本研究旨在利用「模糊相似性整合法」與「模糊層級分析法」，針對美國馬康包立茲國家品質獎的評審標準與國內學校行政管理專家的意見，建構高級中學全面品質教育的指標，並運用所建構的指標，對北區公私立高中的內部顧客--教師與學生，進行指標重要程度與學校實施情形的評量，進而探討學校推行全面品質教育的需求與期望。 　　本研究以參與北區公、私立高中聯招的學校為研究對象，抽取270位教師，1089位學生；以18位學校行政管理專家所建構的「高級中學全面品質教育指標評量表」為研究工具，進行指標重要程度與實施情形的評量與比較；資料分析的方式包括：專家判斷指標的模糊相似性整合法，模糊層級分析法，Cronbach α信度分析，單因子變異數分析，單因子多變量變異數分析，重複量數變異數分析與Scheffe's多重比較法。 　　本研究的主要結果臚列於下： 　　（一）專家在建構全面品質教育指標的過程中，彼此之間的共識程度不完全一致，共識程度較低的專家可以就其個案重新進行第二次評估。 　　（二）模糊相似性整合較傳統整合不易受到極端值的影響，尤其在專家之間的共識變異情形較大時，模糊相似性整合法更能求得團體的共識。 　　（三）模糊層級分析較傳統分析，更能讓專家表達主觀模糊且不明確的概念，並可以將複雜的問題予以單純化。 　　（四）模糊層級分析可以精確地瞭解專家的判斷是否一致，以及一致的程度。若一致性較低或不一致時，則必須重新進行第二次評估。 　　（四）在指標重要程度方面：「領導」與「顧客滿意度」的重要程度最高。此外，教師高於學生，公立學校的部份項目高於私立學校；高、中排名學校高於低排名學校。 　　（五）學校質施情形方面：「領導」的質施情形最好。此外，公立學校的質施情形高於私立學校；低排名學校的實施情形高於高排名學校。 　　（六）在指標重要程度與學校實施情形的必較方面：指標重要程度高於學校質施情形，屬於第三類型差異；私立學校的差異情形高於公立學校；高排名學校的差異情形高於低排名學校，中排名學校則部份項目高於低排名學校。 　　最後，本研究根據上述結果加以討論，並針對學校、教育行政單位與未來研究方向提出具體建議，以便做為未來推行全面品質教育的參考。

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)