A Literature Review of Total Quality
Management Practices in Malaysia and Indonesia Schools
Syaifullah1*, Ria Mardiana Yusuf2, Zainur Hidayah3, Ami Pujiwati4
1*Student of Doctoral Program in
Management Faculty of Economics Universitas Terbuka
Indonesia, Indonesia
2Professor and Promotor of Doctoral Program in
Management Faculty of Economics Universitas Terbuka
Indonesia, Indonesia
3,4Co-Promotor of Doctoral Program in
Management Faculty of Economics Universitas Terbuka
Indonesia, Indonesia
*email: [email protected]
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Keywords |
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ABSTRACT |
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Total
Quality Management, TQM Model, Elements of TQM, Indonesian School, Malaysian
school |
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The rapid growth of information and
technology has encouraged all organizations including school organizations to
adopt a quality management called Total Quality Management (TQM). The practice
of TQM in Malaysian and Indonesian schools shows similarities and
differences. Therefore, this research seeks to explore some of the TQM models
and elements that are applied in Malaysian and Indonesian schools. Using a
qualitative literature study approach, this study uncovers the models and
elements of TQM practiced in Malaysian and Indonesian schools. The TQM models
found are the Deming model (PDCA), Quality Circles (QC), Total Quality Control
(TQC). The elements of TQM that are practiced include leadership, employee
commitment, continuous improvement, employee involvement, training, and
customer satisfaction. The difference is that the TQM that is practiced in
Malaysian schools found the Crosby "zero defect" model, meanwhile,
in Indonesian schools found the Control Chart (CC) Model. The TQM element in
the form of problem solving in Malaysian schools is proven to be able to
train students' thinking skills, creativity, and innovation. Therefore,
Indonesian schools need to adopt it in classroom learning. |
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INTRODUCTION
The
rapid growth of information and technology has encouraged all organizations, including
educational organizations, to adopt quality management called Total Quality
Management (TQM) (Kaiseroglou & Sfakianaki, 2020). TQM in educational institutions is a
quality management concept in school organizations that offers changes in
leadership and better community dynamics to answer various problems in the
school environment (Bouranta, 2020).
The
aim of quality management is to create high quality education that is effective
and efficient in the era of globalization competition (Elahi
& Ilyas, 2019). Therefore, it is hoped that
educational organizations can apply quality human resources using the TQM
concept (Rosyidah, 2022). Total Quality Management is
an effective way to achieve quality education because with TQM, school
organizations can maintain and develop their existence in a sustainable manner
(Garc�a-Alcaraz et al., 2019). Among the indicators
of quality education is the availability of quality teachers and education
personnel (En Vater Mahulae et al., 2020).
Education
management in Indonesia and Malaysia shows similarities and differences.
Education in Indonesia and Malaysia both focus more on optimizing student
competencies (Ratnasari et al., 2019). Thus, it can
be said that teachers in Indonesia and Malaysia have an important role that has
a big impact on the sustainability of education (Rizkita
& Supriyanto, 2020b). In addition, successful
educational leadership can influence the school community, especially
educators, education staff, and students to achieve higher performance in the
school organization (M. Thaiyibi, 2020).
School
leadership in Malaysia (Rahman et al., 2020) is implemented by empowering
school members to achieve the school's vision and mission and focus on managing
the learning process. Meanwhile, according to (Rizkita
& Supriyanto, 2020b) the leadership of school
principals in Indonesia is implemented by forming a quality development team,
continuous improvement through communication and mediation with all school
members, as well as by creating a pleasant working atmosphere (Rizkita & Supriyanto, 2020a).
The
results of the aforementioned studies demonstrate that TQM principles and
components are used in sustaining and improving school quality in Malaysia and
Indonesia's education systems, respectively. These ideas include teacher
involvement (Tnay et al., 2020), leadership (Sharma
et al., 2012), strategic management (Wahab et al.,
2013), and continuous development (Yahya, 2015).
Given these circumstances, it would be ideal if Indonesian educational
standards were at least at the same level with those of Malaysia..
