Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 495. Bibliography at end of chapters I and II.

The principles of Total Quality Management (TQM) have been used in the business, commercial and industrial sectors to improve both product and service. In a limited number of schools worldwide, there have been attempts to adapt TQM theory and practice to the educational management of institutions. In this thesis there has been an attempt to adapt the TQM philosophy to the field of educational practice. Quality tools and techniques used in TQM organisations have been studied to ascertain their applicability in schools. During the course of the study, the researcher discerned the need to give TQM a distinct identity within the domain of educational management. In the management of schools, there are philosophies and practices which are different from those encountered in noneducational settings. The concept Total Quality Education (TQE) was used to acknowledge this reality. Action research was done over a three-year period at a South African co-educational public primary school. During the four research cycles of looking, thinking and acting, TQE principles were implemented in the school. Stakeholders such as parents, learners and teachers identified areas for improvement of the quality of education. Areas identified included the curriculum, physical resources, extramural activities, staff development, learning and financial management of the school. Quality tools and techniques were applied by all stakeholders to effect the desired improvements. In the fourth and last cycle of the research a questionnaire was given to a sample of the parent community. Progress made in the improvement of the quality of education provided was noted and areas to be improved further were identified. The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make contributions to the betterment of schools. Through the application of the principles of the TQE philosophy, it is possible to transform South African schools into institutions where all learners can experience education of true quality. / Educational Leadership and Management / D. Ed. (Educational Management)

The principles of Total Quality Management (TQM) have been used in the business, commercial and industrial sectors to improve both product and service. In a limited number of schools worldwide, there have been attempts to adapt TQM theory and practice to the educational management of institutions. In this thesis there has been an attempt to adapt the TQM philosophy to the field of educational practice. Quality tools and techniques used in TQM organisations have been studied to ascertain their applicability in schools. During the course of the study, the researcher discerned the need to give TQM a distinct identity within the domain of educational management. In the management of schools, there are philosophies and practices which are different from those encountered in noneducational settings. The concept Total Quality Education (TQE) was used to acknowledge this reality. Action research was done over a three-year period at a South African co-educational public primary school. During the four research cycles of looking, thinking and acting, TQE principles were implemented in the school. Stakeholders such as parents, learners and teachers identified areas for improvement of the quality of education. Areas identified included the curriculum, physical resources, extramural activities, staff development, learning and financial management of the school. Quality tools and techniques were applied by all stakeholders to effect the desired improvements. In the fourth and last cycle of the research a questionnaire was given to a sample of the parent community. Progress made in the improvement of the quality of education provided was noted and areas to be improved further were identified. The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make contributions to the betterment of schools. Through the application of the principles of the TQE philosophy, it is possible to transform South African schools into institutions where all learners can experience education of true quality. / Educational Leadership and Management / D. Ed. (Educational Management)

Tidigare forskning inom verksamhetsstyrning har fokuserat mestadels på finansiell drivna företag med hierarkisk styrning. Där den grundläggande tanken till verksamhetsstyrningen kommer från David Otleys ramverk från 1999 men har senare utvecklas. Med bland annat mer tydlighet i kommunikation och styrning mellan ledning och anställda. Det teoretiska ramverket som har används är Borys &amp; Adlers ramverk från 1996 om möjliggörande och tvingande kontroll och som innehåller fyra attribut: reparation, intern transparens, global transparens och flexibilitet.  Den datan som samlades in är insamlad med hjälp av semistrukturerade intervjuer med lärare som jobbar på grundskolor eller gymnasieskolor i syfte att ge inblick i hur de upplever verksamhetsstyrning. Lärarna kände att de fick lösa mång problem som uppstår självständigt och endast ifall det var något större och som inte lärarna enskilt kunde lösa så kopplades andra resurser och chefer in som stöd. Lärarna var autonoma i deras egna arbete och tyckte att kompetensutveckling bidrog till kunskaper som gynnade dem i deras yrkesutövning och därmed den interna transparensen. Lärarna hade även en organisationskännedom i form av samspel med kollegor med till exempel planering av ämnesöverskridande uppgifter. Det fanns även en möjliggörande flexibilitet i lärarnas arbete. / Earlier research within Management Control systems had focused on mostly the financially controlled companies with typical hierarchical guidance. There the main research thought about this type of management control or performance control system is coming from David Otley´s framework from 1999 but the framework has been further developed by him and other researchers. With, among other things, more clarity in communication and control between management and employees. The theoretical framework that has been used under this thesis research is Borys &amp; Adlers framework from 1996 about enable and coercive control which includes four different attributes which are: repair, internal transparency, global transparency, and flexibility. The data was collected in semi-structured interviews with teachers that work at primary or secondary schools with the purpose of achieving insight into how they feel about the performance management control. The teachers felt that they needed to solve many of the problems that appeared by themself  and only if the problem was too big or complex for them alone did they take help of other resources or the school management at the schools for support. The teachers were autonomous in their work and thought that competence development contributed to the knowledge that benefited them in their professional practice and therefore contributed to internal transparency. The teachers also had organizational knowledge in terms of interaction with their colleagues with, for example, the planning of cross-disciplinary courses. There was also enabling flexibility in the teachers' work. / <p>Arbetet skickades in till examinator 13/1-2022.</p><p></p>