This study analyzes the theoretical foundations, investigates the current situation, and proposes measures for developing digital competence among primary school teachers in Ho Chi Minh City in the context of digital transformation. Accordingly, a management model based on the PDCA cycle is proposed through the application of adaptive learning, the development of a dynamic competency framework, and the establishment of a data-driven evaluation system. A mixed-methods approach, combining quantitative surveys and in-depth interviews, was employed. The findings indicate that activities related to the management and development of teachers’ digital competence are generally evaluated at a “fair” level. However, they remain insufficiently coherent and flexible, and large-scale experimental models have not been widely implemented. In addition, data governance capacity, assessment tools, and technological infrastructure in some schools have not yet met the required standards. The proposed measures, if implemented in an integrated manner under visionary leadership and with adequate resource support, are expected to contribute to the sustainable development of digital competence among primary school teachers.