According
to 2018 Program for International Student Assessment (PISA) data, the
competency of students in Indonesian schools for three aspects of competency is
below the competency of students in Malaysian schools. Malaysia's PISA score
for reading is 415, mathematics 440, and science 438. Meanwhile Indonesia's
PISA score for reading is 371, mathematics 379, and science 396
(https://www.oecd.org/pisa/data/). Many factors could be the cause of this
difference, one of which is how schools manage the resources available at
school (Qutni et al., 2021). Another factor is that
if you look at society, every region of Indonesia is still dominated by native
Indonesians, but if you look at Malaysia, almost every corner of the city can
be seen from China, India, Europe and Arabic, so in terms of education,
Malaysia places more emphasis on to be able to compete with new entrants (Ratnasari et al., 2019).
Research
comparing TQM practices in two countries has been carried out by many
researchers, for example, a study (Feng et al., 2006) which attempted to
compare organizational management in Australia and Singapore regarding the
multidimensionality of TQM and its relationship with performance quality and
innovation. Likewise, comparative studies of education between Indonesia and
Malaysia have been carried out (Munastiwi & Marfuah, 2019). However, comparative studies on how TQM is
implemented in educational institutions, in this case TQM-based school
management in Malaysia and Indonesia, are still rarely carried out. Therefore,
a comparative study of TQM implementation in these two countries is novel in
this research. Specifically, this research analyzes
the models and elements of Total Quality Management in schools in Malaysia and
Indonesia, analyzes their similarities and
differences, and finds the effectiveness of their implementation. In this
context, a scientific literature review is presented with the aim of
demonstrating good practices related to TQM in Malaysia and Indonesia.
Total
Quality Management
(TQM)
TQM
is a multidimensional concept which is a logical development of Total Quality
Control (TQC). Quality is conformity to requirements (Lee & Wolfe, 2003)
and suitability for use (Juran, 2001). TQM is an
integrated effort to achieve and maintain high quality services based on
continuous improvement from processes to error prevention at all levels and in
all elements of the organization, aiming to meet and even exceed customer needs
and expectations (Gimenez-Espin et al., 2013 ). TQM is assumed to be the top of the hierarchy of
quality concepts; namely continuing to satisfy customer expectations, low
costs, and achieving TQM through everyone's participation (Dahlgaard
et al., 2008). Furthermore, (Ebrahimi & Sadeghi, 2013) explained that the evolution of TQM to a
comprehensive management philosophy was shaped by the work of Shewhart (1924), Feigenbaum
(1951, 1961), Ishikawa (1972), Crosby (1979),), (William Edwards Deming, 1986),
and Juran (1986, 1988) (Alghamdi,
2018).
Table
1
Contribution
of TQM Theory (Alghamdi, 2018)
|
TQM
�Theories |
Contribution |
|
Shewhart (1924) |
Control Chart (CC) |
|
Feigenbaum (1951, 1961) |
Total Quality Control (TQC) |
|
Ishikawa
(1976, 1985) |
Quality
Circles (QC) for achieving continuous improvement and fishbone diagrams for
problem solving. |
|
Crosby
(1979) |
Zero defects and 14
steps to improve quality |
|
Deming
(1982, 1986) |
Deming
Cycle (PDCA) and 14 principles for improving quality in organizations |
|
Juran
(1986) |
Three basic functions of the quality management
process: quality planning, quality control, and quality improvement. |
Historically,
TQM has occurred in four stages: control chart, total quality control, quality
assurance, and Total Quality Management (TQM) respectively. The first stage was
discovered when the Ford Motor company began hiring a group of inspectors to
test products against standards, which included production and delivery
processes. The goal is to separate poor-quality products from those that are
acceptable, and therefore discarded, reworked or sold as low quality.
The
second stage was 1924-1931 when statistical quality control by inspection was
developed. Shewhart proposed the idea that quality
control can help distinguish and isolate two types of process variation,
namely, random and special causes. A process can be made functional by sorting
out variations due to special causes. Control charts to observe variations in
the process to determine when to interact with the process. The third stage
consists of all the previous stages to provide confidence that the product or
service will exceed customer expectations. This stage emphasizes the shift from
detection to prevention of poor quality. In the fourth stage, TQM concepts and
principles are put into practice in every part of the organization. This
demands that quality management principles must be practiced at every stage,
and in every department of the organization (Alghamdi,
2018).
