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This study is aimed to explain the examines the influence of total quality management on the teacher quality in secondary schools. This study used cross-sectional surveys to collect data from 423 secondary school teachers from all over Malaysia. Data were collected using questionnaires adapted from Total Quality Management Instruments (Zhang, Waszink, & Wijngaard, 2000), Multi-Factor Leadership Questionnare (Avalio & Bass, 2004) and Malaysian Teacher Standards Instruments (MOE, 2008). This study used Multiple Regression to determine the relationship between variables. This study uses simple random sampling procedures and proportional random sampling. The results show that leadership are the best practices of total quality management that influence teacher quality. Therefore, the practice of rewarding and implementing charismatic leadership styles is encouraged to improve teacher quality in Malaysian secondary school.

This study aims to examine the relationship between total quality management practice and teacher quality in secondary schools, as well as to identify the effect of principal's transformational leadership style on the relationship between both. This study used a crosssectional survey involving 423 secondary school teachers from all over Malaysia. This study utilised the Pearson's correlation inference analysis to determine the relationship between variables and SPSS Macro Process 3.0 analysis to identify the mediating effect. The results showed that the relationship between total quality management practice and principal's transformational leadership style is positive and significant, where reward demonstrated the most significant relationship. Furthermore, the relationship between the principal's transformational leadership style and teacher quality also indicates a positive relationship in which inspirational motivation also shows the highest value of relationships. In addition, total quality management has a positive and significant relationship with teacher quality with continuous improvement shows the highest value of relationships. Additionally, the Value Adjustment Factor (VAF) for mediating effect was 24.4%. Thus, this study has demonstrated that total quality management practice has a partial mediating effect on teacher quality.

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