Total Quality Management or TQM has the ability to incorporate the quality viewpoints of both external and internal stakeholders in an integrated manner and thus allow a wide-ranging method to quality management that will guarantee quality as well as create possible change and improvement.

2. TOTAL QUALITY
MANAGEMENT IN
GRADUATE TEACHER
EDUCATION
Reporter: Maria Michelle L. Arevalo

3. What is TQM or Total Quality Management?
noun:
a system of management
based on the principle that
every staff member must be
committed to maintaining
high standards of work in
every aspect of a company's
operations.
https://www.google.com.ph/#q=total+quality+management
+definition

4. • consists of organization-wide
efforts to install and make
permanent a climate in
which an organization
continuously improves its
ability to deliver high-quality
products and services to
customers.
http://en.wikipedia.org/wiki/Total_quality_management

5. •
A business philosophy that emphasizes a
systems approach to quality (Rao et al.,
1996)
• utilizes techniques that improve helping
a firm improve its competitive
performance
(Grant et al., 1994)

6. William Edwards Deming
(October 14, 1900 – December 20, 1993)
was an American statistician, professor, author,
lecturer, and consultant. He is perhaps best known for
the "Plan-Do-Check-Act" cycle popularly named after
him. In Japan, from 1950 onward, he taught top
business managers how to improve design (and thus
service), product quality, testing, and sales (the last
through global markets) by various means, including
the application of statistical methods.

7. TOTAL Quality Management (TQM) was
first espoused by Dr. W. Edwards Deming
in the late 1950's. His ideas were not
accepted by US industry but were heartily
endorsed by Japan in their recovery from
World War II.
Largely as a result of the implementation
of TQM, `Made in Japan‘ has changed from
a derogatory term to high praise
Source: http://en.wikipedia.org/wiki/W._Edwards_Deming

8. The 14 points of Dr. W. Edwards Deming form a
framework for the implementation of TQM.
1. Create constancy of purpose
toward improvement of product and
service, with the aim to become
competitive, to stay in business and
to provide jobs.
2. Adopt the new philosophy. We are
in a new economic age.

9. 3. Cease dependence on inspection to achieve
quality.
4. End the practice of awarding business on the
basis of a price tag. Instead, minimize total cost.
5. Improve constantly and forever the
system of production and service, to
improve quality and productivity, and thus
constantly decrease costs.
6. Institute training on the job.
7. Institute leadership. The aim of supervision should
be to help people and machines and gadgets do a
better job.

10. 8. Drive out fear, so that everyone may work
effectively for the company.
9. Break down barriers between
departments. People in research,
design, sales, and production must
work as a team, in order to foresee
problems of production and usage
that may be encountered with the
product or service.
10. Eliminate slogans, exhortations, and targets for
the work force asking for zero defects and new
levels of productivity.

11. 11. Remove barriers that rob the hourly worker of his
right to pride of workmanship.
12. Remove barriers that rob
people in management and in
engineering of their right to pride
of workmanship.
13. Institute a vigorous program of
education and self-improvement.
14. Put everybody in the company to
work to accomplish the
transformation. The transformation
is everybody's job.

13. 1. TQM In the Context of Teacher Education
The British Higher Education Council
admitted that quality is difficult to define
but concluded that “quality is the central
mystery of British higher education – a
mystery in all the variants of meaning and
nuance of which the world is capable.

14. Applying Total Quality Management to the
Educational Process
ROBERT C. WINN & ROBERT S. GREEN, USA
Total Quality Management (TQM) is recognized as an
important management philosophy and is
widely used in US industry. It has been used very
successfully in the development and acquisition of
systems such as satellites and aircraft to preparing
officer performance reports. Over the last few
years, TQM has been applied in the education
industry.

15. Most of the applications have been in the
administrative side of the institutions, but some
schools have applied TQM to curriculum
development.
The Air Force Academy has been a leader in this
application of TQM.
Source: Int. J. Eng. Ed. Vol. 14, No. 1, p. 24±29, 1998
Printed in Great Britain.

16. The United States Higher Education
Council also stated that NO single
workable definition of quality is possible
and concluded that the best approach is to
look for characteristics or indicators
which are valued by those whose needs
the institution is seeking to meet.
CHED Exec. Director Dr. Roger Perez offers
a pragmatic definition: “Quality is not
perfection. It is improving your previous
best and showing that you are at the
leading edge in most aspects.”

17. Dr. Rosita L. Navarro
Chairman
(Philippine Association of Colleges and Universities
Commission on Accreditation)
Quality is degree of excellence or relative goodness:
so quality is not excellence per se but refers to the
ascending degree of excellence – perhaps low quality,
moderate quality, and high quality.

18. Even among items or objects with “ high quality” one
can have higher quality and another one may possess
the highest quality.
Management is getting things done through the
efforts of others (office staff, faculty, students,
alumni, parents, employers & general public).
Total is a word used to refer to the whole,
the absolute, including everything and everyone.

