A study of the beliefs for total quality management comparing superintendents, board members, and classroom teachers in Iowa schools

Teigland, Michael David

doi:10.31274/rtd-180813-12881

Cited by 5 publications

(16 citation statements)

References 73 publications

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“…(IVIarx, 1991, pp. 1-2) Teigland (1993) For a school district to adopt any degree of quality improvement, some financial outlay is needed. One expense would, of course, be trainers or quality consultants who need to be compensated until staff members are trained to train others in the district.…”

Section: Continuous Quality Improvement and School Reformmentioning

confidence: 99%

“…How will this be accomplished? The past successes of quality management in business and industry raise the possibility for applying CQI to education (Brown, 1992;Teigland, 1993). Although Dr. Doming believed that people are an organization's greatest resource, he stated that approximately 85 percent of the problems are the fault of the system, not the Individual.…”

Section: Continuous Quality Improvement and School Reformmentioning

confidence: 99%

“…It is important that leadership at the highest levels of the organization be provided for quality improvement to occur (Walton, 1986). School administrators need to look seriously at CQI as one option for bringing about needed change and improvement in our schools (Teigland, 1993).…”

Section: Continuous Quality Improvement and School Reformmentioning

confidence: 99%

“…CQI differs from traditional management in many ways. Teigland (1993) lists several key differences found in the literature: (1) traditional management focuses on its own requirements, CQI on the customer; (2) in CQI there is a belief that profits follow quality; in traditional management, profits are the first responsibility; (3) CQI sees quality as having many dimensions and is oriented toward the customer; traditional management views quality as a single dimension; (4) CQI helps every employee find improvements in their work; traditional management's belief is that workers should work and managers should manage: and (5) CQI improves process quality with a longterm, process-oriented approach, while short-term, results-oriented gains concern traditional management (p. 73).…”

Section: Basic Principles Of Cqimentioning

confidence: 99%

“…For this reason, many organizations make substantial investments in employee education (Neuroth et al, 1992). Teigland (1993), after a thorough review of the literature, lists attributes which are common in organizations which have successfully implemented quality management: (1) a high degree of enthusiasm and empowerment of employees, (2) total commitment by top management, (3) total commitment throughout the organization, Continuous Quality Improvement is not concerned with finding defects in quality after the fact, but with planning and preventing defects. CQI means doing things right the first time, identifying potential problems and reducing deficiencies are encouraged.…”

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confidence: 99%

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An examination of teachers' perceptions of district staff development programs and their relationship to perceptions of district quality management

Johnson

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School Improvement and reform seem to be the focus of many educators and business leaders today. Dramatic changes In society make schools very different places than they were even ten or twenty years ago when their critics were in school. The increase of poverty and crime, lack of family support, student alienation, poor student performance, a high dropout rate, a growing number of regulations, race and class discrimination, international competition, and varying roles and expectations for educators all demand new solutions (Fullan, 1991; Rebore, 1991; Neuroth et al., 1992; Sparks & Vaughn, 1994). In addition, people inside the schools sometimes blame each other for the proliferation of these problems (Neuroth et ai., 1992). In many of our nation's approximately 15,000 school districts and 80,000 schools. Independent and state-led reform models are being implemented. Often these reforms focus on only one part of the system rather than on systemwide change (USGAO, 1993). 5. The data for this study were collected in March and April of 1994. 6. Surveys were personally delivered to the districts with return postage provided. Definition of Terms These definitions are presented to provide clarity and understanding of their use in this study: 1. Continuous Quality improvement (CQi) or Total Quality /Management (TQM)-a customer-focused strategic and systematic approach to continuous performance improvement (Vincoli, 1991, p. 28). 2. Inservice-training sessions designed to help teachers learn or improve in a particular content or skill area. 3. Malcolm Baldrige Award-a national award given yearly to honor companies which exemplify quality principles (Schenkat, 1993). 4. Model-(a) a design for learning which embodies a set of assumptions about where knowledge about teaching practice comes from and how teachers acquire or extend their knowledge; (b) a pattern or plan which can be used to guide the design of a staff development program (Sparks & Loucks-Horsley, 1989, p. 41). 5. Quality Effectiveness Index-the score derived by dividing the current situation response by the desired situation response on the PQAI, expressed as a decimal. 6. School reform-the process of changing school practices to improve teaching and learning. 7. Staff development or professional development-any school district activity which is intended to prepare staff members for improved performance in their present or future roles in education. These terms are used interchangeably. 8. Staff development program-a school district's plan for designing, delivering, and assessing professional development opportunities over a given period of time. 9. Total systems approach-the practice of looking at interrelationships among all parts of the organization, recognizing that each of the components is affected by all the others.

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Section: Continuous Quality Improvement and School Reformmentioning

confidence: 99%

Section: Continuous Quality Improvement and School Reformmentioning

confidence: 99%

Section: Continuous Quality Improvement and School Reformmentioning

confidence: 99%

Section: Basic Principles Of Cqimentioning

confidence: 99%

mentioning

confidence: 99%

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An examination of teachers' perceptions of district staff development programs and their relationship to perceptions of district quality management

Johnson

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Superintendent Compensation and System Quality: Exploring a Chronicle of Wishful Thinking

Poston

2000

International Journal of Educational Reform

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A study of quality improvement and its relationship to financial characteristics of selected Iowa public school districts

Kirchoff

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Iowa Department of Education. (1993). The annual condition of education report. Des Moines, lA: Author. Iowa Department of Education. (1994a). Operating fund expenditures computation (by program) 1992-93 data. Des Moines, lA: Author. Iowa Department of Education. (1994b). School transportation operating costs 1992-93. Des Moines, lA: Author. Iowa Department of Education. {1994c). Operating fund expenditures computation (by object) 1992-93 data. Des Moines, I A: Author. Iowa Department of Management. (1994, December). TQM, budget reform and improving revenues: Impact on collective bargaining in Iowa. Paper presented at the Iowa Public Employee Relations Board collective bargaining conference, Des Moines, lA.

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A study of the beliefs for total quality management comparing superintendents, board members, and classroom teachers in Iowa schools

Cited by 5 publications

References 73 publications

An examination of teachers' perceptions of district staff development programs and their relationship to perceptions of district quality management

An examination of teachers' perceptions of district staff development programs and their relationship to perceptions of district quality management

Superintendent Compensation and System Quality: Exploring a Chronicle of Wishful Thinking

A study of quality improvement and its relationship to financial characteristics of selected Iowa public school districts

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