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Article

Leadership and Quality Enhancement in Secondary Education: A Comparative Analysis of TQM and EFQM

by
Sophia Anastasiou
1,* and
Konstantinos Ntokas
2
1
Early Years Learning & Care Department, School of Social Sciences, University of Ioannina, GR 45500 Ioannina, Greece
2
Adult Education Course Program, Hellenic Open University, GR 26335 Patras, Greece
*
Author to whom correspondence should be addressed.
Merits 2024, 4(4), 440-452; https://doi.org/10.3390/merits4040031
Submission received: 15 September 2024 / Revised: 3 November 2024 / Accepted: 22 November 2024 / Published: 2 December 2024
(This article belongs to the Special Issue School Management and Effectiveness)
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Abstract

:
This study aimed to assess the contribution of leadership to Total Quality Management (TQM) implementation in secondary education and to determine the extent of TQM practices, as perceived by teachers, within the Ioannina region, NW Greece. The study also explored how these perceptions relate to various variables. A quantitative approach was employed, involving 128 teachers from secondary education schools in the Ioannina region, NW Greece. The findings illuminate the profound influence of leadership on successful TQM implementation. Effective leaders foster a climate of collaboration, provide resources, and encourage teamwork, ultimately contributing to the enhancement of teaching and learning quality. Moreover, this research study underscores the compatibility of the TQM and EFQM principles in promoting quality enhancement within educational settings. The EFQM Leadership score was calculated by averaging the ratings of leadership behaviors like collaboration, communication, and decision making. The results reveal a strong commitment to TQM principles, with overall TQM and EFQM Leadership scores of 3.58 (±0.11) and 3.46 (±0.30), respectively. The EFQM Leadership dimensions demonstrated significant alignment, particularly in areas such as teacher participation and communication of quality standards. However, there is room for improvement in encouraging two-way communication and ensuring consistent leadership decision implementation. This study highlights the crucial role of effective leadership in fostering a culture of quality and excellence in secondary education, emphasizing the importance of collaboration, communication, and alignment with EFQM principles for successful TQM implementation.

1. Introduction

Total Quality Management (TQM) in education offers a framework for continuous improvement and excellence, aiming to enhance student achievement and the overall effectiveness of schools through efficient resource management and by meeting the needs of all stakeholders—students, parents, teachers, and the community [1,2]. TQM emphasizes accountability, adaptability, and professional growth, which are crucial to ensuring that educational institutions fulfill their mission sustainably and remain competitive [1,3,4]. Originally developed for business and manufacturing, TQM has been adapted across various sectors, including healthcare, government, and education, due to its focus on continuous improvement, employee involvement, and customer satisfaction [5,6,7,8]. This adaptability has allowed schools to apply TQM principles effectively, fostering organizational effectiveness and a supportive learning environment [9].

