Spelling suggestions: "subject:"total quality education"" "subject:"dotal quality education""
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A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de BruynDe Bruyn, Phillipus Petrus January 2003 (has links)
The new paradigm in managing organisations, known as Total Quality Management
(TQM), was investigated in this thesis. TQM as a management concept represents a
fundamental change in the management approach of organisations (i.e. schools).
TQM comprises a comprehensive change to the theory and practice of management,
and focuses in particular on leadership and people. It is claimed in literature that the
bulk of problems of organisations is leadership or management-related subsequently
the implementation of TQM poses a major challenge to the managers of those
organisations.
It has become clear from literature that TQM comprises a radical departure from the
traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a
system that liberates the educator from bureaucratic red tape, and which provides for
a model of empowerment and participation. This research was particularly aimed at
the application of quality principles in secondary schools.
The aims of the research were to
• determine the nature and characteristics of TQM in schools through a review of
the literature;
• identify methods from the literature for the implementation of TQM in schools;
• identify and analyse from the literature schools as case studies;
• determine to what extent effective schools make use of TQM, and to what extent
elements of TQM were to be identified in these schools;
• determine whether the strategies employed in schools are based on TQM
assumptions and could characterise them as effective in terms of TQM;
• develop a management strategy for the improvement of the effectiveness of
secondary schools through the implementation of TQM.
A literature study was undertaken to analyse TQM and to determine methods for
implementing TQM in schools. The empirical research consists of two phases: a
quantitative phase comprising the use of a questionnaire to determine to what extent
principals make use of TQM, and a qualitative phase in which principals, educators,
learners and parents participated in interviews to determine what strategies schools
use are based on TQM. Information from both the literature review and the empirical
study was used to develop a management strategy as a guide for principals to
improve the effectiveness of schools through TQM.
The conclusion chapter contains a summary of the research, findings and
recommendations 'in respect of the research aims. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de BruynDe Bruyn, Phillipus Petrus January 2003 (has links)
The new paradigm in managing organisations, known as Total Quality Management
(TQM), was investigated in this thesis. TQM as a management concept represents a
fundamental change in the management approach of organisations (i.e. schools).
TQM comprises a comprehensive change to the theory and practice of management,
and focuses in particular on leadership and people. It is claimed in literature that the
bulk of problems of organisations is leadership or management-related subsequently
the implementation of TQM poses a major challenge to the managers of those
organisations.
It has become clear from literature that TQM comprises a radical departure from the
traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a
system that liberates the educator from bureaucratic red tape, and which provides for
a model of empowerment and participation. This research was particularly aimed at
the application of quality principles in secondary schools.
The aims of the research were to
• determine the nature and characteristics of TQM in schools through a review of
the literature;
• identify methods from the literature for the implementation of TQM in schools;
• identify and analyse from the literature schools as case studies;
• determine to what extent effective schools make use of TQM, and to what extent
elements of TQM were to be identified in these schools;
• determine whether the strategies employed in schools are based on TQM
assumptions and could characterise them as effective in terms of TQM;
• develop a management strategy for the improvement of the effectiveness of
secondary schools through the implementation of TQM.
A literature study was undertaken to analyse TQM and to determine methods for
implementing TQM in schools. The empirical research consists of two phases: a
quantitative phase comprising the use of a questionnaire to determine to what extent
principals make use of TQM, and a qualitative phase in which principals, educators,
learners and parents participated in interviews to determine what strategies schools
use are based on TQM. Information from both the literature review and the empirical
study was used to develop a management strategy as a guide for principals to
improve the effectiveness of schools through TQM.
The conclusion chapter contains a summary of the research, findings and
recommendations 'in respect of the research aims. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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Towards an effective supervision model for total quality education in some selected secondary schools in the Northern ProvinceMlangeni, Simeon January 2001 (has links)
Thesis (Ph. D. (Education)) -- University of the Limpopo, 2001 / Refer to document
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Action research on total quality education in a South African primary school.Hayward, Richard Pleydell Drury 06 1900 (has links)
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)
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Action research on total quality education in a South African primary school.Hayward, Richard Pleydell Drury 06 1900 (has links)
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)
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