adopting learner - centered approaches, incorporating digital technology, and generating instructional innovations through collaborative work within PLCs. As a result, teachers demonstrated transformational leadership characteristics, including inspiring students, mentoring peers, initiating instructional innovations, and driving positive change at both the classroom and organizational levels. The structured PDCA cycle also fostered continuous reflection and accountability, leading to sustainable instructional improvement across the department.
Policy recommendations include providing institutional support for teacher development through professional mentoring, technological resources, and dedicated time for continuous learning. The model can be scaled and adapted to other educational contexts to strengthen teacher leadership and enhance instructional quality at the organizational and system levels.
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