TQM
Practices in Schools
TQM,
apart from being applied mainly by industrial and manufacturing organizations,
is also attracting interest in the field of education (W. Edwards Deming,
2019). The quality of education is often an international concern. As explained
by (Thonhauser & Passmore, 2006) there are many
factors creating 'pressure' for quality in educational institutions; including
the changing global environment, limited resources, demand for a more qualified
workforce, and the need to implement quality education of global standards (Giannias & Sfakianaki, 2011).
According
to (Kaiseroglou & Sfakianaki,
2020a) TQM has been introduced into educational institutions for at least the
last 30 years or more and it is believed that appropriate adaptations of models
and techniques have been introduced. Furthermore, school units are communities
that exhibit complex dynamics to some extent, it is anticipated that employees
will resist change, occurring in any system change (Kaiseroglou
& Sfakianaki, 2020b).
Research
conducted by (Egido G�lvez
et al., 2016) discusses issues that influence the use of performance indicators
in managing the quality of education at the school level. The research results
conclude that if the company's quality management perspective is combined with
the school system, there is a good opportunity to achieve quality education. If
school units want to maintain the full benefits of TQM (Munir,
2022), (Setthiya et al., 2015) they must apply TQM
principles to all stakeholders throughout the institution.
Based
on the description above, this literature study will attempt to: (1) Analyze the TQM models and elements practiced in Malaysian
and Indonesian schools, (2) Analyze the effectiveness
of implementing TQM in Malaysian schools and in Indonesian schools
METHODS
This
study seeks to examine the implementation of TQM in school communities in
Malaysia and in Indonesia. This study aims to identify the models and elements
of TQM that are practiced, the factors that influence these practices, and the
effectiveness of implementing TQM in schools. This study also seeks to find
propositions about how to improve the quality of education through TQM. This
study applies a qualitative approach with a literature study method referring
to (Ridder, 2012) which states that developing theory from case studies is a
study that uses one or several cases to create theoretical constructions,
propositions, and/or midrange theories. This approach can be considered
powerful and comprehensive (Eisenhardt & Graebner, 2007). This approach to reviewing scientific
literature does not follow a systematic literature review structure due to the
very limited number of publications on the subject. This study therefore
follows the more common narrative-based reviews (Tranfield
et al., 2003).
� ������������� The
key searches included full text searches using terms like "TQM in Malaysia
School" and "TQM in Indonesia School" in significant databases
including Google Scholar, Mendeley, Taylor, and ScientDirect. Search is only available in English. The
search was adjusted in accordance with the research theme based on each
database. The uniqueness of this study consists in the discovery of several TQM
implementation case studies in school settings in Malaysia and Indonesia, as
well as in the examination of the model's use and its fundamental components.
RESULT
Total
Quality Management
IN Malaysia Schools
First,
research (M. Pourrajab, R. Basri,
2011) investigates TQM practices in industry and in schools using the Crosby
and Deming model. In the educational context, the results of this research show
that teachers who try to apply the Crosby "zero defect" model can
produce a condition where students pass the exam on the first attempt. However,
they may lose their sense of activity, creativity, and flexibility. They will
lose touch with the topics they are studying because the sole emphasis is on
examination techniques, and complacency. In contrast, Deming's model can bring
students into contexts where they actively engage with problem-solving
exercises, inquiry projects, application of knowledge exercises, group work and
collaboration, and equal relationships with their teachers, and as a result
they become creative thinkers and critical and sufficiently prepared to face
the challenges of a rapidly changing technological world. The conclusion of
this research states that in the context of school management the Deming model
is more effective than the Crosby model.
Second,
research conducted by (S. N. Ismail, 2014) aims to identify the level of TQM
practices and their impact on school climate at three different school levels,
namely high, average and low performing schools. This study also sought to
examine which dimensions of TQM practices contribute most to school climate.