Literature Review

TQM in education is about striving for excellence and ensuring that every aspect of the educational process contributes to the long-term success of both students and institutions. TQM, originally developed for business and manufacturing, has been adapted to improve performance in various sectors, including healthcare, government, and education. Its core principles of continuous improvement, employee involvement, and customer satisfaction are equally applicable to educational institutions [9,10].
By integrating TQM’s emphasis on process optimization and employee involvement, schools can not only enhance organizational effectiveness but also create a supportive environment that nurtures student growth and educational excellence [10].
The theoretical foundation of leadership within TQM and EFQM frameworks often aligns closely with the transformational and servant leadership models, both of which emphasize the role of leaders in engaging employees and enhancing satisfaction within an organization. Transformational leadership, with its focus on motivating and inspiring employees, resonates with TQM’s commitment to continuous improvement and stakeholder satisfaction, while servant leadership emphasizes the growth and well-being of staff, fostering a collaborative culture that aligns well with the EFQM Model’s emphasis on quality and stakeholder engagement [5,6,7,8,11,12,13]. By integrating these leadership approaches, educational institutions can cultivate a work environment that supports both TQM’s process optimization goals and the EFQM Model’s principles of excellence and holistic development.
Recent studies have further explored the intersection of leadership styles and TQM implementation in educational settings, highlighting the evolving role of leadership in fostering quality management. For instance, recent research by Panagopoulos et al. [11] emphasizes that transformational leadership remains one of the most influential styles for driving continuous improvement and staff engagement. Additionally, Laureani et al. [12] argue that servant leadership has gained prominence in educational management due to its focus on empowering staff and promoting a culture of collaboration, which aligns well with both the TQM and EFQM frameworks.
Leadership style can be a critical parameter for effectively implement TQM, particularly when focusing on process and product quality. TQM, with its universal focus on process optimization, collaboration, and customer satisfaction, has proven to be applicable across many industries. TQM has transformed business by streamlining operations, reducing defects, and improving customer service [8]. It has also led to significant improvements in patient outcomes, the reduction in medical errors, and the enhancement of healthcare delivery systems [7].
TQM aligns with evolving educational expectations, enhancing both teaching quality and school performance [1,3,4,9]. TQM schools encourage teachers to constantly evaluate their curriculum, teaching methods, and student engagement strategies. Continuous improvement keeps education relevant to changing student needs and societal demands. TQM’s customer-centric approach—where the “customer” is the student—has changed education [14]. TQM encourages schools to accommodate different learning styles by viewing students as stakeholders with unique needs and goals. Students enjoy a more personalized learning experience. TQM-based leadership improves stakeholder communication, decision making, and institutional growth [1,13]. Evidently, TQM has crossed different working environments and industries and is applicable to the education sector. Its principles of continuous improvement, customer satisfaction, and organizational effectiveness complement its goals of quality education and a conducive learning environment.
In addition to TQM, researchers have employed the EFQM (European Foundation for Quality Management) Model as a complementary methodology for assessing the effectiveness of schools [15,16,17].
The EFQM Model consists of nine criteria that help organizations evaluate their strengths and weaknesses. Organizations can improve and achieve excellence by measuring their performance against these standards divided in five inputs (Leadership, Policy and Strategy, People, Partnership and Resources, and Processes) and four result criteria referring to Customers, Employees, Society, and Key Performance Results [18]. Pupius [19] tailored a customized version of the European Model of Excellence for University of Sheffield Hallam, with a specific focus on addressing the unique requirements of academic institutions, suitable for self-assessment purposes across educational institutions globally [19]. A Greek version of this questionnaire [20] was developed to ensure content and face validity for Greek secondary school units. The Leadership score in the EFQM Excellence Model is one of the criteria used to evaluate an organization’s leadership practices and their impact on the organization’s performance and results. The Leadership criterion falls under the “People” enabler of the EFQM Model, which focuses on how an organization’s leadership and management contribute to achieving its objectives and promoting a culture of excellence. The Leadership score in the EFQM Model for schools is determined through a structured assessment process. In the context of education, the EFQM Model and TQM can be viewed as complementary frameworks. Both the EFQM Model and TQM underscore the significance of quality and perpetual enhancement in organizational management. Their common emphasis on meeting customer needs is intrinsic to both approaches: while TQM accentuates attentiveness to and comprehension of customer requirements, the EFQM Model incorporates customer satisfaction as one of its nine fundamental criteria and highlights the crucial role of measurement and evaluation, demanding organizations to systematically gather pertinent data that elucidate their progress towards achieving excellence.
The aim of this study was to explore the role of leadership in the implementation of Total Quality Management (TQM) within secondary education. Insights were gathered from 128 teachers working in secondary schools in the regional unit of Ioannina in NW Greece, using a quantitative research approach and a structured questionnaire.
In Greece’s evolving educational landscape, marked by frequent legislative changes, the responsibilities of school leaders are rapidly expanding [6]. This dynamic environment highlights the importance of studying TQM, which provides a framework for sustaining quality and excellence amid continuous reforms. Understanding how TQM aligns with internationally recognized models like the one designed by EFQM is crucial to ensuring that leadership practices adapt to these changes while promoting sustainable improvement in education.
Our research seeks to deepen the understanding of TQM implementation and its alignment with EFQM principles, specifically from the perspective of teachers. Their perceptions are vital to evaluating the effectiveness of TQM initiatives and identifying the key factors that contribute to successful implementation. The present work further explores how leadership practices interact with EFQM criteria, providing a detailed analysis of how leaders can cultivate a culture of quality and excellence in secondary education, as perceived by those directly involved in the teaching process. The focus of this work is to examine the alignment between EFQM principles and teachers’ perceptions of TQM implementation. This research is particularly significant, as it provides a comprehensive examination of how leadership behaviors influence the implementation of TQM in secondary education, contributing to a deeper understanding of the role of leadership in fostering educational quality. By exploring the alignment of leadership practices with EFQM principles, the study offers valuable insights for improving school management strategies. The findings have the potential to guide policy reforms and leadership development programs aimed at enhancing the quality and sustainability of educational systems.