19. TOTAL QUALITY
MANAGEMENT
therefore refers to a set of
concepts, principles and activities
of the highest degree of excellence
actually practiced and consistently
implemented in an organization
from the highest officials cascading
down the line of the office staff,
faculty, students, alumni, parents,
employers & agencies with which
the institution relates.

21. “Philippine graduate education shall, if feasible, be
vertically articulated by discipline. Graduate programs
shall emanate from strong undergraduate programs
across all the higher education disciplines.”
Consistent with this provision is the requirement in
section 3 that Level III accreditation of undergraduate
programs shall be a major consideration in granting
permits to open new graduate programs.

23. 2. TQM In Graduate Teacher Education
2.1 GLOBAL PERSPECTIVE
In 1992, two identically famous surveys of graduate
education were conducted: Survey of the Master’s
program in the United States and Survey of the
Doctoral Programs in four English-speaking countries:
Australia, Great Britain, Canada and United States.

24. In the survey of the United States
Master’s Program:
• 78students/faculty/administrators/alumni/employer
s in 31 college and Universities in the United States
connected with 47 Master’s programs were the
respondents
Doctoral Programs:
• 67 scholars from four English-speaking countries:
Australia, Great Britain, Canada and United States
were the respondents

25. The following year…
Similar survey of Graduate Master’s and Doctoral
Programs were done on the Philippines by the
Philippine Association for Graduate Education (PAGE)
involving 65% of the graduate institutions (189 out if
the total 290) in School Year 1993-1994.
It is interesting to note that the three surveys
independently done of each year yielded
results.
similar

26. 1. The highest concentration
of enrolment and
graduates was in teacher
education.
2. An overwhelming
opinion is the need to
improve the faculty
advising, directing or
supervising of the thesis/
dissertation writing.

27. 3. Two common types of Master’s programs were the
traditional or ancillary also called the gatekeeper for
the Ph.D. (M.A./M.S.) because those who enrolled saw
them as a good preparation for the Ph. D. programs;
and the second were the career advancement Master’s
programs; client-centered and career-oriented (M.B.A,
M. Ed., and M.P.A.)
4. Doctoral research should add to knowledge but may
include applied or practical research.

28. 5. Graduate students should be required to acquire
writing skills before they write their thesis/dissertation
writing.
6. Graduate students should be assisted financially in
thesis/ dissertation writing.
7. Graduate teacher education includes a one-year, non
degree post-bachelor’s program for non-education
graduates to qualify them for elementary and
secondary school teaching.

29. 8. The graduate teacher education degree program
form master’s to doctorate include three divisions:
1. Curriculum and instruction for teacher
career advancement (M. Ed., M.S. in College
Teaching, M.A. in Teaching)
2. Educational leadership and policy studies
to prepare professionals to fill administrative,
supervisory, and policy-making roles
3. Psychology in Education which prepares
graduate students for leadership roles as
educators, researchers, clinicians, counselors, and
practitioners.

30. 2.2 ANDRAGOGICAL PRINCIPLES IN ADULT
LEARNING
Four (4) Andragogical Principles
were found effective:
1. Adult learners prefer to be involved rather than
passively listening for extended periods of time.
2. Adult learners need to be more self directing.
3. Adult learners expect that their previous
experiences and knowledge will be respected.
4. Adult learners tend to be present, rather than
future-oriented.

31. 2.3 LIFELONG LEARNING FOR PROFESSIONAL
TEACHER
In 1992, Feseler and Christensen concluded form
empirical studies over a twenty-year period that a
teacher’s professional career passes through six
stages.
These six stages can well apply to Filipino
professional teachers. Teacher educators, the
Department of Education, and the Teacher Education
Council are advised to provide for pre-service and inservice activities that will assist the teachers as they
go through these phases of their professional life.

32. 6
1
Preservice
Career
Wind-down/
5
Bitter
Career
exit
Stability/
Career
4
Growth Frustration
and
Enthusiasm
3 Dissatisfaction
Competency
2 Building
Induction

33. Huberman, Thompson,
and Weiland in their
article “Perspective on
the Teaching Career.”
(in Biddle et al, p. 52)
proposed a chart of
lifelong career for
professional teachers.

34. This is an
integrated
model showing
how the
induction to
teaching from
one to three
years can lead to
stabilization for
http://www.tcrecord.org/Content.asp?ContentID=407

35. the next 2-3 years which is
temporary, however, because
depending on the development
on the third stage, the division
can lead either to serene or
satisfactory disengagement or a
bitter disengagement from the
teaching career.

36. GRADUATE TEACHER EDUCATION
CAREER MODEL
Research and/
Or Teaching
skills
Enhancement
Doctoral
program
Post-Doctoral
enrichment
Specialization
enhancement
Master’s
program

38. An adaptation of lifelong career model is presented
that can serve as guide in the development and
continuing improvement of graduate teacher
education. “Becoming
a professional
teacher is not a destination;
rather, it is a journey, a long
journey; in fact, a lifelong
journey.”

39. http://www.edudemic.com/great-education-quotes-motivate-since-comingback-break-blows-chunks/