Quality Circles (QCs), a form of participatory management, have been shown to roducc positive effects on the job satisfaction and performance o f workers in induslry and in the public sector. These structured, problem-solving oups can be useful in P addressing the needs of classroom teachers or improved morale, job satisfaction and job enrichment, and in alleviating jobrelated stress. Higher morale and job satisfaction, coupled with a lower level of stress, can serve to enhance the job rformance of teachers. The r major components of the QC approac are explained in this article, a case illustration of an actual QC for teachen in a school setting is described, and guidelines for consideration in adopting the QC approach for teachers in schools are included.Quality Circles, a form of participatory management, have been used in industry and the public sector to involve workers more directly in the structuring of the work environment (Gibson, 1982;Robson, 1982;Skrovan, 1983). Based on American managerial technology (Halverson, 1983;Gibson, 1982), Quality Circles (QCs) emerged in Japanese industry during the 1960s, spread to industries in the United States and other countries during the '70s (Gibson, 1962;Robson, 1982;Skrovan, 1983), and began also to be imple-Requests for reprints should be directed to:
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