2. Materials and Methods

This research study was conducted in secondary education schools in the Ioannina regional area of Epirus in NW Greece, during spring 2021. Ten schools were randomly selected by using Excel’s random number generator function. A total of 128 completed questionnaires were collected, which included demographic questions and two validated instruments designed to assess the implementation of Total Quality Management (TQM) practices and leadership effectiveness in the educational context:
  • The TQM Scale: Developed by Toremen, Karakus, and Yasan [21] and subsequently adapted for use in Greek schools by Theohari [22], this scale specifically measures the implementation of TQM practices as perceived by teachers in primary education, making it particularly relevant for this study’s focus on secondary education. The TQM Scale encompasses six dimensions:
    • Clarity of School Principals: It evaluates how clearly school leaders communicate their vision and expectations.
    • School Management: It assesses the effectiveness of management practices in promoting quality.
    • School Improvement: It measures initiatives undertaken to enhance educational processes and outcomes.
    • Quality of School Life: It examines the overall environment and atmosphere within the school that supports teaching and learning.
    • Change Management: It evaluates how well the school adapts to change and implements new practices.
    • Adoption of TQM Philosophy: It assesses the degree to which TQM principles are integrated into the school’s operations.
  • The EFQM Leadership criterion: Adapted from the European Foundation for Quality Management (EFQM) Model of Management Excellence [19] and further refined by Anastasiadou and Zirinoglou for application in the Greek educational setting [23], this criterion assesses leadership practices related to TQM implementation. The EFQM Leadership score is calculated by averaging ratings of leadership behaviors like collaboration, communication, and decision making. These scores are then combined to provide an overall measure of leadership effectiveness within the EFQM framework. This score provides insights into how leadership behaviors and strategies impact the quality management processes within educational institutions. The EFQM Leadership criterion was selected due to its comprehensive framework, which aligns with the principles of both TQM and EFQM, facilitating a thorough examination of the leadership dynamics that contribute to effective TQM practices.
To measure the parameters outlined in these scales, participants responded to a set of questions based on a five-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree). This scale allows for nuanced responses, capturing the varying degrees of agreement or disagreement regarding TQM practices and leadership effectiveness. The collected data were analyzed by using SPSS software. The Shapiro–Wilk Normality Test assessed the distribution of the data to ensure appropriate statistical analyses. Pearson correlation examined the linear relationship between leadership traits and TQM outcomes, offering insights into how leadership influences TQM implementation. Cronbach’s alpha coefficients evaluated the internal consistency of the scales, with values of 0.70 or higher indicating good reliability for the instruments used in the study.

