Investigating the paradox: the negative relationship between total quality management and school climate.

Abstract

Purpose – The standard of education prepares people to face societal issues, promoting economic productivity, assisting in the development of peaceful, self-sufficient communities, and enhancing personal wellbeing. Total Quality Management (TQM) and school environment have gained international prominence recently and are being widely implemented in educational institutions, particularly in industrialized countries. However, there is a dearth of research on the effective use of TQM and school environment in poor nations. This study aims to determine how school climate factors affect student performance and investigate the relationships between TQM and these factors. Design/methodology/approach – A cross-sectional survey was conducted across various schools in Pakistan, employing a quantitative approach that utilized a total quality management questionnaire (TQM) developed by Mahmood, Ismail, and Omar Fauzee (2020) adopted. Additionally, the 'School climate Questionnaire,' developed by Johnson, Stevens, and Zvoch (2007) adapted. This study used a quantitative method with structural equation model (SEM) analysis on 169 teachers in southern Punjab, District Bahawalnagar, Pakistan. In the qualitative analysis phase, an exploration of the physical condition of schools was conducted through open-ended questions posed to teachers. This approach aimed to gather rich and in-depth insights for a better understanding of the school environment of the school. Findings – The study assessed total quality management across multiple dimensions, including top management commitment, training & education, involvement of staff, customer focus and continuous improvement. The research findings highlighted that out of these dimensions, only four significantly influenced school climate: top management commitment, training & education, involvement of staff, customer focus. The study found that total quality management, in conjunction with school climate, explained 22% of the variance in the initial model. The remaining 78% of the variance was attributed to unexamined factors. However, after removing dimensions with low values, the R-squared value decreased to 10%. The main line relationship (TQM → School Climate) with a path coefficient of -0.35 indicates a negative relationship between Total Quality Management (TQM) and school climate. In this context, as TQM practices increase (higher values on the TQM construct), school climate tends to decrease. The negative sign (-0.35) suggests a moderate inverse relationship between the two constructs. The dimensions of TQM (Training and Education, Customer Focus, Involvement of Staff, and TMC) have positive path coefficients, which means that as these aspects of TQM increase, they have a positive impact on the corresponding dimensions of School Climate (Collaboration and Teaching Innovation). While the qualitative observation showed low level of TQM and school climate. Practical implications – In this study, top management commitment, training and education, staff involvement, and customer focus within Total Quality Management were found to significantly impact school climate. These findings highlight the importance of balancing quality management practices with the overall school atmosphere. The study revealed a negative relationship between TQM and school climate. Further research is also needed to explore the complexities of this relationship and identify strategies for harmonizing TQMpractices with a positive school climate.Originality/value –This article empirically constructs a causal model, exploring the impact of TQM practices on school climate in Pakistani. This study bridges the gap between these two fields, and, to the researcher's knowledge, is the first of its kind within Pakistan's educational context.