| This study examined the perceptions of practicing educators in a school district that had used Total Quality Management. The research used information from practicing educators to discern how Total Quality Management affected the following factors in schools: school climate, relationships between administration and teachers, and decision-making. The research also discussed what practicing educators felt were the benefits and they felt were less successful aspects of Total Quality Management.;The methodology included both quantitative and qualitative portions. A survey was used in the quantitative portion of the research. Open-ended survey questions and in-depth interviews made up the qualitative portion of the research. The research used a school district in the southwest that had been involved with Total Quality Management. To gain a diverse view within the school district, the survey was given to building representatives of the local teacher's union and a group of principals. The in-depth interviews were conducted with school district administrators and teachers.;The data was analyzed by comparing the Statement of the Problem and subproblems to the responses in the surveys and interviews. Descriptive statistics for the quantitative survey questions were calculated for absolute frequency, relative frequency, summated scale score, mean, and standard deviation. The open-ended survey questions and the in-depth interview questions were evaluated in terms of key emergent themes, strengths, and weaknesses.;The results from the research opened many possibilities for future studies. Recommendations for practice included: usage of bottom-up decision making, not using the term "quality", and implementing the theory over a period of time. The recommendations for future research included: replicating the research with another school district, expanding the Likert-Scale on the survey, and conducting a similar study on business and then comparing it to the one conducted on education.;The study examined the perceptions of practicing educators and became as much about management systems as it was about Total Quality Management. Total Quality Management is only a name. The beliefs, the structure, and the customs of a school are what make a school's environment. The research shown demonstrated the many positive attributes of a Total Quality Management environment. By analyzing what happened in this southwest school district, one can select the management methods that worked most appropriately. By further analyzing the research data, one can discern how school management mistakes can be avoided. This study does not infer that Total Quality Management is or is not the best management system by which to run a school. It concludes that those reading the research should concentrate on the positive attributes of management that could improve the school environment. |