3. Results

The collected questionnaires were completed by a sample of 128 teachers, representing a diverse range of age groups, where 15 (11.7%) were between the ages of 31 and 40, 52 (40.6%) were between the ages of 41 and 50, 57 (44.5%) were between the ages of 51 and 60, and 4 (3.1%) were over the age of 61. In terms of years of service in education, 22 (17.2%) had 1–10 years of experience, 61 (47.7%) had 11–20 years, 40 (31.3%) had 21–30 years of experience, and 5 (3.9%) had more than 31 years of experience. Regarding the years of service in their current position, 88 (68.8%) stated that they had been working for 1–10 years, 36 (28.1%) for 11–20 years, 3 (2.3%) for 21–30 years, and 1 (0.8%) for more than 30 years.
Regarding the extent to which the principles of Total Quality Management (TQM) were implemented in secondary education schools located in the region of Ioannina, the results across the variables representing the dimensions of TQM implementation within the school units—Clarity of School Principals, School Administration, School Improvement, Quality of School Life, Change Management, and Adoption of TQM Philosophy—are presented in Table 1.
Regarding the presence of TQM principles in secondary education schools in relation to the “Leadership” criterion based on the EFQM Excellence Model, the scores are presented in Table 2.
The findings presented in Table 2 reflect important insights into the role of leadership within the EFQM framework as perceived by teachers in the context of secondary education. The overall EFQM Leadership score of 3.25 (±0.30) indicates a generally positive perception of leadership efforts to promote quality management in schools. Strong scores were observed in areas such as promoting teacher participation in decision making (3.8 ± 0.19), communicating quality standards (3.8 ± 0.11), and encouraging collaboration (3.3 ± 0.8). These results highlight that leadership is particularly effective in fostering collaboration and ensuring that teachers are informed and involved in quality-related processes, which aligns with the principles of the EFQM Model and TQM. However, areas for improvement were also identified, especially in two-way communication (2.4 ± 0.29) and the implementation of leadership decisions related to quality standards (3.1 ± 0.21). These lower scores suggest that while leadership is generally seen as supportive, there are gaps in creating open communication channels and ensuring that decisions are consistently followed through. The high internal consistency of the data (Cronbach’s alpha ranging from 0.72 to 0.91) reinforces the reliability of these perceptions.
A correlation analysis revealed significant correlations between some of the EFQM parameters studied. Figure 1 presents only the significant correlations (p < 0.05) between the parameters.
Regarding the relationship between the presence of Total Quality Management (TQM) elements in schools and the contribution of leadership to this process, the Pearson correlation analysis indicated statistically significant positive correlations (p < 0.05) between variable 6 (Leadership) and the variables Clarity of School Principals, School Administration, School Improvement, Quality of School Life, Change Management, and Adoption of TQM Philosophy (Figure 2).
To investigate the relationship between the presence of Total Quality Management (TQM) elements in schools and the contribution of leadership to this process, a Pearson correlation test was conducted. As shown in Table 3, the Pearson correlation test revealed a statistically significant positive correlation between variable 6, EFQM Leadership, and the following TQM variables: 21: Clarity of School Principals (sig < 0.05); 22: School Management (sig < 0.05); 20: School Improvement (sig < 0.05); 19: Quality of School Life (sig < 0.05); 23: Change Management (sig < 0.05); and 24: Adoption of TQM philosophy (sig < 0.05). This indicates that higher quality leadership, as assessed by the EFQM Leadership criterion, is associated with improvements in various dimensions of TQM, such as Clarity of School Principals, School Management, School Improvement, Quality of School Life, Change Management, and the Adoption of TQM Philosophy.
Although the anonymity of the survey prevented the identification of individual school units, participants were asked to indicate the location of their school by selecting one of three categories: urban, suburban, or rural. Urban schools referred to those located in densely populated city centers with access to extensive infrastructure and services, suburban schools were situated in areas surrounding cities with proximity to urban resources, and rural schools were located in the countryside, characterized by lower population density and limited access to infrastructure and services. This classification allowed for the analysis of the school environment based on its geographic location. The results reveal a statistically significant negative correlation between the variables “School Location” and “Quality of School Life”(r = −0.179, sig = 0.043 < 0.05). This correlation suggests that quality of life may vary between school units according to these School Location variables.

