TQM is not a single individual’s initiative. It is a collective effort towards achievements.

1.1 INTRODUCTION

Education is a process through which a nation develops its self-consciousness by developing

the self-consciousness of individuals who compose it. It is not mere public instruction, it is

social institution, which provides mental, physical, ideological and above all training to

individuals of the nation so as to enable them to have full consciousness of their mission, of

their purpose in the life and then to achieve that purpose (AIOU, 2002).

Quality is one of the most important issues in education. It is recognized that there are

problems with today’s education system. Students leaving or graduating from high schools

and colleges are unprepared to meet the demands of society. These students are product of an

education system that does not focus on quality and is a cause of increase in social welfare

cost. Quality management is a vehicle to which professionals can use to cope with the “forces

of change” (Arcaro, 1997).

Quality in higher education is a multidimensional concept, which includes all related

functions and activities that form the part of academic life in an institution. Therefore, any

framework for assessment of quality should take into account the quality of teachers,

infrastructure provided to students, student support services, curricula assessment and

resources (Isani and Virk, 2005).

Higher Education in the modern sense was introduced in India in 1857. Since then our degree

education system has been going around in circles plodding the same beaten track. The only

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change that it has undergone is in its size. Over the last twenty five years we find an

approximately fifteen fold increase in the number of students, teachers and colleges and in

the expenditure incurred. It is true that when a public activity like education goes through a

phase of rapid expansion quality tends to get neglected. In fact, there has been an almost total

systemic neglect of quality in college education. A great deal has been written about the

prevailing shortcomings and defects of our system. The built-in failures of the present system

have been known for a long time. A few examples of these are the rigid curriculum and the

lack of relevance of the present degree courses and their insensitivity to both the needs of the

students and the requirements of the present day society; the far from satisfactory teaching-

learning situation in our colleges; an examination system that requires and rewards only rote

learning from students; and the general air of disinterestedness that characterizes the student

population.

All the academic activities in colleges have been sought to be regulated by the affiliating

universities through the curriculum and examinations. Consequently, there has been no

attempt at quality enhancement or quality assurance involving innovative practices and going

beyond the curriculum. However, under the impact of liberalization and globalization there is

no aspect of public life which has remained untouched. Simply stated, the quality of life is

both a national and an international concern today. In this endeavour, it has now become

imperative that we take determined and decisive steps to review higher education so that we

are able to educate and train students to be enlightened and responsible citizens, who have the

attributes of the work force required for the twenty first century, who have knowledge, who

are multi-skilled and who can think and act, contributing significantly to the continuous

improvement of the quality of life. Quality assurance in higher education is a rising challenge

in the global context as well.

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Higher education lays significant emphasis on human capital formation. It produces

intellectual leaders and path makers. No nation can go high without quality higher education.

Basically, primary and secondary levels of education are concerned with transfer of

knowledge from the teacher to the taught. But higher education involves analysis, synthesis

and the transformation of information into knowledge. Teachers in higher education are to be

involved not only in teaching, but also in making good citizens of the country.

Higher education lays significant emphasis on human capital formation. It produces

intellectual leaders and path makers. No nation can go high without quality higher education.

Basically, primary and secondary levels of education are concerned with transfer of

knowledge from the teacher to the taught. But higher education involves analysis, synthesis

and the transformation of information into knowledge. Teachers in higher education are to be

involved not only in teaching, but also in making good citizens of the country.

Management science has supplied many principles for effective implementation of plan of

action and getting maximum benefit by utilizing minimum resources in order to achieve the

quality and meeting the international standards of higher education. Some of principles are

management by objectives (MBO), management information system (MIS), force field

analysis, programme evaluation and review technique (PERT), critical path analysis (CPA),

cost-benefit analysis (CBA), benchmarking, simulation, total quality management (TQM),

linear programming (Anwar, 2005).

Among all the management principles, Winn and Green (1998) recognized total quality

management (TQM) as an important management philosophy because it has been used very

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successfully in the development and acquisition of systems. TQM offers a vehicle for schools

and colleges to manage themselves effectively in a time of rapid change and retain a clear

focus on the essential and dominant purpose of education (Rao, 2003). Total quality

management is a set of tools, and process whose output yields customer satisfaction and

continuous improvement of quality education. This philosophy and process differs from

traditional philosophies and processes, which every institution can and must practice. It

espouses “attitude, differentiates cost versus price, and provides added value (Hradesky,

1995).

Eventually, total quality management has become most debatable in present era because it is

a style of management that offers both a process and a system to produce dynamic change in

organizations. Total quality management is a personal philosophy and an organizational

culture that utilizes scientific outcomes measurement, systematic management techniques,

and teamwork to achieve the mission of the organization (Sherr and Lozier, 1991).

One of the best paths for improving the quality of education lies in Total Quality

Management in teaching and learning process. Applying total quality management in the

educational context creates value for educational institutions, teachers and taught. The main

agents of educational process are teachers. The report of Indian Education Commission

(1964-66) states, “The destiny of India is being shaped in classrooms. The most important

and urgent reform needed in education is to transform it, to endeavour to relate it to the life,

needs and aspirations of the people, and thereby make it a powerful instrument of social

change necessary for the realization of national goals.”

The reforms in teacher education are necessary to achieve national goals. For this purpose,

education should be developed so as to increase productivity, achieve social and national

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integration, strengthen democracy, accelerate the process of modernization and cultivate

social, moral and spiritual values. The national goals cannot be achieved without educational

development. Teacher education has a significant role to play in maintaining the quality of

education. Quality management is not an overnight process and it is not the product of a

single hand. Teacher training institutions are the places where skilled and developed

individuals train and produce better, responsible and productive citizens. Therefore, quest for

total quality management in teacher training institutions has become a watchword all over the

world.

1.1.1. What is Quality?

Quality is generally defined as conformance to requirements. It is also conformance to a

standard that is required. However, many consider that quality need not just be conformance

to requirements but should be an assurance of being the best in the world of that type. In

addition, it should also keep a constancy of purpose. Quality is the keyword for survival of

organizations in the globalize economy. Quality is excellence which leads one firm’s product

to dominate another and to guarantee its survival by establishing a new standard of quality.

In this sense quality is a mark of excellence, persistent and maintained over long periods of

time. Such excellence is, of course a function of habits, culture and values and may thus vary

from person to person and from time to time. Quality is defined by implication in terms of

attributes and some scales used to measure and combine these attributes. In some cases, these

attributes may be observed and measured precisely. But they can also be difficult to observe

directly and impossible to measure with precision.

Quality is defined relative to available alternatives and can be measured and valued by some

imputation associated with these alternatives. Quality is not a term that can be defined

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simply. Rather is a composite term, expressed in terms of attributes which define quality by

implication. These attributes express-

The relative desirability of product’s, items and services.

The potential for substitution and product differentiation, both objective and

subjective.

In this sense the concept of quality is both objective and subjective and is based on product

and service differentiation. TQM is not a remedial procedure for better products. It is a march

towards excellence and perfection.

What is Total Quality?

Total quality refers not only to the product but also to the way the product is made as well as

presented to the customer. Total quality asks for customer orientation, process orientation,

people management and leadership. All these are continuous processes.

Approaches to Quality

The concept and vocabulary of quality are difficult to express. Different people interpret

quality differently. Few can define quality in measurable terms that can be operationalized.

When asked what differentiates their product or service the banker will answer “service”, the

healthcare worker will answer “quality healthcare”, the hotel or restaurant employee will

answer “customer satisfaction”, and the manufacturer will simply answer “quality product”.

When pressed to provide a specific definition and measurement, few can do so. There is an

old maxim in management which says “If you cannot measure it, you cannot manage it”, and

so it is with quality.

Harvard Professor David Garvin, in his book Managing Quality summarized five Principal

approaches to defining quality.

1. Transcendent

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2. Product based

3. User Based

4. Manufacturing Based

5. Value Based

1). Transcendent---- People from around the world travel to view the Mona Lisa or Michael

Angelo’s David and most would agree that these works of art represent quality. But can they

define it? Those who hold the transcendental view would say “I cannot define it, but I know it

when I see it”. Television and print media are awash with such indefinable claims and therein

lays the problem; quality is difficult to define or to operationalize.

2). Product Based---Product Based definitions are different. Quality is viewed as quantifiable or

measurable characteristics or attribute. Quality is determined objectively.

3). User Based--- These definitions are based on the idea that quality is an individual matter and

products that best satisfy their preferences (i.e. perceived quality) are those with the highest

quality.

4). Manufacturing Based---- These definitions are concerned primarily with engineering and

manufacturing practices and use the universal definition of “conformance to requirements”.

Requirements or specification are established by design and any deviation implies a reduction

in quality. The concept applies to services as well as product.

5). Value Based----Quality is defined in terms of costs and prices as well as a no. of other

attributes. Thus the consumers purchase decision is based on quality at an acceptable price.

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1.1.2 Quality in Education

Whenever quality in education is discussed it may be important to reflect on what is

understood by the term ‘quality’. Many educators, researchers and politicians have tried to

define this term and a number of different definitions can be found in the literature. One

almost classical definition is the way in which Coombs described quality in his book The

World Crisis in Education: the View from the Eighties ―Qualitative dimension means much

more than the quality of education as customarily defined and judged by student learning

achievements, in terms of traditional curriculum and standards. Quality also pertains to the

relevance of what is taught and learned - to how well it fits the present and future needs of the

particular learners in question, given their particular circumstances and prospects. It also

refers to significant changes in the educational system itself, in the nature of its inputs

(students, teachers, facilities, equipment, and supplies); its objectives, curriculum and

educational technologies; and its socioeconomic, cultural and political environment

(Coombs, 1985).

The World Bank has also tried to define quality. In the report “Priorities and Strategies for

Education” (1995) education policy issues was discussed and following observations

concerning quality was made: ―Quality in education is difficult to define and measure. An

adequate definition must include student outcomes. Most educators would also include in the

definition the nature of the educational experience that helps to produce thus outcomes – the

learning environment (World Bank, 1995). There is also a large amount of other reports and

publications discussing quality from a perspective of quality assurance and quality

improvement. Spanbauer discusses the need for schools to have a quality policy. As an

example he uses the Fox Valley Technical College Policy: ―It is the policy of Fox Valley

Technical College to provide quality instruction and service consistent with the highest

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educational standards. We endeavour to provide precise, prompt, and courteous service and

instruction to our students, to one another, and to the employers who hire our graduates and

use our services. (Spanbauer, 1992).

Morgatroyd and Morgan propose three basic definitions of quality: 1) ―Quality assurance

refers to the determination of standards, appropriate methods and quality requirements by an

expert body, accompanied by a process of inspection or evaluation that examines the extent

to which practice meets these standard; 2) ―... contract conformance, where some quality

standards has been specified during the negotiation of forming a contract; 3) ―Customer-

driven quality refers to a notion of quality in which those who are to receive a product or

service make explicit their expectations for this product or service and quality is defined in

terms meeting or exceeding the expectations of customers. (Morgatroyd & Morgan, 1994).

Morgatroyd and Morgan argue that the quality concept is undergoing a development from

what has been referred to as ―quality assurance to ―contract conformance and most

important to a ―customer-driven perspective. There are, however, two broad elements that

most observers agree and characterize teacher quality as: (1) teacher preparation and

qualifications, and (2) teaching practices. The first refers to pre-service learning (e.g.,

postsecondary education, certification) and continued learning (e.g., professional

development, mentoring). The second refers to the actual behaviours and practices that

teacher’s exhibit in their classrooms (U.S. Department of Education, 1996). Of course,

these elements of teacher quality are not independent; but excellent teacher preparation and

qualifications should lead to exemplary teaching behaviours and practices.

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We need to assure quality since we see that education over the last decades has developed

towards lower quality. We see also an increased concern about education, the quality of

education and the best way of spending money in education. According to the World Bank,

1994, lack of quality is a major problem in many education systems: ―The quality of

education is poor at all levels in low- and middle-income countries. Students in developing

countries have a mean level of achievement below that in industrial countries, and their

performance shows a much greater variance around the mean. UNESCO's International

Commission on Education for the Twenty-first Century (often referred to as the Delors

Commission after its chairperson and former EU Commissioner Jacques Delors) published in

1996 its report “Learning: the Treasure Within”. In this report they concluded that: ― a

greater focus on quality is desirable everywhere, even in countries where all children are

enrolled in basic education. It can be noted that quality has since the eighties become a key

concept in the education discussion. Everyone wants to improve the quality in education.

1.1.3 What is Total Quality Management

Total Quality Management is a people driven process. It involves changes in people’s

attitudes primarily. In addition, it deals with process orientation and continuous improvement

of the process. It strives for empowerment and autonomy of the people involved in using

processes of production. It asks people to continuously look for new ways to adapt to the

changing environment. It is a continuous improvement plan, with an effort to bring out the

best for the stakeholders as well as for the institution.

Misconceptions about Total Quality Management

It is not an imposition from top downwards. It is not done through inspections. It can work

only when stakeholders understand the importance of guaranteeing quality and improving

continuously. Unless the institution and the stakeholders have a keen desire and a constancy

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of purpose, TQM cannot be introduced. TQM is not about working according to someone

else's agenda, it should be owned by the institution and the members should feel for the cause

and act for it.

Continuous Learning

If TQM is to have relevance in education, it needs to address the quality of the learner’s

experience. Learners are all different and adapt to the learning process in a style suited to

their individual needs and interests. An educational institution with TQM must evolve

strategies for individualizations and differentiation in learning as the learner is the primary

customer. Thus educational institutions and teachers have an obligation to make learners

aware of the variety of student centred learning methods. Similarly, the learning loop is one

of periodic reflection, introspection, innovation and improvements.

The Quality Element

Quality control formerly meant end of the line inspection. But total quality does not mean

this. An advocate of total quality is not satisfied with the improvement or increase in the top

management quality only or in any other single level. TQM is an improvement in all levels of

functioning. Total quality management can guarantee not only greater amount of production

or improved service but also the conformance to specific standards without fail.

Total Quality Managers

They believe in a learning organization. They want people not only to learn but also to

internalize the learning. Statistical control of quality is very important to them. They believe

that work ethic is an important part of any organization’s growth process. They don’t believe

that there is a substitute for work ethic, which should become a part of every individual.

Total Quality Management and Dr. Edward Deming

Dr. Deming was recruited by the Supreme Commander for Allied Powers to help prepare for

the 1957 Japanese census. Though an American, he did not closet himself with American

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companies that sprang up in post war Japan. Associating himself with Japanese scientists and

engineers, numbering at that time fewer than a dozen, he proceeded to improve the conditions

of Japanese industry. Deming conducted several seminars for several groups of people. On

his instructions, more than twenty thousand engineers were trained in rudimentary statistical

methods within the next ten years. Among various interventions that he made, there was one

for a camera company which was producing 200 cameras per month, which increased its

production to 400 per month. It had some additional facilities too, with no increase in

workers or hours, as he said, simply better control of quality.

Elements of Total Quality Management

1. Customer Focus

It is important to focus on the customer, both internal and external i.e., the employees and the

users of the end product - the students. In TQM parlance, the customer is the next process and

not just a person who pays for the product or service. This concept helps to strengthen the co-

operation within the organization, eliminate internal competition and drives away fear.

2. Employee involvement

People at all levels make up an organization and their full involvement enables their abilities

to be used for an institution's benefit.

3. Continuous Improvement

There is a beginning to the process of TQM, but there is no end. Checking, rechecking,

valuation, revaluation, engineering and re-engineering are essential to ensure continuous

improvement.

4. Universal Responsibility

A TQM leader has to learn that inspection is not a means to achieve quality. One eliminates

the need for inspection by building quality into the product in the first place. TQM helps us to

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recognize the fact that it is we ourselves who are responsible for quality work, not someone

else who will check it after it is done.

5. A Sustained Management Commitment to Quality

An organization’s performance and culture will ultimately reflect its senior management's

values. If an organizations serious about implementing TQM, the commitment to do so has to

start at the top, and the organization’s senior management has to be unwavering in its

commitment to quality.

6. Addressing Deficiencies

TQM is a management philosophy that seeks to prevent poor quality in products and services,

rather than simply to detect and sort out defects. "An ounce of prevention is worth a pound of

cure".

