Total Quality Management Practices, Managerial Capabilities of School Administrators and Performance of Public Junior High School Teachers

Abstract

This study aimed to determine the significant relationship between total quality management (TQM) practices and managerial capabilities of school administrators and the performance of public junior high school teachers in the Division of the Island Garden City of Samal. Universal sampling was used, which included ten (10) school administrators and 240 public junior high school teachers. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, frequency and percentage, mean, Pearson-Product Moment Correlation Coefficient (Pearson-r), results showed that 50% of the school administrators have Master’s Degree units and 1 to 5 years of experience as school administrators. Most school administrators have attended 11 to 15 seminars and trainings. It was found that school administrators' total quality management practices and managerial capabilities were very high or always manifested. It was also shown that the performance of public junior high school teachers was outstanding. There was a significant relationship between school administrators' TQM practices, managerial capabilities, and teachers' performance. This implies that when school administrators employ effective total quality management practices and demonstrate strong managerial capabilities, it positively impacts teachers' teaching performance. Accordingly, teamwork and community building have the highest influences on teaching performance. It was recommended that a management plan should be proposed and implemented.