The TQM elements studied are top management commitment, training and education,
customer focus, involvement of all staff, and continuous improvement. The
findings of this research reveal that TQM has a positive impact on school
climate and school quality. However, there are differences in the level of TQM
practices across the three categories of high, average and low performing
schools. The findings of this research strengthen the TQM theory in education
by highlighting the excellent school model that connects the main dimensions of
two variables, TQM practices and school climate. The findings of this research
provide guidance to school top management to strengthen training programs and
materials to ensure effective implementation of TQM in their schools. However,
this research is limited to high, average and low achieving schools in Kelantan
Malaysia.
Third,
the study conducted (Arokiasamy et al., 2016) analyzed the level of transformational leadership of school
principals in Perak, Malaysia. Findings reveal that the leadership level of
school principals is moderate and teacher job satisfaction is low. The implication
of these findings is that school principals must increase their leadership
level in order to maintain and increase teacher job satisfaction. So, the
higher the level of leadership of the school principal, the higher the level of
teacher job satisfaction.
Fourth,
research (Taahyadin & Daud,
2018) identified the level of school quality in Kedah, Malaysia by asking 375
secondary education teachers to respond to a TQM questionnaire which included
several quality indicators such as empowering staff and meeting student needs.
Findings reveal that there is a positive correlation between all quality
indicators; The quality level of the schools surveyed
is considered moderate and in accordance with local quality assurance
standards.
Fifth,
(Yaakob et al., 2019) explored the implementation of
strategic planning and strategic management in schools in Malaysia. The results
of this study show that strategic management can be a burden for teachers but
can also be the cause of improving teacher performance. An effective strategy
is needed by management to make improvements. The findings from this study can
be used by decision makers and practitioners to design better teacher work
environments in the future. It is also important to understand the teacher's
documents. It turns out that teachers are only involved in strategic
management, without understanding the effectiveness of the programs being
implemented.
Finally,
a study conducted (Shroff, 2019) analyzed TQM
indicators implemented by Primary School Teachers in Malaysia. Based on the
results of factor analysis and reliability tests, the final dimensions that can
identify the TQM concept in elementary schools are top management support,
customer focus, continuous improvement, feedback, relationships, empowerment,
and process management. Based on the findings of this research top management
can put this model into practice to (1) evaluate the scope of TQM practice in
their schools, (2) identify areas of TQM where some improvements can be focused
and (3) recognize areas of TQM where there is current excellence and can be
planned for its sustainability. Schools which are grassroots education centers must provide quality education to students. Quality
should be at the heart of the educational framework so that different fields
will be allowed to progress and get every kind of help from educational
organizations.
Based
on the results of analysis of several Total Quality Management research
findings in Malaysian schools (M. Pourrajab, R. Basri, 2011), (S. N. Ismail, 2014), (Arokiasamy
et al., 2016), (Taahyadin & Daud,
2018), (Shroff, 2019), and (Yaakob et al., 2019), it
can be stated that Total Quality Management is applied in many schools in
Malaysia. TQM applications in schools can be explained as follows:
Table
2
Total
Quality Management Practices in Malaysian Schools
|
Artikel� |
Model
TQM |
Elemen TQM |
Efektivitas Model TQM |
|
M. Pourrajab, R. Basri, 2011 |
Crosby�
zero defect� Deming PDCA, Quality Circles (QC). � |
Continuous
improvement Problem
Solving |
Students
are creative, critical and ready to face the challenges of a rapidly changing
technological world |
|
Ismail, 2014 |
Total
Quality Control (TQC) |
Leadership
Employee Commitment, Training, Customer
focus, Continuous Improvement |
TQM
memiliki dampak positif pada iklim sekolah serta kualitas sekolah. |
|
Arokiasamy et al., 2016 |
�Total Quality Control (TQC) |
�Leadership, employee involvement |
Leadership
has a significant relationship with teacher performance |
|
Taahyadin & Daud, 2018 |
Total
Quality Control (TQC) |
Employee
involvement, customer focus |
Positive
correlation between quality indicators; school quality level with quality
assurance standards |
|
Yaakob et al., 2019 |
Deming
PDCA |
Strategic
management, |
Strategic
management influences teacher performance |
|
Shroff, 2019 |
Crosby�
zero defect� Deming PDCA, Quality Circles (QC |
�Leadership, customer focus, continuous
improvement, process management, empowerment, feedback |
Top
management TQM indicators, customer focus, continuous improvement, feedback,
relationships, empowerment, and process management |
Total
Quality Management in Indonesia Schools
First,
a study conducted by (Rahmah, 2018) analyzed and explained the key factors that contributed to
the successful implementation of total quality management at SD Al-Hikmah Surabaya. The sustainability of total quality
management at Al-Hikmah Elementary School is proven
by the increasing number of students entering beyond the stipulated quota; high
achievement of teachers and students; as well as the large number of
competitive graduates. This research found that the successful implementation
of total quality management is highly dependent on the school's top-down
leadership system, effective communication between stakeholders, well-measured
rewards and punishments for students, and ongoing internal and external
education quality management assessments.