7. Quality Measurement

"If you do not know where you are going, you will probably end up somewhere" is a saying

particularly relevant to TQM. The quality measurement aspect of TQM asks the question:

where are we and where are we going? A basic concept is that quality is a measurable

commodity, and in order to improve, we need to know where we are (or stated differently,

what the current quality levels are), and we need to have some idea of where we are going (or

what quality levels we aspire to reach).

8. Benchmarking

Benchmarking consists of identifying other organizations that perform well and incorporating

their wisdom into one’s organization. This TQM philosophy consists of defining the

competitors' best features from both internal and customer perspectives, and then adapting the

best practices of these organizations to one's functioning.

9. Value Improvement

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The essence of value improvement is the ability to meet or exceed customer expectations

while eliminating unnecessary expenditure. Removing unnecessary costs while

simultaneously satisfying customer expectations and requirements can only serve to increase

customer satisfaction (after all, the customer is receiving the same level of quality for a lower

cost). Simply cutting costs, however, will not improve value if the focus does not remain on

satisfying customer requirements and expectations.

10. Training

Training is basic to the TQM process. Several concepts and technologies are inherent to

TQM. In order to use these concepts and technologies effectively, people have to be trained.

Yet another saying comes to mind: "If you think training is expensive try ignorance."

Important Elements in Initiating Total Quality Management

1. SWOT Analysis

SWOT analysis has become a common tool of strategic planning in organizations. SWOT is

an acronym, which stands for Strengths, Weaknesses, and Opportunities and Threats. It is the

most effective means of locating an organization’s potential in order to decide on promotions,

replacements or rehabilitation. SWOT analysis is an effective way of identifying strengths

and weaknesses which can lead to an examination of the available opportunities and possible

threats. The SWOT tool can automatically lead to useful changes in the structure or

functioning of an organization.

2. Strengths

To identify strengths an analyst has to answer a few questions and list the answers. What are

the positive aspects of the systems, methods, techniques, and services and products of the

institution? When does the institution Dowell? What makes the institution different from

other similar institutions? What is the net worth of the institution as well as its people? What

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sort of support is available from customers or even the general public? What type of financial

investment is responsible for maintaining the institution?

3. Weaknesses

To identify weaknesses an analyst has to answer a few other questions and list the answers.

What are the areas of work which could be improved? What is not working effectively? Why

is it not working effectively? Which are the jobs that are badly done? Which are the offices

that are not working to standard? What actions are to be avoided? What is responsible for low

productivity? Which process is responsible for inferior quality production or performance?

4. Opportunities

To identify opportunities an analyst has to ask some other questions and list the answers.

What are the chances of improvement? Which are the places where one could sell the

products? What action can assure better quality of the product? What new technology will

guarantee quality? What policy will help increase production? What are the new trends in the

area of work? What area of the organization needs improvement for producing better?

5. Threats

To identify threats an analyst has to ask different questions and list the answers. What are the

obstacles on the ways to success? Who are the competitors in the field? Are the standards set

too ambitious? Are there people who are not competent? Has the approach become obsolete?

Is the demand lesser? Is there any value addition in the services or products? Is the gap

between investment for product and proceeds of sales getting reduced? Are the products

performing badly in their places of choice? Are there legitimate complaints from customers?

6. Analysis

Once a matrix is ready the analysts will have to divide the matrix into external and internal.

They will also identify issues after which action plans will be drawn up to ensure that

something is done about every issue. Brainstorming sessions may be needed. All Quality

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Control Tools become useful once the SWOT analysis is ready. The SWOT analysis has to be

reviewed from time to time to examine whether anything has changed. This will also help in

measuring achievements.

7. Values and Principles

A SWOT analysis automatically leads towards a clarification of values and principles of an

organization or institution. Once these are clarified the vision will become clearer. The vision

will have to be taken to all the people involved, for their understanding as well as approval.

An accepted vision demands several missions to be fulfilled. Quality control tools will have

to be used to promote and monitor activities of the organization. However, it is empowering

the people to function better that are going to help in the use of quality control tools.

8. The 5 Ss

Any organization or institution which initiates a TQM movement has to go through the 5 Ss.

S No. 1 – Sorting

SWOT analysis would have brought up plenty of matter. There is a need to segregate the

necessary from the unnecessary. There must be a process for removing dead wood and

nurturing processes or departments that show promise.

S No. 2 – Systematizing

Setting up systems is not enough. Right systems have to be in the right places. Everything has

a place and everything should be in its place. Systems become habits and then they become a

part of regular functioning.

S No. 3 – Sanitizing

However accurately any system may work, it needs spring cleaning from time to time.

Systems have to be continuously checked for their effectiveness and successes. A sort of

housekeeping has to be done so that the house remains clean.

S No. 4 – Standardizing

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Each institution or organization has to set its own process checks, systems and standards for

improvement. This process of development from an existing standard to a higher standard has

to have its own parameters for checking improvements. Each time a standard is fixed,

systems have to be developed and implemented to reach it.

S No. 5 - Self-Discipline

If or when the first four are taken care of in implementation, the completion of TQM tasks

becomes a habit and there is no need for anyone else to pressurize people or groups to do

what they are expected to do. This becomes a discipline or habit, which is embedded in the

self, which continues to be productive.

9. Top Management Initiative

It is the responsibility of the top management of any organization or institution to take the

initiative or recognize a demand for an initiative for total quality management. In consultation

with the senior officers the top management should either do a SWOT analysis or hire a

consultant to do a SWOT analysis. Once a core team consisting of the most efficient

members of the staff is ready, they should be given the task of environment building.

Discussions have to take place at every level right up to the last class of employees, both as

separate units and as cross sections. TQM means participation of all involved.

10.Vision Statement

The institution or organization will have to make a vision statement. It is better to make a

vision statement by involving all the stakeholders. The vision statement has to be ratified by

every person who will join the TQM movement. Once the vision statement is ready, several

missions have to be defined. Each mission may have several streams of tasks. Once the tasks

are described, methodology and techniques of implementation have to be identified and

action plans drawn up.

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11. Decision Making and Problem Solving

TQM involves plenty of decision making and problem solving. For achieving both of these

satisfactorily, identification and descriptions of tasks is the base. There will be a need for

macro and micro level planning to map decisions and solutions. Implementing these tasks

would necessarily ask for checking and verifying. Further, they may have to be standardized

and care taken for assuring the upkeep of such standards. Prioritization of problems and

fixing teams to work on them will be necessary. All these can happen only when a basic

understanding of definitions of TQM is available to all involved in the movement.

12. Long Term Action Plans

As the TQ movement gathers strength, it is indeed necessary to establish long term plans.

Though TQM asks the involved parties to brainstorm ideas, to fix standards, to develop

competencies, to establish systems or to identify processes, it will be worthwhile to make use

of the advice of experts or build on the experience of other institutions who would have

conducted similar activities.

13. Values and Principles

Identified and declared values of the institution that are converted to principles to become

beacons of operations will help the vision and its missions. They express the aspirations and

desires of the institution. They influence the employees to be driven by such declared values

and to check from time to time whether these declared values have become the principles that

govern their everyday actions.

14. Goal Setting

The vision and mission, clearly understood by everyone will ask for setting short term and

long term goals. As each task gets described, the goals also will have to be set and made clear

to the doers of the task. A transformation of vision and mission into achievable goals helps an

institution become transparent to its own employees and associated stakeholders.

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15. Team Building

Clear vision, achievable mission and set goals will naturally lead to building teams. Teams

have to be built so that described tasks can be performed through desired methodologies and

designed techniques. There will not only be teams for specific tasks or for a particular area of

development but also cross-functional teams for general purposes.

16. Continuous Learning

Teams have to continue to work for quality control. This is possible only when they become

continuous learning teams. Innovations and experiments will lead every member of the team

to learn new things. However successful a team is, the members have to understand that there

is no end to learning. Successes themselves should assure better quality. This is possible only

when there is continuous learning.

17. Critical Success Factors (CSF)

Critical success factors are indicators of what must be achieved if an institution is not only to

satisfy its customers but also move ahead on the paths of its vision statements. There could be

internal critical success factors as well as external critical success factors. An accessible

admission system, properly functioning teams, improved examination pass rates, learner

development of ethical values, improvement in teaching-learning strategies and involvement

of majority of staff in activities are examples of internal CSFs. Greater customer satisfaction,

increased participation of disadvantaged groups, greater community participation and care

and stronger relationship with industry and commerce are examples of external CSF.

1.1.4 Implementing Total Quality Management

In any institution a TQM movement has to be initiated and implemented by the top

management. Nevertheless, it is possible that the initiative can come from the middle or the

lowest rung too. Yet unless the top management feels the need for quality improvement,

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implementing TQM would be difficult. Thus, TQM can begin only when the necessity of

quality in education is felt by one and all. The implementation of TQM in educational

institutions will begin by first identifying the reasons for change. This exercise may be

initiated through brain storming among key functionaries. In this exercise a sincere effort

should be made to identify core problems and issues and to bring to surface, deficiencies and

inadequacies. Once it is decided to introduce TQM, then an environment building exercise

should be followed through workshops and seminars to create awareness about quality issues

and to open up the communication channels. Planning teams headed by the Principal of the

college or Head of the Institution (Management) or his nominee should be constituted. The

planning team will provide guidance and leadership to the TQM movement.

Development of vision and mission statements as well as strategic action plan could be taken

up through workshops. The assistance of trained facilitators may be taken to organize the

workshops. Based on the framework of the mission statements and the strategic objectives

evolved from the vision statement, specific Core Teams/Improvement Teams may be

identified to address the issues.

Simultaneously, flow charts of the core processes which require change may be drawn up.

Thereafter attempts must be made to develop norms and standards for key processes. Special

training and skills in TQM tools and techniques may be imparted to the members of the

planning team as well as the Core Teams/Improvement Teams in the change process. The

stakeholders too may be imparted training to appreciate the importance of data driven

decision making and systematic problem solving processes.

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For every theme or activity identified under TQM, the Core Team/Improvement Team or

taskforce will be primarily responsible. The said teams must identify strategies and

techniques for addressing the theme/issue. The improvement team must fix dates and the time

for team meetings. The teams should be encouraged to complete their task in a time bound

manner. It would be useful for the Improvement Team to benchmark important processes

with similar organizations. The Improvement Teams must document the status of the

processes before and after initiating TQM - Base Line Study, midterm assessment and

continuous monitoring and assessment. This will enable the institution to measure tangible

results.

The TQM initiatives must also entail –

Improving communication with the faculty, staff and students and among faculty.

Focusing on training of key functionaries, including students, if need be.

Improving capacity utilization.

Improving internal channelling of resources.

Preparing long-term plan based on the mission and vision statement.

Making periodic surveys of stakeholders to measure satisfaction levels.

Instituting reward and recognition systems.

Training of stakeholders in the use of TQM tools and techniques.

Developing habit of continuous improvement and problem solving processes.

Encouraging learning loop, namely, reflection, introspection, verifying ground experience

against set goals and refining of goals and processes.

Developing job charts and standards of performance for the members of staff.

Developing performance indicators and measurement for key process.

Evolving continuous and periodical sharing meetings and training programmes.

21

Developing standards for physical infrastructure and housekeeping and institute systems of

maintenance.

Developing EMIS for decision making, implementation and monitoring of all programmes.

Other aspects of TQM implementation:

Baseline study and periodic assessment.

Development of assessors - internal and external examiners.

More cohesive support services.

Initiatives to reduce wastage.

Professional development programmes for faculty and staff.

Establishment of public grievances redressal mechanism and its effective monitoring.

Transparency in administration and self-disclosure scheme with regard to cash flow and

payouts.

Introduction of the concept of universal responsibility.

In-house Newsletter.

Display of Kaizen Board. To show continuous improvement efforts.

Institutional arrangement for quality assurance within the department and at the college level.

Creation of human resource developers among teaching and non-teaching staff.

Selection of collaborators for building TQM improvement teams.

Nurturing excellence in teaching.

Nurturing active learning.

Maintaining infrastructure and responsive atmosphere.

Inculcating high moral values.

Achieving good results.

Innovative teaching methodology.

Commitment and involvement of students, faculty and community.

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Resource Development

TQM is successful only when resource development becomes a way of life in an institution.

There is material resource development and human resource development. The latter is more

important as it can lead to the former.

1. Human Resource Capital

An institutions important asset is its human resource capital. Very often the top management

is considered the institutional resource asset. In truth, when a TQ movement is applied one

understands that every individual involved in the institution or organization is a part of the

human resource capital. Identification, development, mobilization and management of human

resource are mandatory for quality assurance.

2. Capacity Building

A large number of people have the capacity to do much more work than what they normally

do. They may not understand the need to do more or they may not be in the habit of doing

more. Both ask for interventions to get a change in the attitude. Capacity building therefore,

is essential to make people believe that they can achieve set goals. Capacity building assures

employees that they are capable of achieving set goals. It also helps in the understanding of

vision and mission as well as values and principles.

3. Competence and Potential

Every institution's potential depends on the competence of its people. Competence is a

combination of clarified concepts and developed skills associated. Both need interventions by

experts who can guide the employee’s of programmes. Attitudinal changes including

willingness to work more are possible only when an individual believes in herself or himself,

especially in her or his capacity and competence to perform a described task. This also has to

be a continuous process. Each time a new or greater quality has to be assured there is a need

to make the people involved more competent.

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4. Commitment and Passion

While large number of people are committed to their professions and believe in quality

improvement, their desire to improve may not be converted into possible successes. This is

because they don't have a definiteness of purpose and passion for work. While a value like

commitment is to be very highly respected, its results may not be satisfactory unless it is

associated with a passion for the work. TQ Managers will have to motivate people to develop

a passion for work so that their commitment is productive.

5. Areas of Human Resource Development

All individuals involved with education need an enhancement of their own human resource

effectiveness. Some may need development of their personal and some others need a

development of the interpersonal side of their personalities. They need to develop their

managerial skills to function effectively with others, leading to successes. Their

organizational skills need development so that they would be able to organize themselves as

well as organize others and the environment.

6. Strategies, Methods and Techniques

Each institution has to design its own strategies for human resource development. Once the

areas are identified training programmes have to be organized for the entire institution so that

all function with similar attitudes. In some cases individuals may have to be deputed for

training to external centres to improve their efficiency. Assessment centres may have to be

set up at the institution itself to measure the levels of efficiency of different streams of the

workforce. Likewise, different methods and techniques may have to be used to empower

people to become more efficient and effective.

7. Value Influence and Principle-centredness

The values that are enshrined in the vision statement and the principles that are practiced at

the institution should be reflected through the quality displayed by the employees of the

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institution. This can happen only when the TQ managers conduct value clarifications through

programmes like workshops, seminars, symposia, conferences, conventions and other

methods of interpersonal exchange of ideas, concepts or theories to make everyone

resourceful. They also have to be continuous processes instead of onetime activities. These

activities have to have as their aim the projection of principle centeredness by all concerned.

8. Material Resources Development

Equally important is to work for material resources development. Infrastructural facilities

have to be improved and these will be possible when resourceful people plan together.

Different stakeholders will have to be involved so that local funds are made available for

material resources development. It will also be necessary to do this for identifying possible

untraditional fund flow.

9. Intellectual Property and Capital

The net worth of any institution increases when its intellectual property is made into a

collective capital. TQ Managers have to do everything possible so that the intellectual

property of every member of the staff and other stakeholders is available for the institution

and becomes the intellectual capital of the institution. Material resources can only assist the

use of the intellectual capital of an institution. It is the intellectual capital that is the base for

all quality assurances offered by an institution.

1.1.5 Total Quality Management Model

Processes are the key to delivering quality of products and services to customers. Processes

are a key linkage between the enablers of planning (leadership driving policy and strategy,

partnerships and resources) through people into the performance measured by people,

society, customers and key outcomes. These four P’s form the basis of a simple model for

T.Q.M and provide the ‘hard management necessities’ to take organizations successfully into

21st century. From the early TQM frameworks, however we must not underestimate the

25

importance of the 3 Cs – culture, communication and commitment. The new TQM model is

complete when these ‘soft outcomes’ are integrated into the four P’s framework to move

organization successfully forward. This new TQM model, based on all the excellent work

done during the last century, provides a simple framework for excellent performance,

covering all angles and aspects of an organization and its operation.