4. Discussion

The findings of this study suggest that leadership is a key factor in the successful implementation of TQM in secondary education. The primary objective of this study was to investigate and shed light on the significant role of leadership in the implementation of Total Quality Management (TQM) within the context of secondary education. By conducting a quantitative analysis involving 128 teachers from secondary education schools in the Ioannina region in NW Greece, this study sought to uncover insights into the relationship between effective leadership practices and the successful execution of TQM principles.
The results indicate a noteworthy alignment between TQM and EFQM scores, reflecting the convergence of these two frameworks in promoting quality enhancement in educational settings. Specifically, the TQM scores reveal a strong focus on various dimensions of TQM implementation, including Clarity of School Principals, School Administration, School Improvement, Quality of School Life, Change Management, and Adoption of TQM Philosophy. These scores, represented in Table 1, suggest a moderate-to-high implementation of TQM principles across these dimensions, with an overall Total TQM Score of 3.6, which demonstrates a positive commitment to continuous improvement.
The correlation analysis demonstrated significant and positive correlations between various factors, such as educators’ years of service, position, student and teacher numbers, and directors’ leadership qualities based on EFQM principles. The findings suggest that specific leadership traits are associated with successful TQM implementation. For instance, the correlation between leadership and the “Clarity of School Principals” dimension indicates that effective leaders can create a clear vision and direction for the school, fostering a shared understanding of TQM goals. Moreover, the correlation with “School Administration” suggests that leaders who prioritize efficient management practices and resource allocation can create a supportive environment for TQM implementation. Additionally, the correlation with “School Improvement” highlights the importance of leaders who are committed to continuous learning and development, fostering a culture of innovation and improvement within the schools. As Silva et al. [24] emphasize, effective leadership, especially transformational leadership, is essential to integrating sustainability into quality management systems. This aligns with our findings on the importance of leadership in TQM implementation. In Greece, despite the constraints imposed by the centralized educational system, school leaders often demonstrate remarkable creativity and adaptability in overcoming unexpected challenges [25]. These leadership qualities are particularly essential to navigating the complexities of TQM implementation. By employing innovative approaches and adapting their strategies to the specific context of their schools, school principals can successfully address obstacles and foster a positive learning environment. For example, school leaders might explore alternative methods of engaging teachers and students in TQM initiatives, leverage community resources to supplement limited funding, or develop innovative solutions to address specific challenges faced by their schools. Such creative and adaptive leadership can significantly contribute to the successful implementation of TQM principles and the overall well-being of the school community.
The results of the present study suggest that the educational leadership qualities within the school environment are influenced by these factors, ultimately contributing to the fostering of a culture of quality and innovation. In parallel, the EFQM Leadership scores, as presented in Table 2, provide insights into the alignment of secondary education schools in the Ioannina region with the EFQM principles. Notably, the scores in areas such as “Participation of Teachers in Decision Making”, “Quality Standards Communication Methods”, and “Leadership Behaviour Traits (From Quality Standards)” showcase a strong congruence with EFQM ideals. These findings underline the commitment of school leaders to creating a collaborative environment, communicating quality standards effectively, and exhibiting behaviors aligned with excellence. However, the EFQM Leadership scores also highlight certain areas where further improvement is desirable. For instance, the scores in criteria such as “Encouraging Two-way Communication” and “Leadership Decision Implementation and Quality Standards Dedication” suggest opportunities for better alignment with EFQM principles. These aspects underscore the need to foster open communication channels within the school community and ensure that leadership decisions regarding quality standards are effectively implemented and aligned with broader goals of excellence. A focus on leadership improvement aligns well with the principles of transformational leadership theory, which forms the theoretical foundation of this research. There is substantial evidence suggesting that leadership style and Total Quality Management (TQM) are closely related. Several studies have explored this connection, with findings indicating that leadership styles, such as transformational and servant leadership, play a key role in the successful implementation of TQM practices [5,13,26,27]. While the current findings highlight the role of transformational leadership in inspiring and motivating staff toward continuous improvement, it is equally important to consider the influence of servant leadership. Servant leadership, which prioritizes the growth and well-being of employees, aligns closely with TQM’s emphasis on employee involvement and the EFQM Model’s focus on collaboration and stakeholder engagement [13]. By encouraging leaders to serve the needs of their team members, servant leadership fosters a supportive and participative culture where teachers feel empowered to engage in TQM initiatives. This leadership style contributes to improved communication, accountability, and professional development within educational settings [12]. Thus, integrating both transformational and servant leadership theories provides a more comprehensive understanding of how leadership behaviors drive successful TQM implementation in secondary education. Moreover, the