Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 229-224). Available also in a digital version from Dissertation Abstracts.

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The focus of this research study is to determine teacher's perceptions on Total Quality Management(TQM) in secondary schools in the Lobatse area, Kanye area and the South East District of Botswana. Lobatse is an urban area and this research was carried out in all the secondary schools of the town, whilst Ramotswa and Kanye are peri-urban areas. The schools in which this research was carried out consist of both Junior secondary schools and Senior secondary schools. TQM basically means conscious improvement, in this context on matters of education. Only well managed schools can provide quality education and "managed education" means quality education. School facilities, teachers, the principal, the students, learning materials, teaching methods, assessment and technology, forms the base in educational success in all comers of the global village. Therefore for the success of any form of education to be a reality, the above measures should always be available. A survey in the form of a questionnaire was carried out with the intention to get views from teachers form the locations mentioned above as samples. The perceptions are not radical from each other in general on matters pertaining to how education is administered generally in Botswana. However it is worth noting that to come up with a broad outline on important views from teachers, the questionnaire was systematically broken into subtopics each dealing with a specific area of interest in the profession. Those ranged from the biographical and demographical data that include among others ;gender, age category, school Location, school enrolment, academic qualifications among others. The study also dealt with all the measures that inculcate TQM as a tool to improve effectiveness, productivity and performance, the role of school management in the improvement of quality education, Total Quality Management principles and implementation of Total Quality Management in schools. Total Quality Management is also equated to Work Improvement Teams(WITs) and the Performance Management Systems(PMS).In this a strong academic relationship was realized since all theses programmes emphasize efficiency and productivity at workplace. If there is any difference among the three the there is a thin line of that hence the different ways they have been coined. Under Qualitative data, teachers were given a form to jot down their views and perceptions about Total Quality Management. This is a more open portion and views ranged from worries and concerns about the conditions of service that ranged from matters of accommodation, salaries and advancement in education like being sent for further education and being sent for courses to update themselves with the latest technology needs so as to increase accessibility of information in the process of teaching and learning in the classroom. Over and above other factors the research was a great success. / (M.Ed.) North-West University, Mafikeng Campus, 2004

Thesis (Ph.D.)--Liberty University, 2006. / Includes bibliographical references.

Higher education institutions (HEIs) around the world and in the developing countries in particular e.g. Libyan HEIs are facing challenges that increase the pressure on them. Some of these challenges are related to the remarkable changes in population growth and fast changes in the development of knowledge and technology. Also, providing adequate resources, maintaining quality, raising funding and strengthening the curriculum are other challenges that need to be faced by those institutions. This research is aimed to investigate issues enabling and affecting the quality of services provided by Libyan public universities using principles of Total Quality Management (TQM) philosophy as a framework: Al-Fateh University (AFU) as a case study. The research is qualitative in nature, employing a case study approach and using indepth semi-structured interviews (from different levels including senior leaders, faculty members, support staff, students, and main employers) as the main data collection tool within the two selected embedded case studies. Those embedded cases are Electric and Electronic Department (EED)-Faculty of Engineering-AFU and Social Service Department (SSD)-Literature Faculty-AFU. Documents are used in addition to interviews in order to fully understand issues enabling and affecting the quality of services provided by the two embedded case studies. Contribution to knowledge is evident by the study, which represents the first attempt to empirically investigate issues enabling and affecting the quality of services provided by Libyan public universities: AFU as a case study through two selected embedded cases EED and SSD. This research provides specific original findings which include the use of Arabic and English language in the same lecture, the concept of students' administration and its consequences, the speciality of leaders biases the understanding of the needs of subordinate staff, suspension of the students' performance regulations affected the quality of education programmes, and a unique situation was found to be the senior and junior staff programme that attempted to improve teaching through knowledge transfer. This research has reduced the gap in knowledge in Libyan HE context in specific and in Arabic HE context in general. Other implications for HEIs are also provided by this research.

