Does TQM Affect Teaching and Learning?

Many schools and school districts are attempting to introduce principles and practices of Total Quality Management (TQM). These attempts take many forms with varying degrees of commitment of resources and management attention. This paper describes the research design of a study intended to identify best current practices in applying TQM concepts to K-12 school districts across the United States. Specifically, the paper describes the sampling procedure and data obtained in the first phase of selecting schools and districts for later study. A questionnaire sent to a national sample of 205 schools and school districts involved in TQM elicited 43 completed surveys. Three additional respondents sent information (without surveys) and five more respondents participated in telephone interviews. Criteria for inclusion in the study included: (1) involvement of constituents in decision making; (2) a focus on instructional processes; and (3) evidence of data collection and baseline measures. The questionnaire was not seen as powerful enough to determine whether a school was really serious about using TQM to make important changes in teaching and learning so a second level of screening was pursued. Approximately 22 of the responses met the three basic criteria and will be considered for the second level qualification stage consisting of follow-up phone interviews. A set of schools which will become the sites for longitudinal case studies will be selected from this screening. It is argued that TQM has the potential to achieve significant change because the organization uses the results of its evaluation of outcomes and processes to improve practice, and the focus on the client/customer translates into a gain in credibility. One figure and the quality improvement practices survey are included. The initial analysis of survey data from practices in quality improvement in teaching and learning is appended. Contains 21 references. (LMI)