The resistance to change in implementation of total quality management (TQM) in Iranian schools

Abstract

Purpose – The purpose of this paper is to identify the level of resistance to change in implementation of total quality management (TQM) in Iranian schools and investigate the influence of principals’ and teachers’ gender and years of experience on resistance to change. Design/methodology/approach – This study presents the results of survey research carried out in Iran. The participants of this study are secondary school principals and teachers. The researchers employed descriptive analysis on data collected. Independent sample t-test was used to determine the difference in resistance to change based on teachers and principals gender, and one-way ANOVA and Kruskal-Wallis H-test were applied to determine the difference in resistance of teachers and principals based on years of experience. Findings – The researchers found that the level of resistance to change in Iranian schools is medium; the most important factor for resistance to change is confidence in the status quo. Gender has an effect on resistance to change only for teachers. Years of experience do not have an effect on resistance to change. Originality/value – The study identifies some useful points for school’s principals and teachers to implementation of TQM in school.

Findings of quality management studies in primary and secondary education: a systematic literature review

“…Teachers are reluctant to take up quality work (Cheng and Yau, 2011) and feel pressed to achieve perfection (Kiremitci et al , 2014). Training on quality system (Toremen et al , 2009; Pourrajab et al , 2015; Diaz and Martinez-Mediano, 2018) and participation in the quality project (Sulaiman et al , 2013) are necessary because of teachers' limited knowledge (Sebola and Malema, 2014). An effective in-service training for managers and staff would probably reduce their resistance and empower them to take direct action (Toremen et al , 2009; Hlongwane and Mestry, 2013; Nawelwa et al , 2015).…”

“…Driven through a TQM philosophy or a QMS or adopting organizational learning or lean approaches, are cases of significant changes (Toremen et al , 2009; Cheng and Yau, 2011; Ngwenya, 2013; Cruz et al , 2016; LeMahieu et al , 2017). Confidence in the status quo, suspicion or inability to change are important factors determining the resistance to change (Sulaiman et al , 2013; Pourrajab et al , 2015). To assess the changes, it is necessary to remove barriers (Al-Alawi et al , 2019) and apply methodologies that allow collecting information at all stages (Fernandez-Diaz et al , 2017).…”

“…The content of the curriculum should be well-balanced, more vocational (Toremen et al , 2009; Albaker, 2017), school-based (Mosha, 1988; Cheng and Yau, 2011; Cravens et al , 2011) and with well-oriented content (Laurie et al , 2016; Catling, 2017). It should motivate students intrinsically to do and be the best (Pourrajab et al , 2015), providing them with the “right” knowledge (Ibrahim et al , 2017).…”

“…However, the journey of educational institutions to quality is not without challenges and dilemmas (Ng, 2008). Practical implementation of QM faces various obstacles and problems (Pourrajab et al , 2015). Implementing the ISO 9001 standard seems to be time-consuming, as the time required to obtain ISO 9001 registration, irrespective of school type, size or cost, is on average 16.5 months (Thonhauser and Passmore, 2006; Thonhauser, 2008; Sebola and Malema, 2014).…”

“…Implementing the ISO 9001 standard seems to be time-consuming, as the time required to obtain ISO 9001 registration, irrespective of school type, size or cost, is on average 16.5 months (Thonhauser and Passmore, 2006; Thonhauser, 2008; Sebola and Malema, 2014). Doherty (2008, p. 261) pointed out that “developing TQM in education requires some intellectual effort and lateral thinking, and not facile misapplication of business vocabulary and techniques.” Thus, there is a need for effective change management (Toremen et al , 2009; Cheng and Yau, 2011), which overcomes resistance to change stemming from overconfidence in the status quo (Pourrajab et al , 2015).…”