THE APPLICATION OF TOTAL QUALITY MANAGEMENT IN PRIVATE SECONDARY SCHOOLS IN LAGOS STATE

CHAPTER ONE

Background to the Study

The development of any nation depends on the quality of its education and so conscious efforts are made to ensure its quality at every level. One of the greatest concern of Nigerians has been the issue of standards and quality of our educational system. This explains why the uniform educational standard in the National Policy on Education (2004) was established and the various measures by the federal government to assure quality in our educational system. The establishment of specific bodies to control quality in the various levels of education is a clear indication of the commitment of the federal government to assure quality. Some of these bodies are: The National Primary Education Commission (NPEC), The National Board for Technical Education (NBTE), the National Commission for Colleges of Education (NCCE) and the National Universities Commission (NUC).

The problem of poor quality of our educational system especially the universities has been attributed to poor planning and management (Fafunwa, 1997). He noted that university education in Nigeria has experienced quantitative and not qualitative growth due to poor management. Highlighting the issue of poor management NUC, (1992) noted that poor planning and management in the universities is as a result of non-availability of reliable, timely and up-to-date data which is attributed to the use of the manual method of data collection, storage and retrieval. It is in the light of these problems and in the bid to assure quality in the management of the universities that NUC initially, in conjunction with the British Council recommended the introduction of the Management Information System (MIS) in the Nigerian universities in 1989 (NUC, 1992).

However, Peters (2005) and Umoru-Onuka (2001a) believe that management (including planning) is central to and an essential part of distance learning. Onuka (2004b) posits that management is an everyday phenomenon in which everybody is involved in at one degree or another. Yet Onuka (2004b) defines management as performing the role of Forecasting, Planning, Organizing, Implementing and Monitoring (FPOIM). Synthesizing various views, management is forecasting, planning, budgeting, organizing, implementing, monitoring and evaluation (FPBOIME) with an inherent feedback mechanism. It is thus systematic and dynamic, and a continuous process that gives feedback to the system for systemic improvement. Of the various management styles, management by objectives and Total Quality Management (TQM) are important and very effective because they have people at the centre of their principles and practices. However, TQM looks beyond the boundaries of an organization and extend prominence to the interest of its clientele (Birnbaum, 2001; Umoru-Onuka, 2003 and Ojo, 2006). It is a management style programme that is quality-centred, customer-focused, facts-based, team-driven and seminar-led aimed at providing satisfaction to the organizational clientele and the realization of organizational goals/objectives (Ojo, 2006).

Essentially, TQM has the following four major components: Total commitment to quality; total commitment to students' satisfaction; total commitment to continuous quality improvement i.e. always striving for programme improvement; and total commitment of both the programme and teacher to each other. According to Birnbaum (2001), TQM is a comprehensive philosophy of 'living and working in organizations,' for organizational improvement. Its essence by this definition is quality improvement. Its application to the education sector was propelled by the fact that educating people was viewed as the same as the business of producing goods and services in an economy (Nicklin, 1995; and Melissaratos and Arendt, 1995). Total Quality Management (TQM) is applicable both in the industry and in education because both deal with the quality of people.

Melissaratos and Arendt (1995) and Nicklin (1995) report that the application of TQM in higher education in the US proved successful because of the positive attitude to its application in the education. Ojo (2006) discovered that people are aware of the importance of the use of TQM and that TQM enhances students' performance. Umoru-Onuka (2003) shows very clearly that the use of TQM in some Nigerian schools yielded good results and tremendous improved teaching and learning. It is against this background that this study examines the extent to which TQM has been applied in private secondary schools in Lagos State as well as the extent to which the application has fared in managing the private secondary schools.

Theoretical Framework

This study is located within the framework of the Socio-Technical System Theory. This theory was coined by Tavistock Institute of Human Relations in Britain and used in the theory of organizational choice which guided their programme. The theory is simply about the social aspects of people and society and technical aspects of machines and technology. Socio-technical refers to the interrelatedness of social and technical aspects of an organization. Socio-technical theory therefore is about joint optimization, with a shared emphasis on achievement of both excellence in technical performance and quality in people’s work lives. Socio-technical theory, as distinct from socio-technical systems, proposes a number of different ways of achieving joint optimization. They are usually based on designing different kinds of organization, ones in which the relationships between socio and technical elements lead to the emergence of productivity and wellbeing.