Figure 1.1: TQM Model

Planning

People Process

PerformanceCulture

Communication

Performance is achieved using a business excellence approach and by planning the

involvement of people in the improvement of processes. This has to include:

Planning: Planning involves development and deployment of policies and strategies, setting

up appropriate partnerships and resources and designing in quality.

Performance: Establishing a performance measure framework – a balanced scorecard for the

organization, carrying out self assessment, audits reviews and benchmarking.

Processes: Understanding management design and redesign, quality management systems,

continuous improvement.

People: Managing the human resource cultural change, teamwork, communications

innovation and learning.

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1.1.6. QUALITY EXCELLENCE IN EDUCATION.

Generally speaking quality is a way of life. It is a commitment of an individual towards his

duty and life. It means every individual has to do his duty for which he is capable and

desirable in expectation of the society. According to Edward Williams Deming, the word

quality is defined as, “Quality is meeting, exceeding, delighting customer’s needs and

expectations with the reorganization of customers’ needs and desires that change over time.”

Although the term quality is very frequently used in every society but very few come forward

to conceptualize and apply it in their daily life situation.

Being contextual in our approach it can be highlighted here that the term quality is used to

convey an assurance of satisfactory service or product in areas of both management studies

and developmental studies. When the term quality is based on quality standard and client

satisfaction criterion in management studies, it is generally applied to signify the quality of

life in developmental studies. However both in management and developmental studies the

term quality is used to convey a positive move or up gradation of satisfaction or position from

good to better. After having conceptual clarity of the term quality being contextual in our

approach, we can say in a single sentence that the term quality means “the totality of features

or characteristics product or service bear on its ability to satisfy stated needs”. In this regard

quality or excellence in education stands for the education of a high grade of excellence. In a

simpler form it can be said that quality implies the transformation of individual and society to

higher physical, intellectual, emotional, aesthetic, moral and spiritual attainment.

1.1.7 TOTAL QUALITY MANAGEMENT IN EDUCATION

If TQM has been relevant for the industry in the second half of the twentieth century, it is

relevant in the field of education in the twenty first century. People interested in education

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have to take on the leadership of applying TQM concepts and tools for a continuous

improvement plan for educational institutions. Such people are those who are endowed with a

commitment to education and a passion for work associated with such commitment, they can

guarantee total quality in education.

The Gurukula System of education was probably the best example of quality management in

education. In the Gurukula (Gurukula means Preceptors family) system, students lived with

the Guru in his family until the time they completed their study. The Gurukula tradition of

total quality was successfully transferred to the early Indian Universities like Nalanda and

Takshasila.

The expertise of visionaries also in institutional planning should be a part of planning the

academic curriculum. The Concept of Total Quality Management should not be left to the

corporate world. It should extend its reach to educational institutions too. Now some

computer education institutions have obtained ISO 9001 to assure their clientele (the learners

enrolling in their institutions) of quality education. This phenomenon should be extended to

schools, colleges and universities. The governing body awarding accreditation should review

the status of institutions periodically to ensure quality-learning.

Quality Education in schools and colleges will lead to qualified human resources moving to

higher education and in their producing highly qualified manpower for demanding careers

(Barnett, 1994). Once appointed in colleges in government scale of pay, there is stagnation

in the teachers‟ growth and development. The teaching community should not be complacent

with the belief that experience alone would suffice to carry on their work effectively. Myron

Tribus has often said, “Experience alone teaches nothing. If you do not have a theory to

provide a framework to understand your experience, you do not accumulate thirty years of

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experience; you merely repeat one year thirty times” (Myron Tribus 1994 quotes in

W.Edwards Deming).

TQM embraces continuous improvement and therefore by definition is a journey. It is a

Journey or a continuous striving to meet ever rising customer requirements while at the same

time achieving continuous improvement in every aspect of the organization operations. TQM

is a means to an end being the organization’s mission, vision or goal.

1.1.8 TOTAL QUALITY MANAGEMENT THEORY AND PRINCIPLES

Philosophy, Vision, Strategy, Skills, Resources, Rewards and Organisation are the principles

of total quality management (Myron Tribus, 1994). Many people have their own definition

of quality and restrict the concept of quality to some sectors only. Education is an obligation

and quality should extend its reach to the Education Diaspora. The concept of quality

instruction goes above and beyond innovation. It is not that we do not know how to make

learning more innovative and joyful. We do. It is that we need to design educational

experience that will deliver predictable learning. Success can come from thinking about

acting strategically to define, design and deliver quality instruction.

Teachers should design Quality Instruction Planning Programme to optimize learning

situations. They have to define, design and deliver educational experiences in the context of

quality provided the instruction is innovative and will be useful for the target learner. The

learning experience should be rewarding, leading to life-long learning, so that the learners

learn where and when to use them effectively to empower themselves (Kaufmanns and

Zahn, 1993). Care should be taken to give due importance to all the principles of TQM to

learning. The omission of anyone in this chain renders the theory inoperable since all are

interlinked.

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Philosopy: Inspiration

The presence of sound philosophy leads to inspiration but in the absence of philosophy, there

are no followers. Application of TQM principles to classroom teaching will inspire the

learners, which will lead them to adopt a similar methodology in their future assignments.

Vision: Life-Long Learning

A good vision leads to life-long learning while the absence of vision may lead to confusion.

This is a long-term benefit that a learner will enjoy. Lifelong learning is an important aspect

in one’s life. Any course or degree should not be considered an end to learning. The teacher

should be a visionary in inculcating a passion for lifelong learning in the learners.

Strategy: Learning Skills

The presence of a sound strategy leads to developing learning skills; otherwise there will be a

problem from the very beginning. To achieve the objectives of learning and to have the

desired learning outcomes, it is necessary to devise the learning instruction in such a way that

learners learn to learn. Developing learning skills are very important not only to accomplish

the immediate course or degree requirement but also to imbibe the quality to learn.

Skills: Holistic Approach

Presence of good skills leads to a holistic approach but in the absence of skills there is

anxiety. A holistic approach to learning ensures quality in education and makes learning a

pleasure and joy. The attachment to learning should be healthy. It requires dedication and

commitment to facilitate self-directed learning.

Resources: Maximum Usage of Available Resources and Facilities

The availability of appropriate resources leads to optimum usage of available resources and

facilities. The absence of resources leads to frustration among both learners and teachers.

Before going in for procuring new resources and facilities for facilitating the process of

innovative teaching and practice, the existing resources should be used in an optimum

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manner. Instead of wasting precious time, money and energy, a teacher should use the

available resources.

Rewards: Desired Learning Outcomes

The presence of suitable rewards leads to desired learning outcomes. In the absence of

rewards, there is bitterness. Rewards and recognition for innovative teaching leads to the

desired learning outcomes. The following are some of the rewards that can motivate the

teachers

Completion of units of the course in an innovative way.

Involvement of all learners in the learning process.

Recognition from learners, colleagues and the head of the institution.

Benefit from teamwork and learning the art of working as a team.

Different learning environments resulting in development of leadership qualities.

Co-operative and collaborative learning.

Recognition and appreciation of peers.

Appreciation for the learning experience.

Organisation: Cooperation of Support Services

For any innovative experiment to be successful, the co-operation of both the teaching and the

non-teaching staff of the educational institution are necessary. In the absence of organization,

there is no co-operation of support services which hinders organized learning.

1.1.9 Factors Affecting Quality:

Internal Variables:

TEACHER:

Inadequate teacher training and absence of professional attitude.

Inadequate salary and incentives.

Unfavourable conditions of teacher.

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Lack of attitude, personality, interest, character of teacher.

Lack of self motivation and feedback.

Insecurity of service.

Lack of social prestige.

Heavy burden and extra work.

High moral expectation.

Lack of relation between teacher, student and administrators.

STUDENT:

Student unrest.

Maximum gap between student teacher (ratio gap).

INSTITUTION:

Inappropriate curriculum.

Wrong policy of admitting students.

Defective examination system.

Unpsychological teaching methods.

Crisis of values and moralities of society.

External variables:

Defective government policy.

Political interference.

Disparities of teachers demand and supply.

Frequency of assessment by external bodies.

Impact of privatization and commercialization.

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Figure 1. 2: Factors influencing quality

Source: UGC sponsored National Seminar on Higher Education: Journal, (2007)

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QUALITY

INPUT PROCESS OUTPUT

Physical Resources

Manpower Resources

Financial Resources

INPUT

Budgeting and resource mobilization

Student teacher, parents and their achievement, attitude, interest SES, involvement and commitment

Building library, laboratory and playground.

PROCESS

Academic

Examination

Finance

Admission process, instructional system, teachers & students performance

Examination schedule, evaluation and declaration of results

Matching of receipt and expenditure and its control

OUTPUT

Student

Teacher

Institution

Student achievements/results, acceptability of student employment award/degree.

Publication membership, award/ recognition, research and consultancy innovation

Success rate of institution reputation by external bodies like, NAB, NAAC

1.2.0 Agencies of quality assurance in education:

National policy of education (1986) and programme of action (1992) recommended that

excellence of institutions of higher education is a function of many aspects; among them self

evaluation, self improvement are important. If a mechanism is set up which will encourage

self–assessment and accreditation by a council? The quality process, participation,

achievement etc. constantly monitored and improved. The Rammurthy committee (1990)

further emphasized the quality of higher education should be improved in real terms not only

to make it more relevant to our society but also to cater to the needs of competitive industry,

indigenization of technology including research and development there in and their

application. The process of accreditation that came into use in early part of the 20 th century is

now a full fledged process known for academic evaluation with the sole purpose of

improving the quality of education in the institution of higher education such as colleges,

universities and similar institutions.

The national board of accreditation (NBA) for technical education and National assessment

and accreditation council (NAAC) for general education are the two significant initiatives of

All India Council of Technical education (AICTE) and university Grants Commission(UGC)

came into existence in 1994. Similarly , other agencies like National council if teacher

education (NCTE) for education , Medical council of India(MCI)for medical education and

the distance education council(DEC) of India for open and distance education and the

pharmacy council of India (PCI) for pharmacy education are already in existence for their

respective programmes and institution. UGC initiated several schemes like faculty

improvement programme (FIP)University leadership programme, National education

testing(NET), Academic staff college(ASC) , Autonomous colleges(AC) including National

Assessment and accreditation council(NAAC) for quality assurance in higher education.

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National Council of Teacher Education (NCTE)

The national policy of education recognized the continuity and inseparability of pre and in-

service teacher education and recommended permanent educational mechanisms. The NCTE

was set up by a resolution of government of India in the NCERT, which latter become a

statutory body responsible for the coordination and maintenance of norms and standards in

teacher education in 1995. The main objective of NCTE is to achieve planned and

coordinated development of teacher education system throughout the country. NCTE has

taken no. of steps for raising the quality of teacher education system with the following major

responsibilities-

Coordinate and monitor teacher education and its development in the country.

Provide guidelines for the content and methodology of education.

Promotes and conduct innovation and research in various areas of teacher education and

disseminate the results thereof.

Take all necessary steps to prevent commercialization of teacher education.

Undertake surveys and studies relating to various aspects of teacher education and publish the

results thereof.

Make recommendations to the central and state government, universities, university grants

commission and recognized institutions in the matter of preparation of suitable plans and

programmes in the fields of teacher education.

Lay down norms for admission , method of selection of candidates ,duration of the course,

course contents , mode of curriculum, tuition fees and guidelines for starting new courses,

providing instructional facilities, staffing pattern and staff qualifications.

Evolve suitable performance appraisal system, norms and mechanisms for enforcing

accountability on recognized institutions.

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Formulate scheme for various level of teacher education and identity recognized institution

and set up new institution for teacher development programme.

1.2.1 Key Reform Initiatives of National Council of Teacher Education:

The Council took many reform initiatives during 2008-11. Some of them which directly

helped in enforcing its mandate of planned and coordinated development of teacher education

and in improving the quality of teacher education are as under:

Planned and coordinated development of teacher education is a precondition for

quality of training, and it demands that chaotic and lopsided development of TEIs and

TE courses should be replaced by a need based expansion of TE facility and that in

this process a close coordination should take place with consumers or the state school

authorities and other stake holders so that the need of different level teachers can be

defined and estimated correctly and addressed accordingly in years to come. This also

means that, once armed with trained teachers need estimates, the regulatory authority

would be able to say ‘no’ to those who wish, and also possess the norm based

resources, to establish TEIs in places where there is no need of more such institutions

as there are already enough of them to meet the needs of schools in the state in the

foreseeable future.

In states/courses which suffered from shortage of capacity, concerned authorities were

encouraged to set up additional training facilities and alternative steps were also taken

to meet the requirement of teachers.

In the past, as a one-time arrangement to address the problem of training of untrained

teachers who were inducted without the required professional qualification due to

shortage of training capacity in the state, IGNOU was permitted by the Council to

organize in-service training of a given number of working teachers as requested by

the states of Bihar, Jharkhand and Chhattisgarh.  In 2009-10, NCTE got evaluated the

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curriculum, study material and delivery arrangements made by IGNOU for training of

untrained teachers in these states. The detailed evaluation by a high powered

committee revealed serious lapses and deficiencies in almost all the aspects of this

programme and then IGNOU was asked to revise it. 

Monitoring of recognized TEIs as provided in the Act was also carried out on a large

scale and many sub-standard TEIs and those indulging in mal-practices and were

offering poor quality training were identified and when they failed to improve their

ways after an opportunity was given to them, their recognition was cancelled, despite

their well orchestrated opposition to this step and their smear campaign against the

NCTE authorities. The Council was constrained to take this extreme action against

several hundred TEIs, just in the larger interest of quality of teacher education and

quality of education in schools. The action led to a salutary effect and forced many

other sub-standard TEIs to improve themselves or lest should be closed down.

In order to involve the stakeholders in maintaining a public vigil on the TEIs for their

continued adherence to the laid down norms of infrastructure and faculty and keep a

check on their academic performance and financial records, NCTE in collaboration

with C-DAC launched two portals, one for TEIs and the other for the faculty

appointed in these TEIs and uploading of all basic information accurately on these

portals was made mandatory for all TEIs. The TEIs and the faculty were allotted

UIDs on hosting of the required information on these portals correctly.  The soft ware

developed by the C-DAC was smart enough to quickly detect repeat booking of any

faculty in more than one TEIs and it would refuse to accept him/her on the faculty

profile of the TEI and will not allot him/her any UID. This initiative not only made

the TEIs more transparent and conscious of the stakeholders’ vigil but also checked

the malpractice of fake appointments of faculty in these institutions and forced them

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to improve the status of infrastructure, faculty, and student performance which

ultimately had a bearing on quality of teaching learning. The Council felt that for

achieving the objective of effective training in TEIs, constant   monitoring of their

day-to-day activities and processes is necessary which can be carried out more

frequently and regularly by the affiliating and examining bodies including universities

who are equally responsible for achieving this goal.

The regulatory framework and norms and standards help create minimum ground

level conditions for quality education in TEIs. Ambiguous definition of norms

provides scope for interpretation and manipulation which ultimately affect quality of

education. The faculty norms, which were tinkered with in 2007, and which had

invited severe criticism from all concerned, were thoroughly reviewed and revised

along with other norms and standards and quickly notified in 2009 which put the

faculty qualification related controversy and criticism at rest and also made other

norms more rational and realistic.  The enhanced qualifications for faculty satisfied

the UGC norms as well. Some other norms related to faculty requirement were also

rationalized which addressed genuine hardships of the TEIs.  The Council also

increased the size of unit of intake in M.Ed. programme without altering faculty

requirement so that out-turn of qualified faculty could be enhanced and faculty

shortage problem in TEIs could partly be taken care. It also urged the universities

without departments of education, to set up these departments and start PG and

research programmes in education to further improve supply of qualified faculty for

TEIs. The faculty requirement in TEIs offering both, UG and PG programmes was

also rationalized and marginally reduced. Similarly, land and infrastructure norms

were also made more clear and rational keeping in view the constraints of urban and

metropolitan areas.

