Jean Claude Ah‐Teck and Karen Starr
This article aims to report the findings of a research project exploring Mauritian principals’ receptivity to the main tenets inherent in Total Quality Management (TQM). The…
Abstract
Purpose
This article aims to report the findings of a research project exploring Mauritian principals’ receptivity to the main tenets inherent in Total Quality Management (TQM). The Malcolm Baldrige National Quality Award (MBNQA) framework (aligned with, and an outcome of, the TQM movement) provides a set of criteria for organizational quality assessment and improvement in the business, healthcare and education sectors. Given the imperative to improve the quality of schools in Mauritius, this study was designed to investigate the usefulness of the widely accepted MBNQA framework in the Mauritian context.
Design/methodology/approach
A nationwide questionnaire survey of school principals explored the nature and strength of the Baldrige theory of relationships between leadership, systems and processes of primary and secondary schools and the ensuing outcomes. Correlation and regression analyses were conducted.
Findings
The findings indicate that Mauritian school leaders play a critical role in influencing school outcomes directly and indirectly through the inner workings of the schooling system.
Research limitations/implications
The research relied on principals’ views as the unique source of data about school leadership. The perspectives of the other stakeholders within schools, including teachers, students and parents, should also count and would offer a richer description of leadership reality in Mauritian schools.
Originality/value
This is the first ever study assessing empirically the notion of “quality” in primary and secondary schools in Mauritius at the national level. It contributes new perspectives about leadership for school improvement.
Details
Keywords
Jean Claude Ah-Teck and Karen E. Starr
Reflecting the Mauritian government's “quality” agenda and its focus on school leadership, this paper reports the findings of research exploring Mauritian principals’ views about…
Abstract
Purpose
Reflecting the Mauritian government's “quality” agenda and its focus on school leadership, this paper reports the findings of research exploring Mauritian principals’ views about the use of total quality management (TQM) for school improvement. While aspects of this research have been reported elsewhere, the purpose of this paper is to focus on school leaders’ use of data and evidence in making decisions for school improvement.
Design/methodology/approach
The paper reports on qualitative aspects within a mixed methods research with data collected by means of semi-structured interviews conducted with a purposive sample of six principals. The analysis of the data were an exercise in grounded theory building.
Findings
The paper expands the knowledge of principals as quantitative data users arguing that qualitative information based on professional discourses, human judgements and lived experiences should be equally valorised if TQM is used for making informed educational decisions.
Research limitations/implications
The research relied on principals’ views as the unique source of data. The perspectives of the other stakeholders would offer a richer description of leadership reality in Mauritian schools.
Practical implications
The paper suggests a more participatory decision-making model for effective change that could rightfully engage all stakeholders through various complementary quantitative and qualitative processes. It further recommends that alongside the core systemic qualities of TQM, there are ethical, moral and cultural dimensions of leadership that could enhance the teaching and learning environment.
Originality/value
While confirming some extant research, the paper brings new thinking to understanding the critical role of principals within the TQM scenario of data-driven decision making.