Total Quality Management (TQM) Practices and School Climate amongst High, Average and Low Performance Secondary Schools

Ismail, Siti Noor Fatimah Binti

doi:10.32890/mjli.11.2014.7664

Cited by 7 publications

(7 citation statements)

References 15 publications

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“…In addition to the significant improvement in the experimental group schools between the beginning and end of the three-year treatment compared with the control group schools, the analysis of the two groups' performance across the three years also showed continuous progress of the experimental group schools over that of the control group schools. In general, the findings of this study appear to be congruent with the current literature on school effectiveness (Brunings, 2014;Cowell & Evans, 2013;Creemers & Kyriakides, 2010;Creemers, Kyriakides, & Antoniou, 2012;Cruddas, 2007;Ismail, 2014;Osman & Al Mekhlafi, 2018;Tengku Ariffin, Awang-Hashim, & Yahya, 2010). Research on school improvement models show that contextualized systemic approaches to educational reform produce positive changes in the school operational processes, which in turn, result in significant increases in school effectiveness.…”

Section: Discussionsupporting

confidence: 87%

The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman

Mekhlafi

Osman

2019

Malaysian Journal of Learning and Instruction

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Purpose - This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment? Methodology - As a part of a four-year longitudinal research project, the study used a quasi experimental research design to examine the impact of a holistic school improvement model on enhancing overall school effectiveness in Oman. The sample consisted of 16 intact classes selected from 8 schools (4 experimental and 4 control groups), with a total of 2378 students (1157 from grade nine classes and 1221 from grade seven classes). The experimental group schools were exposed to a wide range of school improvement activities within a four-year period. A series of workshops on activating the 13 elements of the Innovation Sustainability Wheel (ISW) were delivered to all administrators and teachers at the target experimental group schools, in addition to empowering students through enrichment programs in five subject areas. Data was collected from the Omani Ministry of Education school performance indicators, which included five subject matter achievement tests aggregated over three years. Findings - The study revealed significant differences in overall school performance across the four years between the control and experimental schools, in favour of the experimental group. Moreover, a significant progression of school effectiveness was observed in the two grade levels of the experimental group. Significance - The findings are significant in terms of providing educational systems with a workable mechanism for identifying key areas of weaknesses and means of improvement; establishing a chain of actions for activating all interrelated elements that act as driving forces for sustainable change; ensuring that the indicators of school improvement should include both operational processes and students’ learning outcomes; and contributing to the knowledge base in the area of school improvement in terms of a research-based model that has potential implications for practitioners and policy makers.

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Section: Discussionsupporting

confidence: 87%

The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman

Mekhlafi

Osman

2019

Malaysian Journal of Learning and Instruction

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“…Demming in late 1920. These techniques have been practiced in institutional performance (Jarahat, 2013;Syed, 2013;Ismael, 2014). The concept has been developed and has been used in all types of organizations such as schools, motorway maintenance, hotel management and churches (Gill & Johnson 2010, p.43).…”

Section: Total Quality Managementmentioning

confidence: 99%

Influence of Total Quality Management on Performance of Catholic Private Secondary Schools on Nyahururu Diocese, Kenya

Gitonga,

Kisato,

Pete

2022

AJSS

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Purpose: This research sought to investigate the influence of TQM style on the performance of four, Catholic Private Secondary Schools (CPSC) within the diocese. The research objectives were; To determine the extent to which benchmarking aspect of TQM is assisting in the development of CPSS in CDN; To ascertain the extent to which Continuous Improvement technique of TQM is assisting in improving academic performance in CPSS in CDN; To establish the challenges faced by managers in the implementation of TQM in CPSS in CDN; To assess ways of enhancing the implementation of TQM in CPSS in CDN. Methodology: Concurrent, qualitative and quantitative, methods of data collection and analysis were employed. A total of four CDN secondary schools participated in the study. The target population was 64 teachers, 4 managers, 4 principals. The sample size of teachers was 54 (84%), 4 (100%) managers and 4(100%) principals. Cross-sectional survey was used to collect both qualitative and quantitative data using an interview guide and a questionnaire. Qualitative data were summarized into main thematic areas while the quantitative data were analyzed using descriptive statistical method such as frequency and percentages with the aid SPSS version 23.0. Tables and pie charts were used for presentation and interpretation of the data. Research ethics were upheld throughout the study. Results: The research established that Benchmarking is not implemented and the Continuous Improvement aspect is not well implemented in the Schools. The study recommended that schools should implement the TQM elements; Continuous Improvement and Benchmarking to improve performance and enhance the growth of the schools. It was evident that lack of resources was one of the major problems in TQM implementation. Unique Contribution to Theory, Policy, and Practice: The study recommended the prioritization of resources to enable the scarce resources to be used for improvement of schools’ growth and enhancement of the performance. These findings will be useful to policy makers, parents, county governments and in as well as adding knowledge to academia in education related studies. It will be of great benefit to the CDN in enhancement of growth and development of its schools.

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“…Moreover, TQM can only be adopted through organizations that embrace innovation and flexibility. Ismail (2014) contends that quality improvement through TQM demands an extensive and informed adjustment in policy framework, structures and procedures. Thus, school management as the chief engineer should make sure such changes occur.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Influence of Total Quality Management on Students’ Academic Achievement in Public Secondary schools in Ifakara Town Council

Kakingo

Lekule

2021

East Afr. j. educ. stud.

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The issue of quality education has become one of the major concerns among government leaders, policymakers and various educational stakeholders. Yet, the application and usefulness of Total Quality Management (TQM) in public secondary schools in Tanzania has remained vague and at times problematic. This study examined the benefits of implementing TQM for the improvement of students’ academic achievement in public secondary schools. For the purpose of this study, Total Quality Management refers to a management approach in which the school's departments, resources and activities are deliberately organized to improve quality and achieve pre-determined educational goals. In conducting this study, a mixed research approach with the convergent parallel design was adopted. Data was collected through interviews and open-ended questionnaires involving 112 respondents from four public secondary schools in Ifakara Town Council, Morogoro, Tanzania. The findings indicate that TQM improves classroom instruction, contributes to employees’ continuous improvement and promotes teamwork among organization departments. Likewise, the findings indicate that TQM enhances good leadership and encourages goal setting in the organization which leads to students’ academic achievement. The paper concludes with recommendations on the interventions to be adopted as a means of promoting the effectual implementation of TQM in public secondary schools. Heads of schools as key implementers of TQM are encouraged by this study to utilize the available resources to promote quality services as well as establishing a model for TQM implementation for students’ academic achievement

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Total Quality Management (TQM) Practices and School Climate amongst High, Average and Low Performance Secondary Schools

Cited by 7 publications

References 15 publications

The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman

The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman

Influence of Total Quality Management on Performance of Catholic Private Secondary Schools on Nyahururu Diocese, Kenya

Influence of Total Quality Management on Students’ Academic Achievement in Public Secondary schools in Ifakara Town Council

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