Total quality management (TQM) : teachers' perceptions on the implementation of total quality management in secondary schools in the Lichtenburg and Zeerust Districts of North West Province

Abstract

The purpose of this study was to determine empirically teachers' perceptions on how total quality management (TQM) can be used as a tool to improve the quality of education in secondary schools in the Lichtenburg and Zeerust districts of North West Province. The survey method was used to gather the data. A questionnaire was administered to a sample (n=250) respondents. The aim of the questionnaire was to collect information from secondary school managers, deputy principals, heads of departments and teachers on how total quality management can be used as a tool to improve the quality of education. The subjects of the study were principals (n=20), deputy principals (n=19), heads of departments (n=66) and teachers (n=l00). The survey population was drawn from the two educational districts of Lichtenburg and Zeerust. From a list of all secondary schools in Lichtenburg district (n=16) and Zeerust district (n=31), a random sampling (n=25) was selected by picking-up the names of 10 secondary schools in the Lichtenburg district and 15 secondary schools in the Zeerust district. In each of the 25 secondary schools: 1 principal; 1 deputy principal; 3 heads of departments and 5 teachers were requested to complete the questionnaires. Thus the sample of (n=250) was composed of 10 respondents from each of the twenty-five (25) secondary schools in the Lichtenburg and Zeerust districts of the North West Province. The empirical investigation conducted revealed that the vast majority of the respondents are of the idea that total quality management is a methodology that can help educational professionals to cope with today's changing environment and total quality management is a philosophy about quality which demands the involvement of everyone in the school in the quest for quality. Schools that have implemented TQM have produced a coherent and integrated approach and goodwill of staff. Motivation, expertise and enthusiasm have assured quality. The study also revealed that there is a need for an intensive training of teachers and school management in the understanding of the philosophy and logic underlying TQM and its associated tools, techniques, systems and procedures. The conclusions drawn from the study is that the success of using TQM as a tool to improve the quality of education in schools depends on training that will result in change of attitude towards the implementation of quality culture. Training is an integral component of managing quality. School management teams need to adopt and implement Deming's fourteen points by integrating them into the school developmental plan.