implementation of TQM can be closely linked to teacher job satisfaction [28], where leadership plays a critical role. Transformational leaders, in particular, inspire and motivate their teams, leading to increased job satisfaction, which in turn benefits the overall performance of organizational units, such as schools [11]. In the context of TQM, these leaders are instrumental in shaping a vision of quality, fostering a culture of continuous improvement, and encouraging employees—such as teachers—to adopt and integrate TQM principles into their daily practices [12,27]. Maintaining an active leadership role in education is paramount, especially during times of financial constraint when educational resources may be scarce. In Greece, schoolteachers face a career marked by challenges and rewards, navigating rapid curriculum changes, evolving job requirements, and significant salary cuts [29]. Over the past two decades, teachers have adapted to new teaching methods, developed IT literacy skills, and acquired the expertise to work with a diverse student population, reflecting the country’s influx of economic migrants and refugees. Despite these challenges, teachers find personal fulfilment in their profession and enjoy recognition from students, parents, and society. Leadership remains a crucial factor in educational management, inspiring teachers and supporting TQM in schools [30,31].
The connection among leadership, TQM, and job satisfaction is critical [28]. Effective educational leadership not only fosters the adoption of TQM processes but also directly influences employee engagement and satisfaction [29,32]. Leadership’s role in aligning personal and organizational goals under TQM frameworks enhances job satisfaction, creating a positive feedback loop that reinforces both individual fulfilment and organizational success. Key components of transformational leadership—such as charisma, intellectual stimulation, individualized consideration, and inspirational motivation—are particularly relevant to TQM. By applying this framework, we can better understand how transformational leadership contributes to the successful implementation of TQM within secondary education settings.
While the present work focused on TQM and the EFQM Model, to complement TQM monitoring, continuous data monitoring could be explored as a valuable tool for educational management. By collecting and analyzing data on various aspects of school performance, such as student achievement, teacher satisfaction, and resource utilization, schools can gain valuable insights into their operations and identify areas for improvement [33,34]. It should be stated that implementing TQM in schools in Greece can be challenging, especially given their limited autonomy [30,35]. TQM requires flexibility and decentralized decision making [36], which can be difficult to achieve in an education system where schools have limited control over their operations, budgets, and policies.
A key area of investigation could be the development of a hybrid framework that combines the strengths of TQM and the data-driven methodology aimed at reducing defects and minimizing variability in processes to improve the quality of education in Greece. Such a framework could, for example, leverage Six Sigma’s data-driven approach for precise process analysis and defect reduction, while also incorporating TQM’s emphasis on examining how schools can effectively adopt Six Sigma tools and techniques to address specific challenges, such as improving student outcomes, enhancing teacher effectiveness, or optimizing administrative processes [37,38].
The successful implementation of TQM requires more than just the intention to establish it. Several interrelated factors contribute to its effectiveness. The combination of TQM and continuous data monitoring offers a promising approach to enhancing educational management [37,39]. By adopting these methodologies, schools can strive for excellence, improve student outcomes, and create a more effective and efficient learning environment.
Leadership plays a crucial role in TQM implementation, influenced by factors such as the interplay between teachers’ and leaders’ demographics [26,40] and the personality and skills of school leaders [41].
Additionally, investigating the association between school effectiveness and job satisfaction [42] and examining the long-term impact of TQM on educational outcomes, such as student performance, can provide valuable insights. External factors such as staff turnover and resource availability can also influence TQM implementation. By considering these factors, schools can create a more comprehensive approach to TQM implementation and maximize its benefits.
The result of the present work highlights the pivotal role of leadership in driving successful TQM implementation in secondary education. The alignment between TQM and EFQM scores demonstrates the compatibility and synergy of these frameworks in promoting quality enhancement within educational institutions. This study’s findings offer valuable guidance for schools seeking to strengthen their leadership practices, foster collaboration, and effectively implement quality improvement initiatives. By embracing the convergence of TQM and EFQM principles, educational institutions can embark on a journey of continuous improvement, equipping students with the tools necessary to thrive in an ever-evolving society.
Effective leadership is crucial for successful TQM implementation in Greek schools. Leaders can play a pivotal role in communicating the TQM vision, providing necessary resources, fostering a collaborative culture, promoting data-driven decision making, and supporting professional development. By actively supporting TQM, school leaders can create a more student-centered, collaborative, and data-driven learning environment, leading to improved student outcomes [43]. Future research could address other parameters which may contribute to the leadership dimension of TQM, for example, the interaction between teachers’ and leaders’ demographics [40] and the leadership skills [41] of school leaders, and investigate the long-term impact of TQM on educational outcomes [43,44]. Further exploration of external factors influencing TQM implementation, such as staff turnover and resource availability, would also provide valuable insights.