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An important decision of the Council that had a direct bearing on quality of training

was regarding imposition of a ceiling of 300 students that a TEI in future would

optimally be allowed to admit in all its approved TE programmes.   Conditions of

NAAC accreditation and maintenance of a time lag for additional intake and new

courses were also laid to serve the purpose of better quality of training. This was done

in the wake of reports that during 2004-08 many TEIs got two and more programmes

or units of the same courses approved from NCTE in a single year without laying any

stress on gestation time after their establishment and on gaining any experience in

organizing the first TE course or first unit of a course successfully. The size of many

self financed TEIs was found out to be quite unwieldy as, in the absence of any

ceiling norms, they got approval for 500 to 700 seats in different courses in a short

span of two to three years which adversely affected the implementation of curriculum

and organization of teaching as well as student-teaching in a large number of schools.

Tightening up of the norms in this regard, therefore, was necessary for enhancing the

quality of delivery and effectiveness of training.

NCTE was conscious of the fact that there are substantial variations in the quality of

teachers graduating from various TEIs, particularly those located in the self financed

sector and that, those coming out of the substandard TEIs would adversely affect

quality of school education, once they join schools as teachers.  With a view to

stimulate TEIs to provide better training to their students so that they are readily

accepted by the school system as competent teachers, and also to provide a level

playing field to all teachers in the employment market, in 2010, the  NCTE introduced

Teacher Eligibility Test (TET) for elementary school teachers as a part of their

essential qualification which is conducted by the state governments and CBSE strictly

as per the professionally developed test design and  guidelines laid down by the

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NCTE, under the supervision of a monitoring committee to be  appointed by the

Council for this purpose. To further push the object of quality education in TEIs and

improve performance of teachers trained by them, a high benchmarking for clearing

the TET has been incorporated in teacher qualification.

Quality of education in any institution primarily depends on quality of curriculum it

follows and quality and dedication of its teaching personnel.  Teacher education

curriculum is closely linked with developments that take place at the school as well as

societal levels in terms of curriculum and pedagogy, policy changes and other trends.

NCTE does not provide any centrally planned and uniformly developed curriculum

for different TE programmes as it believes, and rightly so, that curriculum should be

context based and flexible and should be developed in decentralized manner by

stakeholders themselves, who have a better understanding of their needs and contexts,

within the framework provided for this purpose by the Council.  NCTE, therefore,

brings out Curriculum Framework for the benefit and guidance of TEIs and their

examining bodies which are responsible to plan curriculum for institutions affiliated

to them and leaves it to them to draw their own curricula for different teacher

education programmes. While preparing the framework for TE curriculum, the

Council looks at the latest curriculum framework brought out for school education,

expectations and demands of this framework from teachers, other issues and

developments impinging on school education and young children like, right to

education or  sustainable development, etc. and new trends in pedagogical science,

evaluation, etc. 

Recognizing the need and importance of a well-designed and commonly accepted

code of Professional Ethics for teachers particularly in the context of various

provisions of the RTE Act, 2009, a code was developed in consultation with various

40

associations and federations of elementary and secondary teachers and other stake

holders which is to be shared by the Council with State Governments and other school

managements including KVS, NVS, etc as advisory for adoption/adaptation by them.

The Code presents teachers’ ethical responsibilities towards different stakeholders as

well as colleagues and outlines local, state and national level arrangement to ensure its

internalization and voluntary adherence by teachers.

The processes to be followed by TEIs for effective implementation of curriculum

require various academic and instructional resources to be fully available with them.

It is often seen that many TEI managements have no clear idea as to what constitutes

good instructional resources and what should be the contents of different resource

centers in the TEI. In 2009, NCTE developed a detailed manual called Organizing

Teaching Learning Resources in TEIs and disseminated it among the institutions

which greatly helped them better organize and update their teaching resources and use

them for imparting training more effectively.

The Council could pay a limited attention to academic support to TEIs due to its

preoccupation with regulatory activities and, more importantly, for not having

academic resources in its organizational structure.  To equip itself for better academic

support and research based advocacy to the institutions on continuing basis and help

them in reforming  the content and practice of teacher education in a more meaningful

manner, in 2010, the Council approved creation of some senior and middle level

positions of academic advisors for its headquarters as well as for its regional offices. 

Teacher education

Teacher education refers to the policies and procedures designed to equip prospective

teachers with the knowledge, attitudes, behaviours and skills they require to perform their

tasks effectively in the classroom, school and wider community.

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Teacher education is often divided into:

initial teacher training / education (a pre-service course before entering the classroom as a

fully responsible teacher);

induction (the process of providing training and support during the first few years of teaching

or the first year in a particular school);

Teacher development or continuing professional development (CPD) (an in-service process

for practicing teachers).

Initial teacher education

Initial teacher education may be organized according to two basic models.

In the 'consecutive' model, a teacher first obtains a qualification (often a first university

degree), and then studies for a further period to gain an additional qualification in teaching;

(in some systems this takes the form of a post-graduate degree, possibly even a Masters

degree).

The alternative 'concurrent' model is where a student simultaneously studies both one or more

academic subjects, and the ways of teaching that subject, leading to a qualification as a

teacher of that subject.

Other pathways are also available. In some countries, it is possible for a person to receive

training as a teacher under the responsibility of an accredited experienced practitioner in a

school. Teacher Education in many countries takes place in institutions of Higher Education.

Curriculum

The question of what knowledge, attitudes, behaviours and skills teachers should possess is

the subject of much debate in many cultures. This is understandable, as teachers are entrusted

with the transmission to learners of society's beliefs, attitudes and deontology, as well as of

information, advice and wisdom, and with facilitating learners' acquisition of the key

42

knowledge, attitudes and behaviours that they will need to be active in society and the

economy.

Generally, Teacher Education curricula can be broken down into these blocks:

foundational knowledge and skills--usually this area is about education-related aspects of

philosophy of education, history of education, educational psychology, and sociology of

education

Content-area and methods knowledge--often also including ways of teaching and assessing

a specific subject, in which case this area may overlap with the first ("foundational") area.

There is increasing debate about this aspect; because it is no longer possible to know in

advance what kinds of knowledge and skill pupils will need when they enter adult life, it

becomes harder to know what kinds of knowledge and skill teachers should have.

Increasingly, emphasis is placed upon 'transversal' or 'horizontal' skills (such as 'learning to

not learn' or 'social competences', which cut across traditional subject boundaries, and

therefore call into question traditional ways of designing the Teacher Education curriculum

(and traditional ways of working in the classroom).

Practice at classroom teaching or at some other form of educational practice--usually

supervised and supported in some way, though not always. Practice can take the form of field

observations, student teaching, or internship

Induction of beginning teachers

Teaching involves a complex set of tasks. Many teachers experience their first years in the

profession as stressful. The proportion of teachers who either do not enter the profession after

completing initial training, or who leave the profession after their first teaching post, is high.

A distinction is sometimes made between inducting a teacher into a new school (explaining

the school's vision, procedures etc), and inducting a new teacher into the teaching profession

43

(providing the support necessary to help the beginning teacher develop a professional

identity, and to develop the basic competences that were acquired in college.)

A number of countries and states have put in place comprehensive systems of support to help

beginning teachers during their first years in the profession. Elements of such a programme

can include:

Mentoring: the allocation to each beginning teacher of an experienced teacher, specifically

trained as a mentor; the mentor may provide emotional and professional support and

guidance; in many US states, induction is limited to the provision of a mentor, but research

suggests that, in itself, it is not enough.

A peer network: for mutual support but also for peer learning.

input from educational experts (e.g. to help the beginning teacher relate what she learned in

college with classroom reality)

Support for the process of self-reflection that all teachers engage in (e.g. through the keeping

of a journal).

Some research suggests that such programmes can increase the retention of beginning

teachers in the profession; improve teaching performance; promote the teachers' personal and

professional well-being.

Teacher educators

Teacher educators are a provider of readymade knowledge and skill. They are a friend,

philosopher, facilitator and guide who will help the learner to learn. They not only impart the

knowledge but also maintain quality in every sphere as well as empowering or building up

competencies for acquisition of knowledge skill and the ability to use such knowledge and

skill in a a variety of life situation. Therefore excellence in teacher educators mainly depends

on quality of programmes at three levels i.e

Bachelor in teacher training

44

Masters in teacher training

Research in teacher education

Teacher education institutions

Teacher education institutions (TEI’s) are the educational institutions where the policies and

procedures are designed to equip would be teachers with the knowledge, attitudes, behaviors

and skills they require to perform their tasks effectively in the school and classrooms.

Quality indicators of teacher educators

Educational Input Educational Processes Educational Output

Infrastructure Methodologies Success rate

Staff and financial resources Teaching and learning strategies Learning outcome

It is obvious when teacher education programme will ensure quality and excellence among

teacher educators, they will be able to practice teaching learning processes and will filter to

teacher trainees and ultimately to students.

Teacher educators Teacher trainees Students

1.2 Emergence of the problem

Teacher’s performance is the most crucial input in the field of education because it is the

teacher who interprets and implements the policies according to the changing trend. The

quality education is provided by the teachers who concentrate on quality in education.

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Teachers who ensure quality in education show greater commitment to their work and do not

become absent. Their quality of work is much superior to other and their level of satisfaction

is also greater. As a result there is greater productivity and superior output in terms of

students increased knowledge, skill and attitudes.

Kanji, Gopal, Tambi& Abdul (1998) studied total quality management practices in Higher

education institutions in Malaysia. They found that some institutions have not implemented

any procedures at all, while others operate on unique definitions of quality. Areas of value

and priority variation include leadership, cost control and performance evaluation.

Recognition of teamwork and customer satisfaction is needed before implementation is

successful

Nael. &Joseph (2001) investigates the extent of Total Quality Management (TQM)

implementation in two California public higher education systems: the California State

University (CSU) and the University of California (UC) systems. These two higher education

systems include 32 state wide campuses with over half a million students and 27,000 faculty.

A questionnaire was sent to all campuses in both the CSU and UC systems. Issues such as

TQM implementation and the benefits and challenges of such implementation are surveyed,

discussed and analyzed. This study reveals that more than half of the California public

universities are implementing TQM in one form or another and the TQM implementation in

the CSU system is much wider than that in the UC system. In general, the character of

implementation is still limited to business-type operations in universities, such as business

finance and administrative services.

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Many prominent researchers are of the opinion that TQM as a ‘stand alone’ process has

shown to have a potential of improving quality in educational institutions (Daniel, 1961).

Kanji (1999) also believes that ISO standards have a role to play although he does not state

how the two can be integrated. In a lecture given by Ziarati (1998), the link between the two

has been made clear. Ziarati says that the ISO 9000 can be the basis for the introduction of a

TQM philosophy.

Unlike others he stated that TQM is a philosophy or an approach and not a single or a

defined process. He says, TQM is that aspect of the overall management function that

determines and implements the quality policy. The quality, he states cannot be defined by

simply referring to the ISO standard definitions. He states that the grade as well as main

dimensions of quality should be taken into consideration when defining the quality of a

product or service particularly when comparing one product or service with another. The

grade, he says, is easy to establish; "do we want a 2-star or a 4-star hotel?" i.e. should a

university, for instance, aim to be a 2-star or a 4-star institution? Either way, the institution

can be "fit for its purpose.

Gozacan Borahan and Ziarati (1999) identified the twenty requirements of the ISO 9000

standards and translated these into requirements, which relates to educational terms. A copy

of this translation has been forwarded to ISO specialists and when feedbacks are received

these will be analyzed in a great depth. The work by Babber (1998), applying TQM to

learning processes and Peak (1995), looking at TQM from a class room point of view are

also intended for further study. There is another school of thoughts, which promotes CSFs

(Critical Success Factors) quality models. Holloway (1994), quotes the findings of a number

of researchers that tend to point towards predictable CSFs of institutional quality.

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It is evident from the above studies that the researchers have taken keen interest to study total

quality management and to find out the practices that are being followed in these institutions.

A lot of efforts have been made to study total quality management at different levels. The

present study unveils aspects of total quality management practices in teacher education

institutions.

1.3 Statement of the problem

The problem of the study can be specifically stated as under

“A Study of Total Quality Management Practices in Teacher Education Institutions”.

1.4 Significance of the problem

Quality assurance is one of the central issues among teacher educators and teacher education

institutions. The serious problem includes assuring the quality of adverse academics of

teaching, admission and infrastructure. Accessibility and quality improvement is inseparable

dimension with respect to construction of curriculum, methodologies of teaching – learning,

infrastructural facilities and administration. Overemphasis on one at the cost of another

would be unproductive. Emphasis on quality parameters become all the more necessary in the

light of mushrooming growth of private institution with the opening of the economy.

Recent emphasis on quality excellence among teacher educators has been mostly on

manpower development and mainly focus on skilled manpower development. The

prerequisite to plan for a better future is an understanding of the changes and their impact on

the teacher educators and their quality assurance. The education system should develop

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necessary infrastructure for the evolution of knowledge society. It is also aimed at imparting

quality to the teaching – learning process and develops a purposeful “research culture”.

Holt (2000) argues, ‘I shall suppose that education is concerned with the development that of

minds of the pupils; school produce educated persons who, by virtue of their schooling, to be

construe? Commitment to quality makes student proud to learn and work hardly for

improvement. Quality improvement is a never ending process. Education quality leads to a

prospective future. Hence, insight on quality indices and virtual implementation need to be

given top priority and due attention should be paid to the category in the wide range of

educational strata e.g. school, university, educational management, and the staff.

Therefore, today there is a need of total quality management and total quality improvement

among teacher educators and teacher education institutions to face the challenges in

educational context. Hence there is an urgent need of drastic changes in educational planning,

educational administration and educational management to maintain total quality

management among teacher educators. The demand for qualified and quality teachers has

been continuously on the increase the world over. There has been an unprecedented

expansion of school education especially in the developing countries, which has accentuated

such a demand. Quite naturally, the teacher education programmes have acquired renewed

significance. There are many organizations doing innovative work in different aspects of

teacher training, but it is unfortunate that, so for no study has been conducted to analyse the

total quality management in colleges of education. Thus this study would be a useful

contribution in the field of research in the relevant area of teacher education programme.

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The study presents a background perspective to quality in teacher education and its

assessment along with a set of quality indicators with descriptors and other details under three

key areas. Using a structured review process, the indicators covering three key areas, which

are the founding processes of any educational institution or the programme have been

identified namely: Curriculum Design and Planning; Infrastructure and Learning Resources

and Organization and Management. These key areas are central to the implementation of any

teacher education programme. Within each identified key area specified functional aspects

have been detailed as Quality Aspects (QAs). These quality aspects represent and cover most

of the broad functional aspects of a TEI cutting across geographic locations and transaction

modes.

Each of the quality aspect is further delineated in terms of the actual tasks, which actually

represent the quality of a TEI. These operational features within each quality aspect are called

the Quality Indicators (QIs) and 36 of them were identified. The QIs are generic statements

made in such a way that they ensure comprehensive coverage of the most relevant domains of

the quality of the teacher education institution. In fact, quality indicators are visualized so that

they can be used either to capture the quality aspects relating to the overall performance of

the institution, or the performance of a sub-unit such as education technology. Most of the

QIs are a combination of the ‘inputs’, ‘process’ and ‘outcomes’, but are largely process

based. They provide indication about certain common aspects of institutional functioning. As

a result, within an institution a QI may have to be operationalised according to the practice

carried out.

On the basis of analyzing the collected data the institution will be able to position its

performance in respect of that aspect on a quality scale. Such an attempt will enable the

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institution to not only recognize their own work but also help discern the areas of needed

improvement. It documents the institutional effort systematically and make explicit the

strengths and nuances in the institutional processes. Further, the information collected will

help design implementation strategies that would address both the complexity of the

innovations of the institution itself and taking into account the complexity of the processes

and the diverse classroom situations. The QIs will be a beginning to bring in uniformity of

the provision and positioning the teacher educators and institutional agendas in such a way

that they address more directly the quality provision and the expressed needs of teachers as

well as the conditions in which they work.

Each of the QIs thus implicitly or explicitly is concerned with visualizing teacher

development in the context of quality improvement. It is pertinent to restate that the key

dimensions of quality such as effectiveness and efficiency of the teacher education

programmes reflected in the management of the processes – academic and administrative,

have been translated into quality indicators. As the QIs help in appraising the performance

quality of a practice or institution in its various aspects, they are a tool for quality assessment

leading to quality enhancement.

