Synergizing total quality management and school climate: an empirical probe into performance in Pakistan’s government schools

Abstract

According to the Sustainable Development Goals for the year 2020, quality education is the most important concern in all over the world, with it securing the fourth position among the SDGs. To satisfy the quality criteria, there should be a real mechanism in place to improve educational quality. Total Quality Management (TQM) emerges as a prominent methodology for enhancing educational quality, often linked with school climate to bolster overall school performance. As a result, precise documentation of TQM and school climate is needed in government schools. The objective of this empirical study is to determine the extent of Total Quality Management and assess the prevailing school climate in Pakistani government schools, along with examining the relationship between TQM and school climate. Additionally, it seeks to identify the specific TQM dimensions that predict the school climate. Using a quantitative approach, the study involved 367 secondary school teachers selected through stratified random sampling in the district of Bahawalpur, Punjab, Pakistan. Statistical analysis using SPSS version 24 was employed to test the hypotheses. The study's findings reveal that high-performing schools exhibit a greater level of TQM implementation and a more positive school climate. Pearson correlation analysis indicates a significant positive relationship between TQM and school climate. Moreover, regression analysis highlights three key indicators of school performance: staff participation, top management commitment, and commitment to continuous improvement.