The impact of ISO quality management systems on primary and secondary schools in Spain

Abstract

Purpose The purpose of this study is to evaluate the application of quality management systems (QMS) based on international standards of quality in education (ISO 9001:2008) and ascertain the influence of this quality model on primary and secondary schools in Spain. Design/methodology/approach The study was conducted in 26 publicly funded, private schools in Spain. The research design was a three-phase, mixed-methods evaluation. In all, 809 teachers answered the main survey questionnaire in Phase 3, which was validated through expert reviews and exploratory factor analysis against two theoretically derived dimensions of quality. The total scores of the two dimensions demonstrated Cronbach’s alpha reliability estimate > 0.95. A discriminant function analysis was applied next to compare three groups of schools based on teachers’ QMS ratings, using students’ achievement and other school quality indicators as predictors. Findings The QMS model was perceived to have contributed to improvements in documentation and management through evaluation, continuous improvement processes, the schools’ external image, management of resources and user satisfaction levels. Some of the improvements lasted over time. The schools rated as “high” by teachers on QMS implementation levels had better educational outcomes, as well as user perception and satisfaction levels, as compared to schools rated as “low”. Drawbacks of the QMS model were perceived as high bureaucratic workloads and a top–down management culture. Practical implications The findings suggest that ISO standards of QMS can be adopted in primary and secondary education institutions successfully, and that they are suitable for improving schools and educational systems overall. Originality/value The study’s originality lies in the demonstrated outcomes of the QMS approach, originally created for industrial environments, in a large Spanish primary and secondary education institution using a three-phase, mixed-methods design.

ISO 9001 standard and their impact on school management and planning and support systems–Comparative study on perception between heads–teachers

“…However, increasing theoretical knowledge about this impact is currently badly needed. In this sense, it is difficult to compare the results obtained in this study with other similar ones, due to the scarce existence of scientific literature related to the application of ISO 9001 standard in the field of education and, more specifically, in non-university educational stages (as pointed out by authors such as Sweis et al, 2020;Arribas-D ıaz and Mart ınez-Mediano, 2018;Espiñeira-Bell on, Espiñeira-Bell on et al, 2016;Becerra and Corredor, 2015). This scarcity of research has been confirmed by our research group in the successive and exhaustive bibliographic reviews carried out in recent years for the numerous research studies on the application of QMS, specifically on ISO standards (Fern andez-Cruz et al, 2020;Rodr ıguez-Mantilla et al, 2020;Fern andez-Cruz et al, 2019;Fern andez-D ıaz et al, 2017;Fern andez-D ıaz et al, 2016;Rodr ıguez-Mantilla and Fern andez-D ıaz, 2013).…”

An instrument for studying TQM implementation in primary education: development and empirical investigation

“…Quality and TQMa broadly acknowledged philosophy of improvement to organizational performance and customer satisfaction (Deming, 1986), are common subjects of investigation in the scholarly literature. Lunenburg (2010) explains that while TQM originated in applications in manufacturing and service organizations, it can also be implemented in schools.…”

TQM model based on Deming prize for schools

“…Johnson and Golomskiis (1999) assert that leaders should establish unified goals in education and be responsible for ensuring that relevant parties are fully involved. Furthermore, continuous evaluation should be carried out through internal and external audits that enable analysis of quality indicators and non-conformance (Arribas Díaz and Martínez-Mediano, 2018). Murgatroyd and Morgan (1993) construct a TQM framework that delivers tools from the context of schooling to school-based management.…”