The most important key areas which needs to be emphasized are

Curriculum Design and Planning

Infrastructure and Learning Resources

Organization and Management

Curriculum Design and Planning

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It is common knowledge that curriculum of most TEIs are similar in that they share a

common goal of teacher preparation. The variations are worked out in respect of the type of

programme being offered by the TEI. Some may offer preparatory programmes for entrant

teachers, some may focus on particular stage for which teacher is being prepared, and some

may provide backup programmes for working teachers, and so on. At the same time, most

TEIs are part of a larger network of institutions, such as universities or departments under the

ministries in respective countries.

A broad curriculum framework is adopted as a common direction provider to all the

constituent institutions. Usually it is the macro unit that specifies details of syllabus including

the assessment procedures. In spite of all such streamlining the actual curriculum transaction

is unique to each institution. This is because of the institutional goals, the way the institution

visualizes the how and why of carrying out selected learning activities and plans the

academic programme details.

In this sense, what the institution implements is its ‘operational curriculum’ and it is designed

in an internally relevant manner by each institution. This is very institution specific process.

The quality concern of the institution is thus reflected in the manner in which this operational

curriculum is designed and planned. It is in this purview the quality aspects under this KA are

stated to be - The process of Curriculum design, Institutional vision, Curriculum content, and,

Curriculum revision.

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Infrastructure and Learning Resources

Resource sufficiency is crucial to the effective functioning of an institution. It goes to

building up a congenial atmosphere, supports and sustains the working ethos within an

institution. In a TEI inputs for theory and practical components of the programme require

different types of physical infrastructure. Therefore, it is essential that a mechanism is in

place to ensure availability of adequate and appropriate infrastructure and for its constant

augmentation to keep pace with the academic growth of the institution.

Facilities like the library are the actual learning locations and so it is essential that they have

adequate volumes in terms of books, journals, other learning materials and facilities for

technology aided learning which enable students to acquire information, knowledge and skills

required for their study. Thus it is not only necessary that the computer facilities and other

learning resources are available in the institution for its academic and administrative purposes

but are also accessible to staff and students who are adept at using them. It is not merely the

availability of the space and infrastructure, but the way in which it is maintained and

productively utilized that decides the quality of the infrastructure. Thus, it is necessary that

there is an effective mechanism for maintenance of physical and instructional infrastructure

such as buildings, ICT facilities, laboratories, learning resource centre and other allied

infrastructure of the institute.

Organisation and Management

An effective internal quality management demonstrates dealing with the processes through

team work, involving people from all units and levels, improvement and training in

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management systems, identification and elimination of barriers to teaching-learning and

constant review and analysis of data for development. Participatory management procedures

and creative governance of human and material resources are important areas which reflect

the quality of an institution and ensure that the academic and administrative planning in the

institution move hand in hand. The goals and objectives need to be communicated and

deployed at all levels to ensure every individual employee’s contribution towards institutional

development. The institution needs good resource management practices, which support and

encourage performance improvement, planning and implementation strategies. The financial

resources of the institution need to be judiciously allocated and effectively utilized. All of

these are reflected in this key area.

In addition to this Mukhopadhayay’s Institutional profile Questionnaire (MIPQ) has also

been widely used for generating institutional profiles. Although MIPQ is largely used to elicit

teachers’ perception, it has also been administered on the principals and non- academic staff.

MIPQ comprises of eleven areas that are considered as indicators of quality. These areas are:

1. Leadership;

2. Teacher quality- preparation, competence and commitment;

3. Linkage and interface- communication with the environment;

4. Students- academic and non-academic quality;

5. Co-curricular activities- non-scholastic areas;

6. Teaching –quality of instruction;

7. Office management-Support services;

8. Relationship- corporate life in the institution;

9. Material resources- instructional support;

10. Examination – purposefulness and methodology; and

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11. Job satisfaction- staff morale.

The list indicates inclusion of input indicators like leadership, teacher and student quality,

material resources; process indicators like leading, linkage and interface, teaching, co

curricular activities, office management, examination, e.t.c. and product indicators like job

satisfaction, relationships, etc. It is implicit that these are critical success factors for quality.

Assessment on the basis of these quality indicators can be used for the creation of base-line,

identifying areas, and strategies for intervention, and development of mileposts for future

development. Since total quality management is a continuous journey, it is very necessary to

develop the baseline against which the growth and development can be compared. The

assessment of the institutions throws significant light on their strengths and weaknesses

provide sound basis for prioritizing areas of intervention for development.

1.5 Operational Definitions:

Total quality management: It is a set of practices throughout the organization, geared to

ensure the organization consistently meets or exceeds students’ requirements, which is

measured under the dimensions of professional competence, human resource development,

academic leadership, system thinking, percener’s satisfaction, participative management and

team building, decision making and strategic planning.

Teacher educators: Teacher educators are a provider of readymade knowledge and skills

who help the learner to learn by maintaining quality in every sphere of education which is

measured under the dimensions of educational inputs, educational processes and educational

outputs.

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Teacher education Institutions: Teacher education institutions are the institutions where

the policies and procedures are designed to equip prospective teachers with the knowledge,

attitudes, behaviours and skills they require to perform their tasks effectively in the

classroom, school and wider community.

1.6 Objectives:

1. To find out the extent of total quality management practices available in teacher education

institutions.

2. To study the total quality management practices in teacher education institutions of teacher

educators in relation to their gender, academic qualification and teaching experience.

3. To find out the relationship between total quality management practices and quality

performance among teacher educators.

4. To suggest a road map to the teacher education institutions for the adaptation of a quality

matrix.

1.7 Hypotheses :

H0 There will be no positive relationship between total quality management and quality

performance among teacher educators.

Ha There will be a positive relationship between total quality management and quality

performance among teacher educators.

1.8 Delimitations: Due to constraints of what is called in literature “three unities of time,

space and events” coupled with some other elements, including but not limited to, monetary

angle and dearth of resources, the study was delimited to the geographical city of Lucknow

and also to the Faculty of B.Ed. colleges, that to affiliated to Lucknow University .

REVIEW OF RELATED LITERATURE

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2.1 INTRODUCTION

The chapter presents the review of the related literature. The published and electronic sources

have been explored to extract the information about the historical development in the field of

total quality management in education. An effort has been made to link the individual efforts

of the researchers and academics in the field under consideration. Institutions of higher

education have not been able to achieve the main purpose of higher education, which is to

produce people with moral and intellectual excellence and academic ability that can develop

logical thinking and contribute effectively towards the industrial, economical, technological

and social development of the country (Isani and Virk, 2005). The quality of higher

education is the most challenging issue that includes unplanned institutional framework,

inefficiency and ineffectiveness, problematic nature of design and delivery of service,

irrelevance and wastage, under funding of low productivity in research.

2.1.1 Total Quality Management: A Historical Perspective

After the World War II, the quality of products produced in the United States declined as

manufacturers tried to keep up with the demand for non-military goods that had not been

produced during the war. It was during this period that a number of pioneers began to

advance a methodology of quality control in manufacturing and to develop theories and

practical techniques for improved quality. The most visible of these pioneers were W.

Edwards Deming, Joseph M. Juran, Armand V. Feigenbaum, and Philip Crosby (Yunum,

1989).

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Feigenbaum, devised the term in 1961, who named it as total quality control (TQC). TQM

can be defined as “the process of integration of all activities, functions and processes within

an organization in order to achieve continuous improvement in cost, quality, function and

delivery of goods and services for customer satisfaction”. It refers to the application of

quality principles to overall process and all the management functions in order to ensure total

customer satisfaction. TQM implies the application of quality principles right from

identification of customer needs to post purchase services.

TQM has been adopted as a management paradigm by many organizations worldwide.

Quality movement in across the world starts with quality improvements project at

manufacturing companies. But later it spread to other service institutions including banking;

insurance, non- profit organizations, healthcare, government and educational institutions.

TQM models, based on the teachings of quality gurus, generally involve a number of

“principles” or “essential elements” such as teamwork, top management leadership, customer

focus, employee involvement, continuous improvement tool, training etc. TQM is the process

of changing the fundamental culture of an organization and redirecting it towards superior

product or service quality (Gaither, 1996).

TQM can be defined as a general management philosophy and a set of tools which allow an

institution to pursue a definition of quality and a means for attaining quality, with quality

being a continuous improvement ascertained by customers’ contentment with the services

they have received (Michael et al., 1997). According to Witcher (1990) TQM is composed

of three terms: Total: meaning that every person is involved including customer and

suppliers, Quality: implying that customer requirements are met exactly and Management:

indicating that senior executives are committed. TQM may also be defined as “doing things

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right for the first time, striving for continuous improvement, fulfilling customers need,

making quality the responsibility of every employee etc.

Most of work of quality and TQM can be traced to the work of gurus W. Edwards Deming

and Joseph Juran’s teachings and statistics in Japan during the 1950’s and the revolution

that followed in the USA in the 1980s to meet or preferably exceed customer expectations.

Common theme in quality management includes consistency, perfection, waste elimination,

and delivery speed and customer service. The objective of TQM is to build an organization

that produces products or performs services that are considered as quality by those who use

them. The quality of a product or a service is the customer’s perception of the degree to

which the product or service meets their expectations.

Ross (2000) discussed the work of different scholars on total quality management like first,

the contributions of Frederick Taylor. He developed his system of scientific management,

which emphasized productivity at the expense of quality. Centralized inspection departments

were organized to check the quality at the end of the production line. The control of quality

focused on final inspection of the manufactured product, and a number of techniques were

developed to enhance the inspection process. Methods of statistical quality control and

quality assurance were added later. Detecting manufacturing problems was the overriding

focus. Top management moved away from the idea of managing to achieve quality.

Moreover, the work force had no stake in it. The concern was limited largely to the shop

floor.

Second, contributor is Deming, the best known of the “early” pioneers, is credited with

popularising quality control in Japan in the early 1950s. He is best known for developing a

system of statistical quality control, although his contribution goes substantially beyond those

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techniques. His philosophy begins with top management but maintains that a company must

adopt the fourteen points of his system at all levels. He also believes that quality must be built

into the product at all stages in order to achieve a high level of excellence. He defines quality

as a predictable degree of uniformity and dependability, at low costs and suited to the market.

He developed what is known as the chain reaction; as quality improves costs will decrease

and productivity will increase, resulting in more jobs, greater market share, and long-term

survival. It is the worker who will ultimately produce quality products. He stresses worker

pride and satisfaction rather than the establishment of quantifiable goals.

Deming’s overall approach focuses on improvement of the process, in the system, rather than

the worker, which is the cause of process variation. His universal points for quality

management are summarized as under:

i. Create consistency of purpose with a plan.

ii. Adopt the new philosophy of quality

iii. Cease dependence on mass inspection.

iv. End the practice of choosing suppliers based solely on price.

v. Identify problems and work continuously to improve the system.

vi. Adopt modern methods of training on the job

vii. Change the focus from production numbers (quantify) to quality

viii. Drive out fear

ix. Break down barriers between departments.

x. Stop requesting improved productivity without providing methods to achieve it.

xi. Eliminate work standards that prescribe numerical quotas.

xii. Remove barriers to pride of workmanship

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xiii. Institute vigorous education and training.

xvi. Create a structure in top management that will emphasize the preceding thirteen points

every day.

Third, was Juran (1986) who introduced the managerial dimensions of planning, organizing,

and controlling and focused on the responsibility of management to achieve quality. He

defines quality as fitness for use in terms of design, conformance, availability, safety, and

field use. His concept more closely incorporates the point of view of the customer. He is

prepared to measure everything and relies on systems and problem-solving techniques. His

ten steps to quality improvement are:

1. Build awareness of opportunities to improve.

2. Set goals for improvement.

3. Organize to reach goals.

4. Provide training.

5. Carry out project to solve problems.

6. Report progress.

7. Give recognition.

8. Communicate results.

9. Keep score.

10. Maintain momentum by making annual improvement part of the regular systems and

processes of the company.

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He promotes a concept known as managing business process quality, which is a technique for

executing cross-functional quality improvement. Juran has the broader concept, while

Deming’s focus on statistical process control is more technically oriented.

Fourth believer was Armand Feigenbaum. He likes Deming and Juran, achieved visibility

through his work. Unlike the latter two, he used a total quality control approach that may very

well be the forerunner of today’s total quality management. He promoted a system for

integrating efforts to develop maintain, and improve quality by the various groups in an

organization.

Finally Crosby (1979) introduces the total quality management. He stresses motivation and

planning and does not dwell on statistical process control and the several problem-solving

techniques of Deming and Juran. He states that quality is free because the small costs of

prevention will always be lower than the cost of detection, correction, and failure. Like

Deming, he has his own fourteen points:

1. Management commitment: Top management must become convinced of the need for

quality and must clearly communicate this to the entire company by written policy, stating

that each person is expected to perform according to the requirement or cause the requirement

to be officially changed to what the company and the customers really need.

2. Quality Improvement Team: Develop a team composed of department heads to oversee

improvements in their departments and in the company as a whole.

3. Quality Measurement: Establish measurements appropriate to every activity in order to

identify areas in need of improvement.

4. Cost of Quality: Estimate the costs of quality in order to identify areas where

improvements would be profitable.

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5. Quality Awareness: Raise quality awareness among employees. They must understand

the importance of product conformance and the costs of non conformance.

6. Corrective Action: Take corrective action as a result of steps 3 and 4.

7. Zero Defects Planning: Form a committee to plan a program appropriate to the company

and its culture.

8. Supervisor Training: All levels of management must be trained in how to implement

their part of the quality improvement programme.

9. Zero Defects Day: Schedule a day to give a signal to employees that the company has new

standard.

10. Goal Setting: Individuals must establish improvement goals for themselves and their

groups.

11. Error Causes Removal: Employees should be encouraged to inform management of any

problems that prevent them from performing error-free work.

12. Recognition: Give public, non-financial appreciation to those who meet their quality

goals or perform outstandingly.

13. Quality Councils: Composed of quality professionals and team chairpersons, quality

councils should meet regularly to share experiences, problems, and ideas.

14. Does It All Over Again: Repeat steps 1 to 13 in order to emphasize the never ending

process of quality improvement.

All of these believe that management and the system, rather than the worker, are the cause of

poor quality. Deming provides methods to measure the variations in a production process.

Juran emphasizes well establishing specific goals and teams to work on them. Feigenbaum

teaches total quality control aimed at managing by applying statistical and engineering

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methods throughout the company. Moreover, Crosby emphasizes on a programme of zero

defects. In spite of the differences among these pioneers, few common themes arise that are:

a. Inspection is never the answer to quality improvement, nor is “policing”.

b. Involvement of and leadership by top management is essential to the necessary culture of

commitment to quality.

c. A programme for quality requires organization-wide efforts and long-term commitment,

accompanied by the necessary investment in training.

d. Quality is first and schedules are secondary.

2.1.2 Total Quality Management in Education

Objectives of Education and Quality

The total quality management framework of any institution is derived from its broad

objectives. Therefore, the right objectives of education must be set, both at the national as

well as institution levels, before implementing the total quality management. The objective

may broadly be classified in the following three categories:

a) Social Excellence. Social norms are the foundation of a country’s culture and provide

longevity to its social values. Many religions and/or polities systems attempt to provide such

norms. Different groups/counties have chosen different models for their community affairs

and ethics, e.g. Islamic ethics, Christian ethics, Hindu ethics, socialism, etc. the believers of

these religions derive their social norms from their religions.

b) National Excellence. Unity and integrity among the countrymen cannot be taken for

granted. It must be designed, developed and groomed through the educational processes. It

can easily be lost with unplanned and borrowed literature of other counties. For this to be a

strong objective, every mean must be used, including education, media, and the law. The

subject of Social Studies taught in schools is pacifically designed to achieve this goal. These

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values are also normally imbedded in many other subjects, like Literature. Similarly, many

extra-curricular activities are also designed to achieve this goal, e.g. the morning assembly in

schools, the national anthem in all public functions, national integrity in classes, defence

training in schools and colleges, etc.

c) Academic Excellence. This focuses around academic outcome, i.e. results of academic

learning. This is creation of the right capabilities of the subject matter/discipline, e.g.

engineering, medicine, chemistry etc. Its quality is usually measured also include Industry

Feedbacks, Employability, Career Progression, Job Retention Rates, Accessibility,

Affordability, and fulfil of National Economic and Defence Priorities, etc. Total quality

Management assurance function for the objective of Academic Excellence includes activities

like: employers needs analysis, designing needs-based courses and academic standards

focusing on “Application”, practical orientations in schools, research in colleges/universities

that leads to the development of industrial and national requirements, systems which measure

the quality and performance of education (both at an institution and the country levels),

process control of the teaching and learning activities to ensure the quality of faculty,

curriculum students, teaching environment, and learning activities to ensure the quality of

faculty, curriculum, students, teaching environment, and placing a system of customer

satisfaction.

