We present a synthesis of the general dimensions of organizational culture used most commonly in extant research and outline how these general dimensions correspond to the specific values and beliefs underlying total quality management (TQM) practice (a comprehensive change initiative). We argue that the relationship between culture and implementation of new behaviors and practices has not been adequately explored because of the lack of a comprehensive framework for defining and measuring organizational cultures. Our framework presents a necessary step in moving toward culture as a useful explanatory concept in organizational research.The one common denominator that led to failure in all of our previous quality efforts [prior to the mid 1980s] was that we did not change the culture or the environment in which all these tools and processes were being used. We had a "flavor of the month" mentality (Sam Malone, Worldwide Marketing Manager at Xerox Quality Solutions; quoted in Brennan, 1994: 36).

We present a synthesis of the general dimensions of organizational culture used most commonly in extant research and outline how these general dimensions correspond to the specific values and beliefs underlying total quality management (TQM) practice (a comprehensive change initiative). We argue that the relationship between culture and implementation of new behaviors and practices has not been adequately explored because of the lack of a comprehensive framework for defining and measuring organizational cultures. Our framework presents a necessary step in moving toward culture as a useful explanatory concept in organizational research.The one common denominator that led to failure in all of our previous quality efforts [prior to the mid 1980s] was that we did not change the culture or the environment in which all these tools and processes were being used. We had a "flavor of the month" mentality (Sam Malone, Worldwide Marketing Manager at Xerox Quality Solutions; quoted in Brennan, 1994: 36).

This article reports on the first stages of a longitudinal study examining the implementation of a reform effort in high schools known as Quality Management (QM). Quality Management is defined as the use of the following seven practices: continuous improvement, customer focus, systems thinking, leadership, studying and evaluating processes, data-based decision making, and training. Interview and survey data from a national sample of purposively chosen high schools show limited results in terms of the effective use and institutionalization of the seven Quality practices by classroom teachers, though the lessons learned and examples of best practices are instructive. Contextual factors that aid or inhibit the implementation QM practices are identified and explicated. The findings provide insight into the implementation of systemic school reform efforts, with particular emphasis on the critical leadership role of principals.

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