Socio-technical theory has a long tradition stemming rom its explicit theoretical origins in the 1950s. It was initially established in the classical work of the Tavistock Institute in the British Coal Mining Industry, soon to be followed by the work of Rice and his colleagues in the textile industry in India and by Emery, Thorsud and others in the Norwegian Industrial Democracy programme. As a general approach to the analysis and design of organizational structures, it has promoted a philosophy of participatory democracy, an open socio-technical systems conceptual framework, and an action research methodology. Its key ideas are now embodied in a wide range of concepts and practices employed in a number of countries by researchers and practitioners working as university academics and researchers as well as external and internal consultants to organizations (Einjatten, 1993; Taylor and Felten, 1993).

The theory contends that an organization exists for the purpose of achieving something, that is, some set goals and that it seeks to accomplish this by performing certain tasks (Getzels & Guba, 1957). The organization therefore, is structured, equipped and staffed appropriately, in order to accomplish this mission. Coming down to the school, one can visualize a dynamic interrelationship between the structures tasks; technology and human aspects of the school. People’s daily lives in the school are deeply affected by the schedule’s which governs all.

Statement of Problem

The challenge that faces the education environment has always been to ensure that the quality of teaching and learning is maintained. One possible path for improving the quality of education lies in the application of the ideas of Total Quality Management (TQM) to the teaching and learning (T&L) process. According to Ojo (2006), employing these TQM quality attributes in the education context creates value for educational institutions, employees, and students. Consequently, this study attempts to examine the extent to which TQM has been applied in managing private secondary schools in Lagos State in terms of total quality teaching and learning; total quality maintenance of school facilities; total quality motivation and control of school personnel; and total commitment in quality student production.  

Purpose of the Study

The purpose of this study includes:

1.     To examine the extent to which total quality teaching and learning has been improved by management in private secondary schools in Lagos State.

2.     To assess the extent to which total quality maintenance of school facilities has been improved by management in private secondary schools in Lagos State.

3.     To determine the extent to which total quality motivation and control of school personnel has been enhanced by management in private secondary schools in Lagos State.

4.     To appraise the extent to which total commitment in the production qualitative students has not been improved by management in private secondary schools in Lagos State.

Research Questions

1.     Is total quality teaching and learning improved by management in private secondary schools in Lagos State?

2.     To what extent has total quality maintenance of school facilities been improved by management in private secondary schools in Lagos State?

3.     Has total quality motivation and control of school personnel been enhanced by management in private secondary schools in Lagos State?

4.     Is total commitment in the production qualitative students improved by management in private secondary schools in Lagos State?

Research Hypotheses

1.     Total quality teaching and learning has not been improved by management in private secondary schools in Lagos State.

2.     Total quality maintenance of school facilities has not been improved by management in private secondary schools in Lagos State.

3.     Total quality motivation and control of school personnel has not been enhanced by management in private secondary schools in Lagos State.

4.     Total commitment in the production qualitative students has not been improved by management in private secondary schools in Lagos State.

Significance of the Study

This study is significant in the following ways:

§  First and foremost, it would be relevant to both principals and teachers in the sense that it would enable them to re-examine their professional commitment.

§  It is policy oriented in the sense that it is aimed at filling the gap between principals, teachers, and students towards successful attainment of secondary education goals in Nigeria.

§  It would serve as a reference document in the department of Educational Administration for research students carrying out research on the same or similar topic.

§  It would also be relevant in calling for review of the position of principals and managers of secondary schools in the nation and the entire society with the view of challenging them to occupy their rightful positions and become more effective in the qualitative management of the secondary schools in Nigeria.

Scope of the Study

This study focused on examining the application of total quality management in private secondary schools in Lagos State. It specifically bothers on examining the extent to which TQM has been applied in managing private secondary schools in Lagos State in terms of total commitment to quality; total commitment to students' satisfaction; total commitment to continuous quality improvement; and total commitment of the programme and teacher to each other. It was limited to Surulere Local Government Area of Lagos State; and involved only ten private secondary schools in the local government area.

Definition of Terms

The terms below are defined in the way their meanings specifically apply to this study.

Total: This involves the entire school organisation, its supply chain, and/or its product life cycle.

Quality: This involves the worth or value of return to satisfy the needs of stakeholders in education and worthwhileness of the education provided.

Management: This is art or function involving planning, organizing, directing, control, and assurance.

Total Quality Management: This refers to organization-wide management of quality.

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