� Second, (Prestiadi,
2015) analyzed the implementation of TQM practices by
school principals, school committees and teaching staff to meet student
satisfaction. The results of the analysis reveal that SMK Negeri
1 Ampelgading adopted TQM to obtain customer
satisfaction through the visionary leadership of the principal, and the support
of the school committee and the role of teachers.
Third,
Total Quality Management (TQM) practices in schools in Indonesia based on
research (F. Ismail, 2018) include continuous improvement, setting quality
standards, cultural change, organizational change, and maintaining customer
relationships. To support the implementation of TQM, an implementation strategy
is needed, including the preparation stage, planning stage and implementation
stage. The success or failure of implementing TQM depends on the commitment and
collaboration of every part of the school organization, starting from the
principal, teachers and education staff.
Fourth,
research results (Usman et al., 2020) show that each school has a profile
consisting of vision, mission, school resources, policies, collaboration with
the world of work, and school production units. Implementation of quality
management is carried out through top management, leadership, management
commitment, the role of the quality department, training and education,
employee involvement, continuous improvement, supplier partnerships,
product/service design, quality policy, quality data and reporting, communication
channels for receiving complaints, and customer satisfaction orientation and
employee relations. Evaluation is carried out continuously by involving
internal and external auditors, school self-evaluation programs and monitoring
instruments.
Fifth,
research findings at Islamic boarding school educational institutions (Arribath et al., 2021) show that there are 12 TQM elements
at the Tahfidz al-Qur'an Islamic Boarding School,
including leadership, quality commitment, customer satisfaction, continuous
improvement, integrated curriculum, and learning evaluation, learning media and
models, education and training, infrastructure standards, finance and
financing, public relations and Islamic boarding schools, unity of vision and
mission, and goals, as well as situation analysis.
The
results of the analysis of several Total Quality Management research findings
in schools in Indonesia can be depicted in the figure below.
Figure
3
Total
Quality Management Practices in Indonesian Schools
|
Articles
� |
TQM
Model |
Element
of TQM |
Effectiveness
of TQM Models |
|
Rahmah, 2018 |
Deming
PDCA, Quality Circles (QC) |
Leadership
Continuous
Improvement |
The successful implementation of
total quality management is highly dependent on the school's top-down
leadership system, effective communication between stakeholders,
well-measured rewards and punishments for students, and ongoing internal and
external education quality management assessments. |
|
Prestiadi, 2015 |
Deming
PDCA, Quality Circles (QC) |
Leadership Continuous
Improvement Employee Involvement Customer Focus� |
Customer
satisfaction is achieved through the visionary leadership of the principal,
the role of teachers and the support of the school board. |
|
F. Ismail, 2018 |
Control
Chart (CC) Total
Quality Control (TQC), Deming PDCA |
Continuous
Improvement Change of Culture Change of Organization Customer Focus |
The
success or failure of implementing TQM depends on the collaboration and
commitment of all parts of the school organization, from the principal,
teachers and educational staff. |
|
Usman et al., 2020 |
Deming
PDCA, Quality Circles (QC) |
Leadership
Employee
Commitment Continuous Improvement Employee Involvement Training����� Customer
atisfaction |
Quality
management implementation: top management, leadership, commitment, role of
the quality department, training and education, employee involvement,
continuous improvement, supplier partnerships, product/service design,
quality policy, quality data and reporting, communication channels, and
customer satisfaction and relationship orientation employee. |
Based
on the results of the analysis of several literature on Total Quality
Management practices in schools in Malaysia and Indonesia, the model and
elements of Total Quality Management practiced in school organizations can be
described as in figure 4.
