ABSTRACT
The study, conducted in Batangas Province, Philippines, aimed to assess Total Quality Management (TQM) implementation in public elementary schools and focused on school administrators and teachers. The research profiled respondents based on age, sex, highest educational attainment, length of service, and present position. It also examined their assessment of TQM across dimensions such as leadership commitment, strategic planning, and continuous improvement. The study found that TQM practices were generally perceived to be moderately implemented, with specific challenges including the lack of an integrated TQM model, misconceptions about TQM, inadequate funding and resources, and uncertainty in TQM practices. Significant differences in TQM assessment and challenges were identified based on respondent profiles, suggesting the need for tailored interventions and support systems. Moreover, the study revealed a significant positive relationship between the extent of TQM implementation and the challenges faced by school administrators and teachers, highlighting the importance of addressing these challenges to ensure the effective adoption of TQM. A recommended model was proposed to enhance TQM implementation in education, emphasizing leadership commitment, professional development, stakeholder involvement, data-driven decision-making, continuous improvement, resource allocation, recognition, and rigorous evaluation to foster a culture of excellence and continuous improvement in schools. The findings suggest developing targeted support programs for younger, predominantly female teaching staff with master's degrees, strengthening leadership commitment and strategic quality planning, securing adequate funding for training programs, clarifying TQM practices, and tailoring strategies based on demographic profiles to enhance TQM implementation and address challenges effectively.
Keywords: Total Quality Management (TQM), education, school administration