TOTAL QUALITY MANAGEMENT PRACTICES: AS CORRELATE OF TEACHERS' PRODUCTIVITY IN PUBLIC SENIOR SCHOOLS IN BWARI AREA COUNCIL, ABUJA, NIGERIA

Abstract

This study examined Total Quality Management (TQM) practices as correlates of teachers’ productivity in public senior secondary schools in Bwari Area Council, Abuja, Nigeria. A descriptive survey research design was adopted, with a population of 1,739 education stakeholders, from which a sample of 104 respondents was selected using a simple random sampling technique. Data were collected using a researcher-developed instrument titled Total Quality Management Practices and Teachers' Productivity Questionnaire (TQMPTPQ), which yielded a reliability coefficient of 0.85 using Cronbach’s alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson Product Moment Correlation) were employed for data analysis at a 0.05 level of significance. Findings revealed that TQM practices such as staff inspection, training, curriculum review, and performance evaluation were moderately implemented, with agreement levels ranging between 70% and 75% and mean scores between 2.89 and 3.01. Teacher productivity indicators also recorded moderate-to-high levels, with mean scores ranging from 2.87 to 2.96 and agreement levels between 69% and 72%. Inferential analysis showed strong and significant relationships between TQM components and teacher productivity: communication flow (r = 0.95, p < 0.05) and capacity-building programmes (r = 0.99, p < 0.05). The study concluded that effective implementation of TQM practices significantly enhances teacher productivity. It recommended the institutionalization of participatory management, continuous professional development, and improved communication systems to strengthen educational outcomes in public secondary schools.