The problem in this research lies in the lack of appropriate guidelines for managing the Quality Management System (QMS) in schools. The research endeavours to reveal the most effective and efficient guidelines for managing the QMS. The main purpose of the study was to investigate and reveal the most appropriate and effective ways of managing the QMS as a strategy and as an ongoing process of evaluating and managing both the performance and outcomes in schools. This research adopted a qualitative research approach. Phenomenological and ethnographic research methods were employed. The purpose of adopting the qualitative research for this study was to gather non-numerical data to help explain and develop a theory about managing the QMS. The researcher collected data using multiple means of data collection, namely, interviews, survey and observation. Interpretations of data led to the research recommendations and the conclusion. The sample comprised of three District officials, the school Principal from each sample school, two Departmental Heads, two teachers and their classes, two School Governing Body (SGB) members, one member of the Staff Development Team (SDT) and four former members of the Quality Management (QM) team. The findings of the study described the informants’ perceptions and experiences of the QMS as a process for school improvement. The perceptions and the experiences of the teachers and the principals suggest that the participants had a limited understanding, knowledge and skills in managing the QMS. Thus guidelines managing the QMS were provided. In addition, guidelines for the educational psychologist that would facilitate the successful management of the QMS were developed. / Prof. J.R. Debeila

D.Ed. / The re-admission of the Republic of South Africa to the global arena does not only imply that the education system be effectively managed and governed but also that the potential of all stakeholders in education be optimized. The rationale for performance is linked to investment in people to yield high returns in education in the form of qualified and skilled personnel, a productive and competitive workforce and an effective and efficient educational community. In the light of the preceding, the quest for quality education is interlinked with an integrated quality management system. The basic premise here is that through performance management the education system would ensure optimization of potential in order to unfold individual potential and release their latent energy and to promote economic growth and improve the quality of life for the South African citizen at large. Similarly, the optimization of the potential of educators and learners alike is seen as a necessity for ensuring provision of quality education in a high and productive education system. In chapter two, one of the most important aspects discussed is providing a broader knowledge on how human potential should be optimized and performance be managed in education institution. In the light of optimization of potential, various activities that make up human resource management and development process were discussed sequentially in this chapter. The components were interrelated and integrated So that they should not be seen as fragmented unrelated elements. For example, the beehive model of organizational development present seven workplace practices as a strategy in educational institutions to develop educators and managers to their institutional competitiveness. in addition, it was indicated that educational managers should incorporate new ways of working into every facet of their operation in order to excel in the implementation of planning and processes, and continuously evaluate resistance to change and awareness of the consequences of non- delivery, through these workplace strategies, educational managers may be in the position to synchronise all the resources for maximum work performance.

The study focused on the evaluation of the integrated management system (IQMS) at selected schools within the Queenstown Education District. A quantitative research method was used for the study and questionnaires were used as a research tool to collect data. The respondents were members of the school management teams (SMT) which comprised the principals, deputy principals, heads of departments, senior educators and educators. These are key role-players in the management and implementation of IQMS. The rationale was to obtain pertinent information which would address the research questions and objectives of the study. The primary objective of the study as outlined above was to evaluate the impact of IQMS implementation in the Queenstown district with specific reference to the Lukhanji Circuit, on the performance of the high schools selected. It was envisaged that the results of the study would contribute towards developing measures to ensure that IQMS implementation achieves the desired objectives. The research questions were: To what extent can IQMS implementation be used as a tool to measure and improve teaching and learning? What measures have been put in place by the district to support and build capacity of the educators to perform? What factors hinder the effective IQMS implementation? The key findings of the study reveal that IQMS as a tool to improve teaching and learning had the overwhelming support of the majority of the respondents. However, a reasonable percentage of the respondents were of the view that IQMS constituted an administrative burden to educators. There are educators who displayed a negative attitude towards the implementation of IQMS. The respondents also felt that the district office needs to provide more support for IQMS implementation so that its objectives can be fully realised. The study makes clear recommendations such as the de-linking of IQMS from salaries and pay progression, provision of more support by the district, to make IQMS more user-friendly to educators and additional budget and teacher training to enhance educators’ professional development.

The research project explores the effect of empowerment to schools. All stakeholders should be empowered for improvement of quality education and school effectiveness. Two groups of schools were identified, that is, low performing and high performing schools. The aim of this research is to investigate why some schools performed better than others. The purpose of research is to prove that effective schooling can take place through empowerment and that school management can be successful where there is high commitment. The qualitative research method was employed. It refers to research that elicits participant's account and meaning, experience or perceptions. It also produces descriptive data in the participant's own written or spoken words. To gather empirical data, the following research methods were employed; literature study and focus group interview. The following categories emerged: -  Discipline  Lack of commitment and motivation in the learning environment  Management leadership styles applied in schools  Lack of support / Educational Studies / M.Ed. (Education Management)