Figure
4
TQM
Practices in Malaysian Schools and Indonesian Schools
|
TQM
in Malaysia Schools |
TQM
in Indonesia Schools |
||
|
�TQM Model |
�Element of TQM |
TQM
Model |
�Element of TQM |
|
Crosby�
Zero Defect� Deming
PDCA Quality
Circles (QC) Total
Quality Control (TQC) |
Leadership����������������������� employee involvement continuous
mprovement Training Strategic
management Customer
focus Process
management. Empowerment Feedback
Problem
solving |
Control
Chart (CC) Total
Quality Control (TQC) Deming
PDCA |
Leadership Employee
Commitment Continuous Improvement Employee Involvement Training Customer
Satisfaction Change
of Culture Change
of organization |
Based
on figure 4 above, it can be explained that there are similarities and
differences between TQM practices in Malaysian schools and Indonesian schools,
both in the TQM model and the TQM elements that are practiced. In the TQM model
that is practiced, both schools in Malaysia and schools in Indonesia use the
Deming PDCA, Quality Circles (QC), Total Quality Control (TQC) models.
Meanwhile, the TQM elements that are practiced by both schools in Malaysia and
schools in Indonesia include leadership, employee commitment, continuous
improvement, employee involvement, training, customer satisfaction.
Apart
from many similarities in TQM practices in Malaysian schools and schools in
Indonesia, several differences were also found. First, in the TQM model used,
schools in Malaysia found the Crosby Model (1979), namely the "zero defect
model" or management without defects. This can lead to a teaching and
learning process that focuses exclusively on achieving good exam results. This
contrasts with the interpretation of TQM as a never-ending cycle of improvement
in production systems (Crawford & Shutler, 1999).
Meanwhile, the TQM model found in Indonesian schools and not found explicitly
in Malaysian schools is the control chart model in TQM. A control chart is a
graph that functions to explain how changes in a process occur over time (Ziegel et al., 1999).
The
difference in the effectiveness of implementing TQM elements in schools is that
in Malaysian schools� students are trained more in problem solving skills so
that students become more creative, critical and ready to face the challenges
of the rapidly changing technological world (M. Pourrajab,
R. Basri, 2011). Meanwhile, the implementation of TQM
in schools in Indonesia still focuses on improving management, leadership and
teacher performance. While students are only required to complete the lesson
material, thinking skills such as problem solving are still not widely
practiced (Rahmah, 2018).
Based
on research findings and discussions, this study produces several propositions
related to TQM practices in schools, namely:
1. TQM
practices in schools can produce students who are creative, critical and ready
to face the challenges of a rapidly changing technological world.
2. TQM
has a positive impact on school climate and school quality.
3. There
is a correlation between the principal's transformational leadership and
teacher job satisfaction.
4. Strategic
management has an effect on improving teacher performance.
5. Customer
(student) satisfaction is obtained through the visionary leadership role of the
school principal, the role of teachers, and the support of the school
committee.
CONCLUSION
This
research seeks to explore several TQM models and elements implemented in
Malaysian and Indonesian schools. In general, most schools in these two
countries apply some of the same TQM models and elements. The difference is in
the selection of TQM indicators implemented in schools. The choice of
indicators is influenced by the school context and human resources at the
school.
Furthermore,
there is a TQM model that is used in many schools in Malaysia but is not found
in samples of schools in Indonesia, namely Crosby's (1979) "zero
defect" model. On the other hand, the TQM model found in Indonesian schools
and not found explicitly in Malaysian schools is the control chart model in
TQM. Finally, TQM elements in the form of problem solving in Malaysian schools
have been proven to be able to train students' thinking skills, creativity,
innovation and mastery of technology so that Indonesian schools need to adopt
these problem-solving elements in classroom learning.
This
literature study is limited to the analysis of TQM models and elements used by
school management, and the effectiveness of implementing TQM in Malaysian
schools and Indonesian schools. This study has not examined the obstacles,
resistance and solutions to implementing the TQM model in schools. Future
studies can analyze differences in TQM implementation
at a broader level, for example the implementation of TQM in schools in
Southeast Asia.
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