Total quality management practices of NCR SUCs and their relationship to school performance inputs for continual improvement of programs
Keywords:
TQM Practices, SUC-NCR, School Performance, Quality EducationAbstract
This study aimed to determine the total quality management (TQM) practices of seven State
Universities and Colleges at the National Capital Region, Philippines and their
relationship to their school performance during school year 2012-2013, as assessed by
the administrators, faculty and non-teaching personnel in terms of six dimensions anchored
on Deming's principles of TQM. These are quality planning, customer satisfaction,
employee involvement, continual process improvement, performance measures, and
supplier relationship. The descriptive method of research was used with the validated questionnaire as the data gathering instrument. The respondents comprised 156 administrators, 290 faculty member and 208 non-teaching personnel who had plantilla items. Their responses were treated using the mean, Pearson r and one-way analysis of variance.
The study revealed that the TQM practices such as quality planning, customer satisfaction,
employee involvement, continual process improvement, performance measures and supplier relationship are being observed at a high extent in the NCR- SUCs, as assessed by the
administrators, faculty and non-teaching Personnel.
Moreover, the findings revealed that there is a significant difference in the assessment of the three groups of respondents, but there is no significant relationship between the TQM practices and school performance except for
continual process improvement as assessed by administrator respondents. To the faculty
respondents, there is a significant relationship between the TQM practices and school
performance. In sharp contrast, the nonteaching personnel assessed that the TQM
practices of their Universities/Colleges are not related to employee involvement and supplier
relationship.
Based on the findings, the following conclusions were drawn: 1) The SUCs have very good TQM
practices, 2) The administrators, faculty and non-teaching personnel have varied views on
the extent of their TQM practices; 3) The TQM practices of the SUCs affect their school
performance.
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