Changes in the Vision of Quality

The vision of quality of education is very much a function of the mission of the education

system, educational training, social insertion, preparation for work, and for citizenship. These

are occurring in particular, historical, ideological and in political context. Additional missions

are expected from the education system, thus altering our vision of quality, four major trends

of relevance leading to the alteration of the vision are:

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1. Globalization of Societies

Globalization of societies will require a common share of an international system of values;

account has to be taken of local and national cultural identities, as well as universal moral and

ethical consideration of tolerance, solidarity and human rights. In this situation the education

system has changed the goals of education system along with vision of quality of education.

2. Globalization of Economies

Due to globalisation of economies, the tasks for different skill development and the priorities

attached to the different skills development significantly change the vision of educational

quality.

3. Shifts in the Tasks Distributed among Protagonists System

One of the major trends in recent years is that state is losing its monopolistic responsibility

for education and its role is changing. The consequences of the vision of quality are, needless

to say, multifarious.

4. Fast Scientific and Technological Development

The combination and parallelism of the fast evolution and progress of science and

technology, and of the massive and universal development of information and

communication, have numerous consequences on the vision of quality of education. It is vital

to remind ourselves of the humanistic or moral ideal of quality of education which is to

elevate the mind and personality, as those ideal remains consistent with, and will ultimately

condition, the future development of contemporary societies (UNESCO, 1996a).

One response to the twenty-first century challenges to traditional higher education, from

globalisation, from an increasingly competitive higher education sector, and from perceived

initiatives of information technology and media companies, has been launched in 1997 of

Universities 21. Universities 21 are an association of major research-intensive international

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universities. Its objective is to assist its members to become global universities and to

advance their plans for internationalisation (Scott, 2000).

It was generally viewed that quality lies in business organizations, but due to rapid change in

social needs, it has become prime agenda of the countries worldwide. In the changing context

marked by expansion of education and globalisation of economic activities, education has

become a national concern with an international dimension. To cope with this changing

context, countries have been pressurized to ensure and assure quality of higher education at a

nationally comparable and internationally acceptable standard. Consequently, many countries

initiated “national quality assurance mechanisms” and many more are in the process of

evolving suitable strategy. Most of the quality assurance bodies were established in nineties

and after a few years of practical experience, they have started rethinking many issues of

quality assurance (UNESCO, 2002).

According to Mukhopadhyay (2005) quality in education is a massive challenge since it

deals with the most sensitive creation on earth i.e human beings. Education only charges the

human propensities to evolve and unfold it till the last breath, a process that covers the human

journey from “womb to tomb”. Education facilitates this very evolution of the individual. No

wonder then that the concept of quality in education has attracted scholarly attention.

Education is no doubt goal and market oriented accordingly quality of education has been

seen with reference to the concepts like; fitness of educational outcomes and experience for

use ,defect avoidance in education process , excellence in educational process, conformance

of education output to planned goals, specifications and requirements, value addition in

education.

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Seymour (1992) describes that meeting or exceeding customer needs, continuous

improvement, leadership and human resource development in the system, fear reduction,

recognition and reward, teamwork, measurement and systematic problem solving are the

quality principles in higher education. He lays emphasis upon processes.

TQM in education surfaced in 1988. TQM has become increasingly popular in education, as

evidenced by the plethora of books and journal articles since 1990 (Tucker 1992). TQM has

also spread into mainstream of educational organisations. In support of the TQM initiatives in

education, Crawford and Shutler (1999) applied Crosby (1984) model to suggest a

practical strategy for using TQM principles in education. Their strategy focused on the

quality of the teaching system used rather than on students’ examination results. They argue

that examinations are a diagnostic tool for assuring the quality of the teaching system.

To satisfy the educational needs of students, continuous improvement efforts need to be

directed to curriculum and delivery services. From such a perspective, various root causes of

quality system failure in education have been identified. These include poor inputs, poor

delivery services, lack of attention paid to performance standards and measurements,

unmotivated staff and neglect of students’ skills (Ali and Zairi 2005). One of the weaknesses

of such a perspective is in its concentration on the student as a customer whereas TQM in

education should concern the customer beyond students.

Literature available, points to a growing interest in applying TQM in education for a wide

variety of reasons (Thakkar et al. 2006; Temponi 2005). Some of the reasons include:

pressures from industry for continuous upgrading of academic standards with

changing technology;

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government schemes with allocation of funds, which encourage research and teaching

in the field of quality;

increasing competition between various private and government academic

institutions;

And a reduction in the pool of funds for research and teaching, implying that only

reputable institutions will have a likely chance of gaining access to various funds.

The TQM framework should be built upon a set of core values and concepts. These values

and concepts provide foundation for integrating the key performance requirements within the

quality framework. A set of fundamental core values forming the building blocks of the

proposed TQM framework is: Leadership and quality culture; continuous improvement and

innovation in educational processes.

Quality in higher education is a multidimensional concept, which includes all related function

and activities that form the part of academic life in a university system. Therefore, any

framework for assessment of quality should take into account the quality of students,

teachers, infrastructure student support services, curricula assessment and resources (Isani

and Virk, 2005). Quality must be viewed in terms of outcomes. The educated person should

display specific competencies in specific areas.

The list of specific competencies regarding quality comprised of, to be literate and have a

world view, to appreciate the contribution of civilization, to value freedom and justice, to

appreciate aesthetics, to have a commitment to the common good, to be critical and analytic,

to have empathy, and to participate politically, economically, and socially in society.

69

A well-educated person is a wise consumer, a caring and competent person, and he is able to

achieve a balance between individual freedom and responsibility to society, he has developed

a talent that is fully translatable into a self-satisfying career, and has a sense of self-worth and

strong respect of other people and culture. Such standards help to define the content of

quality education (Fantini, 1986).

In the views of Winn and Green (1998) total quality management (TQM) is recognized as

an important management philosophy and is widely used in development and acquisition of

education. It recognizes the need for continuous development of the education system,

whether students, faculty, or administration. TQM involves principles applicable to

classroom teaching, administration, examination system, curriculum development, and

faculty development, which mean changing the culture of organization.

Waller (2003) delineates that the knowledge of quality ideas and quality tools for achieving

quality are absolutely needed, for any person involved in management. Quality issues specific

for education are as under:

a) Are courses well structured?

b) Are the staffs competent?

c) Is the material up-to-date?

d) Is the teaching interactive?

e) Are the students getting education what they need?

These questions can be answered only by giving preference to the basic customers-students.

Otherwise the quality remains poor and no one can improve this.

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According to the reports of UNESCO and the World Bank, social and private returns of the

higher education is less than those of primary and secondary education, It is estimated that

social return of primary education is 25% while that of higher education is only1%. This has

led to the thinking that the returns of higher education are largely personal/private and

therefore, subsidy on this should be reduced.

According to (Harris 1994) there are three generic approaches to TQM in higher education.

Firstly there is a customer focus where the idea of service to students is fostered

through staff training and development, which promotes student’s choice and

autonomy.

The second approach has a staff focus and is concerned to value and enhance the

contribution of all members of staff to the effectiveness of an institution’s operation,

to the setting of policies and priorities. This entails a flatter management structure and

the acceptance of responsibility for action by defined working groups.

The third approach focuses on service agreements stance and seeks to ensure

conformity to specification at certain key measurable points of the educational

processes. Evaluation of assignments by faculty within a specified timeframe is an

example.

Lawrence and Mc.Collough (2001) propose a system of guarantees designed to

accommodate multiple stakeholders and the various and changing roles of students in the

educational process. Their system of guarantees focuses on three customer groups: students,

instructors of advanced courses that build on pre requisite courses and thirdly organizations

that employ graduates of the college. A system of guarantees provides an institution with a

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competitive advantage by allowing it to tangibilize intangible educational quality to

perspective students and their parents.

Teaching institutions in general and professional schools in particular can contribute to the

quality movement by preaching and practicing quality. A wide variety of surveys are

conducted on the implementation of total quality in teacher education. The Carnegie

Commission (1986) emphasizes that teachers "must be able to learn all the time. Teachers

will not come to school knowing all they have to know, but knowing how to figure out what

they need to know, where to get it, and how to help others make meaning out of it."

TQM defined as a holistic management philosophy aimed at continuous improvement in all

functions of an organization to deliver goods and services in line with customers’ needs or

requirements (Demirbag et al., 2006). Management Leadership is a key factor in the success

of TQM in higher education institutions (Tari, 2006). When top management is committed to

quality, adequate resources will be allocated to quality improvement efforts (Karuppusami

and Gandhinathan, 2006). The learning environment that includes lecture rooms,

laboratories, and social space can become a surrogate indicator of the institution’s capacity to

offer service in an organized and professional manner (Bitner, 1992).

2.2 RELATED STUDIES

Journals:

Shulman (1987) identified seven categories of professional knowledge and four sources of

such knowledge. The seven categories include knowledge of content, general pedagogy,

curriculum, pedagogical content, learners and their characteristics, educational context, and

educational ends and purposes. The four sources of that knowledge base are scholarship in

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disciplines, educational materials and structures, formal educational scholarship, and the

wisdom of practice.

Whitty (1992) emphasized that quality teacher education requires a genuine partnership

between various stakeholders, a clearer definition of competencies required by teachers as

reflective practitioners, monitoring of academic activities through a quality assurance system,

administration of professional accreditation through a council for accreditation of teacher

education with strong extra professional representation to ensure public accountability,

sensitivity to local needs within this national framework.

Hillman (1995) concluded that more education faculty teaches about technology than with it.

Teacher education programs must pay heed to the fact that teachers need consistent,

pragmatic training in the use of various technologies for instructions. Over the past years, the

public and politicians have become concerned with the quality of teachers in public schools.

As a result of this concern, today's educational institutions are most interested in the level of

preparedness of their teacher candidates.

Gore (2001) advocates a framework rooted in classroom practices with four components;

intellectual quality, relevance, supportive classroom environment, and recognition of

differences. In essence Gore suggests that the knowledge base for teacher education should

include the same elements that characterize effective teaching.

Naik (2001) has strongly suggested that brining quality movement through application of

TQM in Indian higher education will result in global recognition. He further suggested that a

law should be made to have quality assurance cell in every academic institutions like in UK.

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Akhtar (2002) conducted a research on self-financing in higher education public and private

sectors: its prospects and implications. The objectives of the study were to critically examine

the self-financing scheme in higher education in public and private sectors and also to

visualize its future prospects and implications. The views of the students as the recipients of

the higher education; their parents/guardians as the sponsors of their education; the faculty

and management in universities as mainly responsible for the implementation of the self-

financing scheme were collected by using questionnaires and interviews as a research

instruments.

The recommendation of the study includes that fee structure should be rationalized and made

accessible to students. Fee is slightly increased in professional subjects that have greater

demand in the world of work. In public sector universities efforts are made to generate

scholarship opportunities with the cooperation of leading business firms in the country.

Revenue earned by universities is used for infrastructure development.

Osseo-Asare and Longbottom (2002) in their model for TQM implementation in higher

educational institutions, proposes enabler criteria, which affect performance and help

organizations to achieve organizational excellence. These “enalber” criteria are leadership,

policy and strategy, people management, resources and partnerships and processes. They also

suggest “result” criteria including customer satisfaction, people satisfaction, and impact on

society and key performance results for measuring the effectiveness of TQM implementation.

Non-implementation of TQM was due to institutions pre occupation with funding agencies

and non-embracement of continuous improvement culture. Proper education and training of

those involved in the implementation process will help to mitigate this problem.

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Iqbal (2004) investigated the problems and prospects of higher education in Pakistan. The

main objectives of the study were; (1) To determine present profile of higher education in

Pakistan; (2) To examine the past efforts done for the improvement; (3) To highlight the

budget provision; and (4) To explore problems of higher education. The sample consisted on

eight universities from universities of Pakistan. Four questionnaires were developed for data

collection. 20 teachers and 40 students from each university were included in the sample.

Thirty community leaders and 50 experts were also included in the sample. Data were

tabulated and analyzed using the Likerts’ five-point scale and Chi- Square.

On the basis of this study, the conclusions were that access was very limited in universities,

quality was very low in the field of academics, administration, research and equipment,

faculty and staff need development in knowledge and skill, funds provided were inadequate

and misappropriation was common, character building of students was ignored, there was no

linkage between university and industry, examination system was faulty, good governance

was non-existent and private sector was expanding without merit.

On the basis of the conclusions the recommendations were about provision of facilities for

the increment of enrolment, enhancement in quality of all the elements, in-service training,

increase in funds and linkage with industry, more open universities and opening of night

classes.

Mary (2004) studied total quality management in higher education. The objectives of the

study were to look at the concept and meaning of the internationalizations of higher

education; to explore the issues of quality in the higher education sector and their relationship

to the internationalizations process; and, finally, to provide an overview of quality assurance

systems within the Australian and Swedish higher education sector. It was found that in order

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to survive in a fast-maturing marketplace, institutions of higher education now need to

provide formal, transparent and credible systems of quality assurance in order to allow

appropriate evaluation for interested parties, be it prospective students or other domestic or

international institutions.

Pour & Yeshodhara (2004) studied the perception of secondary school teachers in Mysore

city (India) regarding Total Quality Management (TQM) in education. It was an attempt to

understand how these perceptions vary by demographic variable such as, gender & subject

specialization (Arts and Sciences). Data were collected from 156 high school teachers in

Mysore (India) on the Bonstingle’s conceptualization of Deming’s 14 points Total Quality

Management (TQM) in Education (1992) and were analyzed using SPSS version 14.0.

Analysis of Variance (ANOVA) was employed to find out the significance of difference

between variables subscales. Significant difference was found between male and female

teachers in the perception of total quality management. Female teachers had higher mean

score than male teachers. There is no significant difference between Arts and Sciences

secondary school teachers in the perception of TQM in education.

Sangeeta et al. (2004) considers education system as a transformation process comprising of

inputs of students, teachers, administrative staff, physical facilities and process. The

processes include teaching, learning, and administration. Outputs include examination results,

employment, earnings and satisfaction. The study considers that due to open competition,

students are becoming more customers as well as consumers and expected to pay a growing

share of the costs of education. This leads to competitive forces that generate different

programmers for different student groups. The conceptual problems include whether TQM in

higher education should be people or problem oriented, difficulty in introducing the

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application and acceptance of TQM in higher education institutions, which have not

embraced tenets of TQM, team Vs individual orientation towards TQM, maintaining the rate

of innovation amongst others.

Srivanci (2004) in his article discusses about critical issues in implementing TQM in higher

education which includes leadership, customer identification, cultural and organizational

transformation. He believes unlike business organizations, chancellors and heads of higher

educational institution do not enjoy ultimate authority in hiring and firing of personnel and

allocating resources. He continues by saying lack of necessary authority makes it difficult to

deploy their values and goals through layers of higher education institutions. Deep rooted

traditions dating back to centuries, a rigid departmental model, inter departmental

competition for resources, lack of market focus are the cultural and organizational reasons

that makes it difficult to tune in with TQM transformation.

