TOTAL QUALITY MANAGEMENT (TQM) IN EDUCATION
– PERCEPTION OF SECONDARY SCHOOL TEACHERS
Hadi Mohammad Pour
This paper aims to present the perception of secondary school teachers in Mysore city (India) regarding
Total Quality Management (TQM) in education. It is an attempt to understand how these perceptions vary
by demographic variable such as, gender & subject specialization (Arts and Sciences). Data were collected
from 156 high school teachers in Mysore (India) on the Bonstingle’s conceptualization of Demming’s 14
points Total Quality Management (TQM) in Education (1992) and were analyzed using SPSS version 14.0.
Analysis of Variance (ANOVA) was employed to find out the significance of difference between variables
subscales. Significant difference was found between male and female teachers in the perception of total
quality management. Female teachers had higher mean score than male teachers. Tthere is no significant
difference between Arts and Sciences secondary school teachers in the perception of TQM in education.
Quality has been the goal of an eternal through the corridors of human history. It has been the
driving force for all human endeavours. Quality is the inspiration for transcendence from the
mundane to the higher realms of life. It is the source of craving behind the unfolding human
civilization through ages immemorial. Yet it has successfully eluded the dragnet of definitions
proving the inadequacy of human intelligence. Quality stares at you. You recognise it. But you
cannot define it. Any length of description of the anatomical details of a fragrant and beautiful
flower- its petals, colour, shape, size, fragrance, softness, all put together- falls short of conveying
its beauty fully. Quality lies in the perception of the consumer. What is “great” for one may not
be good enough for another (Mukhopadhyay 2006, p.22). There are various well-known
definitions of quality. Crosby (1979) defines quality as “conformance to...