5. Conclusions

This study highlights the essential influence of effective leadership in achieving successful TQM implementation within secondary education. The observed alignment between TQM and EFQM scores underscores the compatibility and synergy of these frameworks in fostering quality enhancement within educational institutions. The insights provided by this study offer practical guidance for schools seeking to strengthen leadership practices, build a collaborative culture, and implement effective quality improvement initiatives. By leveraging the convergence of TQM and EFQM principles, educational institutions can pursue continuous advancement, equipping students with the tools needed to thrive in a rapidly evolving society. Practical steps such as implementing leadership development programs, fostering collaborative goal setting, and engaging the community can further support a culture of shared responsibility and ongoing improvement. Additionally, by incorporating regular feedback mechanisms and professional development tailored to TQM principles, schools can adapt effectively to changing educational needs. However, it is important to consider the broader school context and external factors that can influence TQM implementation. Future research can explore these areas to gain a more comprehensive understanding of the relationship between leadership and TQM in education.

Author Contributions

Conceptualization, K.N. and S.A.; methodology, K.N. and S.A.; software, K.N.; validation, K.N. and S.A.; formal analysis, K.N. and S.A.; resources, S.A.; data curation, K.N.; writing—original draft preparation, K.N. and S.A.; review and editing, K.N. and S.A.; visualization, K.N. and S.A.; supervision, S.A.; project administration, S.A. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and was approved by Hellenic Open University, Postgraduate Program in Education Sciences (EKP62-AM129538, 22 October 2020). Formal ethical approval was not requested, as the data were collected in a completely anonymous manner. In the introduction to the questionnaire, participants were provided with detailed information regarding the study’s purpose, scope, and the time required to complete the survey. It was clearly stated that participation was voluntary, and confidentiality and anonymity were fully ensured, as no identifying information, such as participant names or the names of their school units, was collected at any stage. Contact details of the investigators were also provided, enabling participants to ask any questions before participating.

Informed Consent Statement

Anonymous consent was obtained from each participant prior to the commencement of the questionnaire.

Data Availability Statement

Data are contained within the article.

Conflicts of Interest

The authors declare no conflicts of interest.