Jadoon and Jabeen (2006) presented a paper in 1st International Conference on Assessing

Quality in Higher Education, held at Lahore, Pakistan. The paper is based on the premise that

there exists a positive relationship between human resource management and quality

improvement aspects. Hence, an alignment between both is important for improving

productivity and performance of an organization. To examine that relationship in context of

Punjab University the logical and analytical framework is based on: (1) The concepts and

tools of quality management are based on a comprehensive management philosophy

popularly known as total quality management, which affects every aspect of organization.(2)

The strategy and processes of human resource management are critical to the success of

quality management initiatives meaning that traditional and bureaucratic type of system of

managing people needs to be drastically changed. (3) Quality oriented human resource

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systems ensure the selection, development, motivation, and retention of employees who are

competent and willing to work in a team environment at all levels of organization.(4) Human

resources management affects and is affected by organizational culture.(5) Quality initiatives

and processes will be sustainable only if they are supported by a system wide organizational

development and cultural change.(6) Cultural change means change of attitudes and values in

organizations as well as in society, which is undoubtedly a slow process.

Venkatraman, Sitalakshmi (2007) has written an article on “A Framework for

Implementing TQM in Higher Education Programs”. The proposed TQM framework with six

core quality elements encompassing the seven-step course evaluation process flow provides a

systematic guideline for an effective and efficient implementation of TQM in higher

education. The paper fulfils the need for a systematic, feasible and cost-effective TQM

framework for higher education. The new seven-step course evaluation process flow offers a

practical guidance for academics to implement TQM in higher education programs.

Manivannan, M.; Premila, K. S. (2009) has conducted research on Application of

Principles of total quality management (TQM) in Teacher Education Institutions. The

findings focus on the strong and weak areas of various teacher education institutions

according to the quality indicators. The study recommends further strengthening of quality

indicators, which are already strong, and the revamping of weaker quality indicators. It is also

recommended that institutions should adhere to the quality standards set by national and

international assessment and accreditation bodies. In conclusion, the global scenario expects

skilled teachers to produce students with a versatile personality for which teacher education

should be strengthened.

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Murad & Rajesh (2009) studied status of higher education and emergent needs to enhance

the quality of higher education. The objectives of the study were to assess, the quality and

social relevance of higher education imparted in developing nations which remain quite low

and deteriorating due to paucity of funds, to assess whether Total Quality Management

(TQM) should be unavoidably common factor that will shape the strategies of higher

educational institutions in a same manner, to find out the development of higher education is

correlated with the economic development and to assess the study on the feasibilities of

different strategies for TQM in higher education. It was found that quality of education takes

into account external environment in which institutions operate: internal environment where

teaching learning takes place and home environment of learners. The systems approach to

education comprises of inputs, processes and outputs, all encompassed in an arbitrary

boundary, and the environment.

Satish, (2009) examines the role of quality management concepts towards enhancing

classroom learning. The article talks about cooperative learning and how it can enhance the

learning process among students as the teaching shifts from teacher oriented to student

oriented. Collected data were analyzed using factor analysis to arrive at specific focus areas

to improve learning. It is found that specific quality management concepts can assist towards

increased classroom learning for students. This research broadens the scope of the

applicability of quality management tools for enhanced students learning across varied

cultural settings.

Arshad, Ahmad & Asaf (2010) conducted a research to make a comprehensive case study of

the University College of Education Chiniot, Punjab (Pakistan) with reference to Total

Quality Management. The entire population comprising one principal, 20 teachers and 120

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students of B.Ed. class of this college was selected as the sample of the study. The data

regarding total quality management were collected through data sheet and three types of

questionnaires. Responses were shown in simple percentage form.

The study found that most of the facilities were present in the institution; however they were

not properly used. The principal, most of the teachers and the students agreed that most of the

aspects of total quality were neglected or not implemented in the college. The total

involvement of stakeholders, basic facilities and teaching materials produced a satisfactory

academic environment to get better examination results. However, the academic environment

was not satisfactory for the Total Quality Management of this teacher training programme.

The target of the traditional system is the examination results but not the specific

competencies or skills of the students.

Doman, Mark S. (2010) has conducted a case study on “A New Lean Paradigm in Higher

Education”. This case study found that a small group of undergraduate students can quickly

learn basic lean principles, tools and practices, and reinforce that learning by applying them

in a team effort to significantly improve a university administrative process. The study found

that with the changing higher education environment, where efficiency and effectiveness

have become more imperative due to increasing budget constraints and competition for

students, this case study shows that students can play a major role in the improvement of

university administrative processes while at the same time gaining new knowledge and skills

that are highly valued in industry. This case study confirms an opportunity for universities to

create a valuable learning experience for their undergraduate students, by involving them in

improving the administrative processes of the university.

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Flumerfelt, Shannon; Banachowski, Michael (2010), has conducted a study on

Understanding Leadership Paradigms for Improvement in Higher Education. The study

identifies six highly ranked, and seven highly associated leadership paradigms of concern.

The one paradigm that was most highly ranked and most highly associated is confronting

ambiguity. The findings highlight that improving leadership paradigms is important. The

implications are limited to the higher education respondents' organizations. However, the

results of the study provide some insight into the impact of leadership paradigms on

improvement work in these higher education settings, where an average of 5.6 paradigms of

concern and 114 paired associations were selected.

Kumaradas, M (2010) has conducted a study on Managerial skills of the principals of

colleges of education as perceived by teacher educators in Kerala state at Manonmaniam

Sundaranar University. The study found that there is significant difference in managerial

skills and their dimensions of the principals of colleges of education as perceived by male

and female teacher educators in the state. There is no significant difference in managerial

skills and their dimensions of the principals of colleges of education as perceived by teacher

educators in the state with reference to locality, nature of institution, subject handled

qualification, age, salary, publications and extracurricular activities. There is significant

difference in managerial skills – coercive autocracy dimension- of the principals of colleges

of education in Kerala as perceived by rural college teachers and urban college teachers in

colleges of education in the state activities.

Chowdhary, (2012) in his paper talks about higher education sector that is characterized by

diversity, students and course profiles are different and how universities help to develop

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students with distinct characteristics and attributes. Universities are required to work in

developing employability skills in their students by providing academic staff with relevant

support and resources, integrating these skills into curriculum and course design, providing

students with work placements and exposure to professional settings and providing advice

and guidance through career services. The article also brings to notice the importance to set

strategies related to programs so that employment skills are formulated and monitored

religiously, then the vision of India of being a developed country will be achieved in the true

sense.

Han (2012) talks about the challenge that the education environment faces today is to ensure

that the quality of teaching and learning is maintained. One possible path for improving the

quality of education lies in the application of the ideas of Total Quality Management (TQM)

to the teaching and learning (T&L) process. Employing these TQM quality attributes in the

education context creates value for educational institutions, employers, and students. This

paper focuses on the limited application areas of specific key components of TQM

methods/tools in managing, scrutinizing and enhancing the quality of teaching and learning

practices in the classroom environment.

Stukalina, (2012) studied how to prepare students for productive and satisfying careers in the

knowledge-based economy: creating a more efficient educational environment. The article

talks about how globalization poses new challenges to higher education institutions. The

main concern for educators is to provide their graduates with an extensive assortment of skills

required for the new knowledge-based economy. To successfully address the emerging

challenges education managers have to create an efficient educational environment for

providing a sustaining learning process. The integrated educational environment, where

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students have an opportunity to develop their creative potential, is an efficient means of

preparing students for productive and satisfying careers in the knowledge-based economy.

Realizing their strategy educational managers employ a variety of management practices.

Unpublished thesis:

Arshad (2003) researched on the attitude of teachers of higher education towards their

profession. The purpose of conducting this study was to examine the attitudes of the teachers

of higher education towards their profession. All the universities of Rawalpindi and

Islamabad were taken as the sample of research study. The following conclusions were

drawn: i) Teachers accepted challenges and extra workload if they received extra financial

reward, ii) Most of the teachers tried personally to improve their knowledge and skills, iii)

Teachers were helpful and approachable for their students and give them spare time for

guidance, iv) To have a more respect and status in society they wanted more incentives and

facilities from the government and universities, v) Majority of the teachers discouraged and

insulted students in front of the whole class due to the lack of their maturity level, vi) To

explain the difficult points of subject matter teachers gave them relevant information and also

took extra time, vii) Most of the teachers emphasized more on completion of the course work

rather than how much students have learnt.

Hamidullah (2004) conducted a study on “comparison of the quality of higher education in

public and private sector institutions in Pakistan”. The objectives of the study were to

compare the quality of staff, quality of student, quality of infrastructure of higher education in

public and private institutions. The sample was twenty universities/degree awarding

institutions, ten each from public and private sectors. The major findings of the study were

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that the teachers in private sector were confident and competent than the public sector; the

quality of students was better in private sector than in public sector, private sector universities

were far better than public sector whereas playgrounds, common rooms, cafeteria, hostels,

dispensaries and transport facilities were better to a greater extent in public sector universities

and lastly as far as quality of management was concerned both sectors were weak.

The above study mostly indicate that student's access to higher education is limited, quality is

low in the fields of academic, administration and research, the examination system moves

around marks, and selected question are repeated successively, there is no proper system of

training university teachers, students, teachers and parents were not satisfied with the

standard of teaching, private sector universities are considered to be better than the public

universities. These research studies focused on the analysis of examination system, teachers'

attitude and factors affecting the development of higher education.

Shirazi (2004) conducted a research on analysis of examination system at university level in

Pakistan. The major objectives of study were; (1) to identify the defects of the present system

of examination in Pakistan; (2) to discuss the merits and demerits of external and internal

evaluation; (3) to determine the impact of examination system on teaching-learning process;

and (4) to make recommendations for the improvement of examination system. The

population of the study was all the working university teachers and experts of examination

system. The university students were also included in the population. Eight universities were

randomly selected as sample. 120 university teachers, 160 students and 45 examination

experts were included in the sample. Three questionnaires were developed for collection of

data. After validation of questionnaires, the same were administered. Data collected were

tabulated, analyzed and interpreted by using Chi-Square. It was found that (a) Examination

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enhances the command on subject in the teachers and they try to improve their instructions to

meet the desired standards (b) Our examination system moves around the marks (c) In

internal system the whole syllabus is covered in time. There are lesser chances of mal-

practices in this type of examination (d) the pet selected questions were repeated in every

examination. On the basis of conclusions, recommendations were made for the creation of

efficient machinery for supervision, placement of external examination with internal and

continuous evaluation by teachers themselves, continuous internal evaluation and

maintenance of integrity of such evaluation, introduction of central marking system, and

introduction of question/item bank.

Books:

Madu and Kuei (1993) discussed the dimensions of quality teaching in higher educational

institutions. They discussed the difference between Total Quality Assurance and Total

Quality Management, and recommended changes to be made in colleges and universities in

order to improve the quality of teaching.

Narula (2000) conducted a research entitled "Effective teaching in Higher Education”. The

major objectives for the study were to measure job performance of teachers on the basis of (a)

quality of academic inputs going to teaching and learning processes; (b) job performance of

teachers and financial performance of the two sample universities namely Jawahar Lal Nehru

University (JNU) and Jamia Millia Islamia (JMI). The major findings of the study were; in

both the universities mode of imparting knowledge was according to their missions and

objectives; the hypothesis that the greater the level of qualification of teachers, the greater

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would be the student quality was not supported, teachers were working according to the

mission, objectives and key inputs provided to them through universities.

There was wastage of near about half of the resources, the overall efficiency of teaching

faculty showed that none of the departments, the teachers had completed their expected work

load and teachers work was confined only to traditional classroom teaching. The suggestions

were to improve academic standard and job performance of teachers, universities be funded

as teaching institutions, yearly exams be replaced by continuous assessment, facilities to

teachers be expanded, cost per student be lowered without affecting the quality and

computerization of all the record of the university.

In his book Mukhopadhyay (2005) contends that a partisan or fragmented way of looking at

quality in any academic sector is neither desirable, nor feasible, for an action in one area sets

out a chain of reactions in several other areas of management of an educational institution. It

provides an important opportunity to look at quality in a holistic fashion and also

instrumentalities for managing quality.

In the book (Sallis, 2009) states "Total quality management" is a philosophy and a

methodology that is widely used in business, and increasingly in education, to manage

change or other processes. With the pressure for change and quality in education never more

acute, this book provides an opportunity for readers in education to acquaint themselves with

TQM.

Thapa, (2011) opines that Total Quality Management (TQM) is the latest in a parade of

models, recipes, programs, frameworks, and slogans for guiding academic reform. It provides

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a tool to help ensure this quality. The management in TQM means everyone is the manager

of their own responsibilities because everyone in the institution, whatever their status,

position or role is. Information and technologies have brought sea changes in education and

has therefore changed the interpretation of the term quality. TQM advocates that everything

and everybody in the organization is involved in the academic institutions for continuous

improvement. As it is applied to education, TQM faces new challenges due to diversity in

nature of students and educators, large and multileveled classrooms, technological advances

and new paradigms in educational content and delivery. Despite these issues education must

maintain quality across classrooms, schools and institution. This article highlights the need of

TQM to improve overall quality of education in Nepal.

2.3 CONCLUSION

After the review of the related literature, an overview of some of the main themes related to

quality assurance in higher education is discussed which emphasizes that Total Quality

Management can be a powerful tool in the educational setting even though it was developed

with manufacturing processes in mind. The key elements to a successful implementation are

(1) gain the support of everyone in the chain of supervision, (2) identify your students, and

(3) focus on refining the process. The final result will be a more efficient operation and a

teamwork attitude rather than an `us versus them' attitude between teaching, non-teaching

staff and students.

The quality of education will improve when administrators, teachers, staff, and school board

members develop new attitudes that focus on leadership, teamwork, cooperation,

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accountability and recognition. Therefore, quality is vital for education for improving

existing set up, internal systems and procedure and teaching learning environment.

Quality is creating an environment where educators, parents, government officials,

community representatives and business leaders work together to provide students with the

resources they need to meet current and future academic, business, and societal challenges.

Hence Total Quality Management as a necessary element always has a direct influence on the

human improvement. It can be also led to high commitment and spirit in work environment.

Everyone in the teacher education institutions should be encouraged towards positive aspect

of TQM and to take active participation to render quality education.TQM applied to higher

education, should be modified to fully recognize some unique aspects of education viz

education is a service industry with no visible, tangible “product”.

METHODOLOGY

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This chapter deals with the procedure and method of research used in the study to examine

the application and analysis of total quality management in Colleges of Education in

Lucknow. Total quality management addresses planning and implementation of programs for

continuous quality improvement.

3.1 Educational Research

Scientific precision and reliability of results in any study is largely dependent upon the

efficiency and suitability of the strategy adopted for investigation. Methodology is like a blue

print of architecture based on systematic programme that help a researcher to proceed

smoothly in endeavour of carrying out to its end.

It involves the systematic procedure by which the researcher starts from the initial

identification of problem to its final conclusion. It helps to carry out the research work in a

scientific and valid manner and provides the tools and techniques by which the researcher

problem is attacked.

3.2 Research Design

Research design according to Kerlinger (1973) is a mapping strategy, plan and structure of

investigation conceived so as to obtain answers to research questions. The plan is the overall

scheme or programme of research. Planning is necessary to find the right answers to the

research question and to prescribe the boundaries of research activities.

The research design for the present study is Qualitative method of research in specific

components of teacher education management.

The term “Qualitative Research” encompasses a plethora of methods of inquiry applied in a

variety of academic disciplines. Traditionally based in the social sciences, qualitative

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research also extends into great many associated fields such as market research, criminology,

and even medicine, to name only a few.

Qualitative researchers seek an in-depth understanding of human behaviour and the motives

that govern such behaviour. Qualitative research is all about exploring individual issues and

cases, understanding concrete phenomena, and answering practical questions. Although on

the large scale there exists an entire industry engaged in its pursuit, qualititative research

literally happens in nearly every workplace and study environment, every day.

Qualitative methods produce information only on the particular cases studied, and any more

general conclusions are only hypotheses (informative guesses). Quantitative methods can be

used to verify which of such hypotheses are true. They seeks out the “why,” not so much the

“how” of their topic through the analysis of “unstructured” information – things like

interview transcripts, emails, notes, feedback forms, photos and videos.

Qualitative research does not rely on statistics or numbers (as would “quantitative” or

“statistical” research), but “texts” (in the widest sense), opinions, artefacts, even palimpsests,

of concrete human expression. Most frequently, its main goal can be described as gaining

insight into people’s attitudes, behaviours, value systems, concerns, motivations, aspirations,

culture or lifestyles. Qualitative research is used to inform business decisions, policy

formation, communication, as well as other types of research. Focus groups, in-depth

interviews, content analysis, ethnography, evaluation and semiotics are among the many

formal approaches that are used, but qualitative research also involves the analysis of any

unstructured material, including customer feedback forms, reports or audio/video clips.

