An analysis of total quality management (TQM) practices in Zambian secondary schools

Purpose – Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools. Design/methodology/approach – The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested. Findings – The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality. Practical implications – First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage. Originality/value – This research is original work as it has never been done before in Lusaka district.