Teacher Effectiveness through the Lens of Total Quality Management and Job Satisfaction: an Integrated Conceptual Framework
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Abstract
This article establishes an integrated framework to explain that teacher effectiveness can be directly and indirectly affected by teachers' perceptions of the total quality management (TQM) practices via their job satisfaction. It answers to a chronic fragmentation where quality management, occupational well-being and teaching effectiveness often are discussed as discrete areas. Theory-building integrative review integrates quality-management theory, social cognitive theory, the job demands–resources model and research on teacher effectiveness and job satisfaction. The concepts are transferred from industrial TQM to school friendly, professionally strengthening practices. Competing mechanisms and context-boundaries are used to improve a series of seven propositions. The operationalisation of enabling TQM is leadership commitment, focus on stakeholders, teacher involvement and empowerment, teamwork, continuous improvement, evidence-based decision making, process orientation and professional learning, for empirical operationalisation. Eight dimensions are conceptually embedded in 5 higher order domains, namely; participative leadership, responsiveness of stakeholders, continuous improvement, process coherence and evidence of learning. Enabling the TQM is expected to improve the effectiveness via a capability pathway and a motivational pathway that will both be mediated by job satisfaction pathway. These relationships will be reinforced by implementation quality, and limited or inverted by limited resources, punitive accountability and workload, and diminished by professional autonomy. The article offers a testable model, a multi-level research program and policy suggestions (indigenous to India's National Education Policy 2020)
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