Leading School Improvement in Saudi Arabian Schools: Investigating Total Quality Management Practices

Abstract

ABSTRACT

This study explores the implementation of the total quality management (TQM) approach in education in Saudi as a step towards school improvement. The research was undertaken primarily because there is a paucity of written material that examines (TQM) practices in Saudi Arabian school contexts. The study’s significance is in harmonising with substantial changes in the education context in Saudi; it is an attempt to understand, evaluate, and assess the existing practice of (TQM) in some Saudi institutions. The study uses an interpretive research paradigm and qualitative data collection methods to understand the practical experience of adopting TQM. Using a case study design, the researcher used a survey, semi-structured interviews, notetaking, and documentary analysis to interpret perceptions of TQM in some schools across Makkah region in Saudi Arabia. Attention is paid to cultural factors that conflict with and hinder the early practice of (TQM) to build insight from the words and experiences of participants on the challenges of adopting (TQM). The study found that TQM faced considerable cultural challenges and barriers to implementation for school improvement. These challenges largely relate to educational culture and the difficulty of navigating between the Ministry of Education and school principals, and between teachers and principals within schools. The study contributes to knowledge by concentrating on some of the issues and perceptions about how to develop a better perspective on school improvement in Saudi Arabia, as the Kingdom intends to pursue the 2030 Vision, which will have a substantial impact on Saudi institutions.