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Merits 04 00031 g001
Figure 1. Pearson correlation matrix plot of 1: teachers’ perceptions of EFQM leadership (1); 2: our school principals collaborate with key interest groups (EFQM); 3: our school principals facilitate two-way communication (EFQM); 4: our school principals have established processes (EFQM); 5: our school principals ensure the existence of necessary systems (EFQM); 6: our school principals are committed to quality standards (EFQM); 7: our school principals encourage and stimulate member collaboration (EFQM); 8: our school principals encourage learning and innovation (EFQM); 9: our school principals support involvement (EFQM); 10: our school principals have developed means of communication (EFQM); 11: our school principals adopt behaviors based on quality standards (EFQM).
Figure 1. Pearson correlation matrix plot of 1: teachers’ perceptions of EFQM leadership (1); 2: our school principals collaborate with key interest groups (EFQM); 3: our school principals facilitate two-way communication (EFQM); 4: our school principals have established processes (EFQM); 5: our school principals ensure the existence of necessary systems (EFQM); 6: our school principals are committed to quality standards (EFQM); 7: our school principals encourage and stimulate member collaboration (EFQM); 8: our school principals encourage learning and innovation (EFQM); 9: our school principals support involvement (EFQM); 10: our school principals have developed means of communication (EFQM); 11: our school principals adopt behaviors based on quality standards (EFQM).
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Figure 2. Correlation matrix plot for the following variables: 1: EFQM Leadership; 2: Clarity of School Principals; 3: School Administration; 4: School Improvement; 5: Quality of School Life; 6: Change Management; and 7: Adoption of TQM Philosophy.
Figure 2. Correlation matrix plot for the following variables: 1: EFQM Leadership; 2: Clarity of School Principals; 3: School Administration; 4: School Improvement; 5: Quality of School Life; 6: Change Management; and 7: Adoption of TQM Philosophy.
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Table 1. TQM implementation variables in the context of leadership across secondary school units in the region of Ioannina, NW Greece, according to the responses of the teachers who participated in the present study. Mean (±s.d), n = 128.
Table 1. TQM implementation variables in the context of leadership across secondary school units in the region of Ioannina, NW Greece, according to the responses of the teachers who participated in the present study. Mean (±s.d), n = 128.
Mean±SD
Clarity of School Principals3.70.11
School Management3.60.12
School Improvement3.70.08
Quality of School Life3.50.06
Change Management3.40.11
Adoption of TQM Philosophy3.60.12
TQM score3.60.11
Table 2. Perceptions of teachers (who participated in the present study) of leadership in the context of the EFQM Model in their schools.
Table 2. Perceptions of teachers (who participated in the present study) of leadership in the context of the EFQM Model in their schools.
MeanSD
Leadership EFQM criterion for stakeholders3.20.16
Leadership EFQM criterion for two-way communication channels2.40.29
Leadership EFQM criterion for management3.40.27
Leadership EFQM criterion for promoting collaboration3.30.11
Leadership EFQM criterion for promoting learning and innovation3.30.18
Leadership EFQM criterion for established procedures3.20.22
Leadership EFQM criterion for promoting participation in decision making3.80.19
Leadership EFQM criterion for promoting for informing about quality standards3.80.11
Leadership EFQM behavioral standards3.60.14
Leadership EFQM criterion in the context of their dedication to quality standards3.10.21
Leadership EFQM total score3.250.30
Table 3. Correlation between variable 6 (Leadership) and the following variables: 21: Clarity of School Principals; 22: School Management; 20: School Improvement; 19: Quality of School Life; 23: Change Management; and 24: Adoption of TQM Philosophy.
Table 3. Correlation between variable 6 (Leadership) and the following variables: 21: Clarity of School Principals; 22: School Management; 20: School Improvement; 19: Quality of School Life; 23: Change Management; and 24: Adoption of TQM Philosophy.
VariablePearson CorrelationSig. (2-Tailed)
210.512 **<0.001
220.650 **<0.001
200.459 **<0.001
190.586 **<0.001
230.591 **<0.001
240.564 **<0.001
The asterisks indicates significant correlation ** p < 0.01.
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Anastasiou, S.; Ntokas, K. Leadership and Quality Enhancement in Secondary Education: A Comparative Analysis of TQM and EFQM. Merits 2024, 4, 440-452. https://doi.org/10.3390/merits4040031

AMA Style

Anastasiou S, Ntokas K. Leadership and Quality Enhancement in Secondary Education: A Comparative Analysis of TQM and EFQM. Merits. 2024; 4(4):440-452. https://doi.org/10.3390/merits4040031

Chicago/Turabian Style

Anastasiou, Sophia, and Konstantinos Ntokas. 2024. "Leadership and Quality Enhancement in Secondary Education: A Comparative Analysis of TQM and EFQM" Merits 4, no. 4: 440-452. https://doi.org/10.3390/merits4040031

APA Style

Anastasiou, S., & Ntokas, K. (2024). Leadership and Quality Enhancement in Secondary Education: A Comparative Analysis of TQM and EFQM. Merits, 4(4), 440-452. https://doi.org/10.3390/merits4040031

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