3.3 Variables

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Kerlinger says “variable is a property that takes on a different value. A variable is any feature

or aspect of an event, function or process that by its presence and nature affects some other

events or process which is being studied.

The present research study focused on the following variables:

Dependent Variables

Dependent variables are those conditions or characteristics that appear, disappear or change

as the experimenter introduces, removes or changes independent variables. Dependent

variable of this study is:

Total quality management practices

Independent Variables

Independent variables are those whose characteristics or conditions can be manipulated,

controlled or observed. Independent variables of this study are:

Teacher educators

Teacher education institutions

3.4 Population and Sample

The term population refers to the total no. of items about which information is desired.

Population is the target group to be studied. It is the total collection of the elements about

which we wish to make inferences.

There are thirty six colleges of education in Lucknow as known from the official website of

Lucknow university; therefore following constituted the population of study.

The part of the population drawn, which represents the population is called sample. The

sample for this study consists of 11 teacher education institutions comprising of 81 teacher

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educators including Head of the Department. The description of the sample respondents is

given in table 3.1

Table 3.1: Description of sample from different colleges of Education

S.No. Name of College of Education HOD Faculty

1 Basudev Memorial Girls Degree College  1 6

2 Career College Of Management And Education  1 7

3 City Academy Degree College  1 5

4  City College of Management  1 9

5  Eram Girls Degree College   1 5

6 Jai Narain Degree College 1 5

7 Khun Khun Ji Girls Degree College 1 5

8 Navyug Kanya Degree College   1 5

9 Rama Degree College  1 12

10 Rajat Womens College of Education and Management 1 5

11 Rajat Girls College 1 6

TOTAL 11 70

3.5 Sampling:

The sampling techniques employed are:

Random

Cluster

Present sample was selected in two phases: In the first phase the teacher education

institutions were selected on the basis of simple random sampling and in the second phase the

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teacher educators including Head of the Department were selected on the basis of cluster

sampling. For the selection of colleges of education/ teacher education institutions, first the

list of the colleges was obtained from the website of University of Lucknow. In the list total

36 colleges were there, 5 teacher educators on an average per college were selected, on an

average thus every 2nd college was selected. In some colleges of education the strength of

teacher educators were more than the average expectation. Hence a total of 11 colleges were

selected with a total sample size of 81 respondents of 70 teacher educators and 11 HOD.

3.6 RESEARCH INSTRUMENT

3.6.1. Mukhopadhayay’s Institutional profile Questionnaire (MIPQ) –

Various parameters as applicable to students, teachers, and parents have been used by various

scholars as indicators or key areas for quality-evaluation. After examining the work done by

these scholars, Marmar Mukhopadhyay (2001) developed a comprehensive model, called as

Mukhopadhyay's Institutional Assessment System, which deals with both qualitative and

quantitative methods of assessment.

In order to develop a more objective viewpoint of the institution, particularly for diagonising

its strengths and weaknesses, it is necessary to use a scientifically developed assessment

instrument. Several instruments were developed to assess the institutions. The evaluation

instruments accommodate various dimensions of an institution that are identified as

indicators of quality such as organizational discipline and cleanliness, performance of

students in academic and non-academic areas, instructional processes, job-satisfaction of the

staff and reputation, work culture etc. MIPQ was developed by Marmar Mukhopadhyay

(2001) for generating institutional profiles.

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Although MIPQ is largely used to elicit teachers’ perception, it has also been administered on

the principals and non- academic staff to assess the educational institutions by specifying the

areas of measurement and areas of assessment. MIPQ comprises of eleven areas that are

considered as indicators of quality. These areas are:

1. Leadership;

2. Teacher quality- preparation, competence and commitment;

3. Linkage and interface- communication with the environment;

4. Students- academic and non-academic quality;

5. Co-curricular activities- non-scholastic areas;

6. Teaching –quality of instruction;

7. Office management-Support services;

8. Relationship- corporate life in the institution;

9. Material resources- instructional support;

10. Examination – purposefulness and methodology; and

11. Job satisfaction- staff morale.

The list indicates inclusion of input indicators like leadership, teacher and student quality,

material resources; process indicators like leading, linkage and interface, teaching, co

curricular activities, office management, examination, e.t.c. and product indicators like job

satisfaction, relationships, etc. It is implicit that these are critical success factors for quality.

The MIPQ consists of 110 items- 10 items on each area of an institution. Out of the 10 items,

five are positively keyed and five are negatively keyed. For each respondent, for each area,

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the scores in positively keyed items are adjusted against the responses to the negatively keyed

items. Hence the summated score in each area can be positive or negative. Respondents are

asked to respond to each and every item by checking out one of the responses, namely, very

true(VT), largely true(LT),partly true(PT), not sure(NS) and false(F). For the purpose of

scoring, a numerical value from 4 to 0 is attached to each category of response where

Very true (VT) = 4

Largely true (LT) =3

Partly true (PT) =2

Not sure (NS) =1

False (F) =0

The scores are added of the first five positively keyed items and entered in the last column of

the scoring sheet as ‘a’. The scores of the remaining five negatively keyed items are added

and entered in the last column with a negative sign as ‘b’. To get the scores of different sub

areas, ‘b’ is subtracted from ‘a’ for each component. The total score on each sub-area can be

positive or negative. The average score in each area is then calculated by dividing the total

scores by the no. of respondents. In order to define crude cut off point/score to label areas as

weak or strong, an institutional average score point is calculated by averaging the average of

various areas. All areas with scores above institutional average score point are stronger areas

and all below institutional average score point are weaker areas.

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3.6. 2. Quality Indicators: A Tool for Quality Assessment

The challenges faced by teacher education institutions raise pertinent questions for both the

school systems and the governments. While, the school system has to grapple with the

problems of teacher quality and the increasing student and societal expectations, governments

are struggling to provide the teacher education system an environment that fosters innovation

and match the requirements of the school sector. This calls for a breakthrough and bold

thinking on the part of all the stakeholders.

Through suitable interventions like institutional structures for quality there was a need to

enhance awareness about creating a quality education system. In this age of competition,

quality has to be managed strategically. Good institutions have well structured quality

frameworks to make a range of decisions about their improvements. While a variety of tools

are available to assess the quality of the provisions and the potential of the institutions, there

was a need to develop a tool that has high predictive value, fairness and ability to capture the

institution specific quality model.

Quality Assurance in the education sector is one of the major initiatives of the

Commonwealth of Learning (COL), Vancouver, Canada in its Three-Year Plan for 2006-09.

To achieve the outcome of enhanced quality at all levels of education, COL has focussed its

attention on quality assurance in higher education and teacher education. In view of the above

ground realities and inline with the laid out priorities, the National Assessment and

Accreditation Council (NAAC), Banglore, India, in collaboration with the Commonwealth of

Learning (COL), set out to develop quality indicators for teacher education. The indicators

are the outcome of the recommendations of senior teacher educators and experts in education

from eleven Commonwealth countries.

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The partnership has led to development of a quality assurance framework and resource

materials for assessing and assuring the quality of higher education and teacher education

institutions.

The Commonwealth of Learning worked in the area of quality assurance for teacher

education with NAAC and other quality assurance agencies in the Commonwealth in early

2004. It conducted two Roundtables on quality assurance in Teacher Education as well as a

few workshops in order to produce Resource Materials for use by accrediting agencies and

teacher education institutions. The materials developed in this process are intended for use all

over the Commonwealth by member Governments and institutions. They provide adequate

guidelines for formulating quality assurance policies as well as for adopting systems and

procedures within teacher education institutions for enhancing the quality of the processes

involved in teacher development. The materials are generic and hence of equal benefit to both

campus-based and ODL-based teacher education programmes and institutions. They are also

expected to be applicable across different systems and modes in both preservice and in-

service teacher education.

Using these indicators, which are introspective, the institutions can create internal quality

structures for appraisal of the quality provisions of the system, which in turn would lead to

continuous monitoring and improvement. The main objective in developing these indicators

is to provide a tool for continuous quality improvement and to energize and sustain the

institutions’ quality enhancement efforts.

As an accrediting agency, the process inputs enable in offering constructive feedback to the

sector and fostering institution level quality structures and improvement.The utility of the

quality indicators is multifold. It can be used for quality management, strategic planning and

for continuous improvement. The approach offers flexibility to institution and its units to use

the data as per its requirements, thereby leading to institution wide quality improvement.

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Whatever be the area of application it is certain that the indicators provide valuable insights

into the potential areas of improvement and aid institutions in quality management. Given the

strategic importance of internal quality assurance process and quality management, the

quality indicator tool is of immense help to teacher education institutions and is a timely

contribution.

The QIs is used by TEIs as a tool for self-assessment in respect of their quality positioning.

An institution can ascertain quality improvement and collect necessary data or information

about the selected KAs and QAs. The selected aspect is reflected in a regular activity in the

institution. The QIs will help in indicating the kinds of data to be recorded while

implementing the activity. On the basis of analyzing the collected data the institution will be

able to position its performance in respect of that aspect on a quality scale. Such an attempt

will enable the institution to not only recognize their own work but also help discern the areas

of needed improvement. It documents the institutional effort systematically and make explicit

the strengths and nuances in the institutional processes.

The QIs will be a beginning to bring in uniformity of the provision and positioning the

teacher educators and institutional agendas in such a way that they address more directly the

quality provision and the expressed needs of teachers as well as the conditions in which they

work. Each of the QIs thus implicitly or explicitly is concerned with visualizing teacher

development in the context of quality improvement

As the QIs help in appraising the performance quality of a practice or institution in its various

aspects, they are a tool for quality assessment leading to quality enhancement.

Used as a tool these serve two main purposes in the TEIs, viz.

Measure the processes and outcomes of the programme for making necessary

adjustments and changes for quality improvement.

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Monitor the processes for continuous learning and ongoing improvement.

The three key areas under which the QAs and the QIs are categorized cover and combine

major dimensions of the institution and thus give an overall picture of the institutional

quality. The institutions should therefore have a provision for assessing the units individually

and then the outcome combined for getting the total picture.

The differential weightages could be given to the QAs and the QIs therein, on the basis of

the relative emphasis given to it in the overall programme. The actual distribution of QAs and

the QIs within each of the three KAs is presented in Table 3.2.

Table 3.2

Distribution of Quality Aspects & Quality Indicators within the Key Area

Key Area (KA) Quality Aspect (QA) Quality Indicator (QI)

I.

Curriculum

Design and

Planning

1. Institutional Vision QI 1

2. Process of Curriculum

Design

QI 2, QI 3 & QI 4

3. Curriculum Content QI 5, QI 6, QI 7, QI 8 & QI 9

4. Curriculum Revision QI 10 & QI 11

Key Area (KA) Quality Aspect (QA) Quality Indicator (QI)

II.

Infrastructure

and Learning Resources

5. Physical Infrastructure QI 12 & QI 13

6. Instructional Infrastructure QI 14

7. Human Resources QI 15, QI 16 & QI 17

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Key Area (KA) Quality Aspect (QA) Quality Indicator (QI)

III.

Organization and

Management

8. Internal Coordination and

Management

QI 18, QI 19, QI 20, QI 21 &

QI 22

9. Academic Calendar QI 23 & QI 24

10. Faculty Recruitment QI 25, QI 26 & QI 27

11. Financial Governance QI 28, QI 29, QI 30, QI 31 &

QI 32

12. Academic Quality and

Management

QI 33, QI 34, QI 35 & QI 36

Relevance of the Tool

The proper identification and definition of QIs assume importance in the context of

continuous improvement and quality assurance in teacher education. These QIs are

introspective in nature and thereby provide valuable inputs to the development function of the

institution. Some of the QIs are interpreted as the areas, activities or processes on which

evidence needs to be collected through interviews, feedback sessions, interactions or

validation of documented information. Some of them reflect on the evidence and are

indicative of the level of achievement or that which has to be achieved.

The greatest advantage of the application of QIs in performance appraisal is that it is not

static like an instrument i.e. the exercises and approaches can be adopted by an individual or

by a team and they can be changed as per the requirements and contexts in which the

institution is functioning. This flexibility allows the institutions to gauge the improvement to

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be made for bringing in effectiveness in the implementation process and performance

excellence.

Potential of the Tool

Although QIs do not focus totally on the quality improvement of the teachers per se, they

provide focus on what institutions can do to improve teacher quality and the quality provision

of the programme. The list of QIs thus represents a good selection, based on good practices

and concentrates largely on the processes rather than on inputs and outcomes. Though

individual indicators by themselves are largely not informative, if we can relate them with

one another collating information from sets of related QIs it will provide meaningful

interpretation.

The appropriate use of the tool will aid in reducing the element of subjectivity, which is the

bane of peer assessment by fellow academicians, to a great extent. During the course of an

assessment, each and every individual involved in the process gets an opportunity for

introspection and to see himself/ herself performing the same task as his/her peers in exactly

the same circumstances. This enables him/her to see the effectiveness or otherwise of his /her

own approach vis-à-vis his/her peers and leads to an insight which is seldom available

otherwise in an institutional set up. Thus, the indicators are not only accurate means of

gauging quality provisions but also have an added advantage, of being eminently

introspective giving rise to the development initiatives and improvements in the institutional

quality provisions.

An accurate baseline can be established from where to commence the initiatives conceived

and evolve a strategy for quality improvement. The introspective nature endows it with the

capability of giving an added boost to the developmental activities, as this would ensure

effective planning and deployment of human and financial resources.

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Limitations of the Tool

• QIs cannot give us a direct insight into quality.

• Individual QIs by themselves are largely not informative.

• Using a QI as such or a set of QIs within the same dimension of quality may give misleading

information.

• Redundancy within a set of QIs - There are many overlaps and duplications and thus need to

be properly merged as and when necessary or some of them eliminated.

• A particular concern relates to the actual value of the QI when used for strategic planning.

Although measures based on a key set of quality indicators includes several adjustment

factors and a flexible screening option through criteria setting there is a danger that data

might be misinterpreted.

• For many measures on individual cases secondary review is required before the information

can be meaningfully used.

• As the system is prone to constant change the QIs may be unstable, and it will be important

to revisit these over time.

The following procedure can be used for carrying out a self-assessment of the teacher

education programme or the teacher education institution in relation to the listed quality

indicators. Apply the QIs to one’s context and record the performance against each of the

quality indicator. Performance of the institution, the KAs, the QAs or the QIs can be rated at

five levels which are descriptions of degrees to which quality is expressed and each level is

assigned a numerical weight age (points) as given below:

Needs Improvement - 1

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Can do better - 2

Satisfactory - 3

Good - 4

Outstanding - 5

The assessment of performance on QIs should be made after carefully and objectively

analyzing evidences from the said sources. The overall Institutional performance or the

performance of individual KAs or QAs can be obtained by cumulating the points gained on

various QIs. Using this five point scale performance on every KA or QA will be the total of

points on each QI within that. Table 3.3 gives the actual range of scores in respect of each

Quality Aspect with its component QIs.

Table 3.3

Range of Scores on Quality Aspects (QAs)

KA QA QI

Performance Quality Levels

1 2 3 4 5

I

1. 1 0-1.5 1.6-2.5 2.6-3.5 3.6-4.5 4.6-5.0

2. 2-4 3.0-5.5 5.6-8.0 8.1-10.5 10.6-13.5 13.6-15.0

3. 5-9 5.0-9.5 9.6-13.5 13.6-17.5 17.6-21.5 21.6-25.0

4. 10-11 2.0-3.5 3.6-5.5 5.6-6.5 6.6-8.5 8.6-10.0

II 5. 12-13 2.0-3.5 3.6-5.5 5.6-6.5 6.6-8.5 8.6-10.0

6. 14 0-1.5 1.6-2.5 2.6-3.5 3.6-4.5 4.6-5.0

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7. 15-17 3.0-5.5 5.6-8.0 8.1-10.5 10.6-13.5 13.6-15.0

III

8. 18-22 5.0-9.5 9.6-13.5 13.6-17.5 17.6-21.5 21.6-25.0

9. 23-24 2.0-3.5 3.6-5.5 5.6-6.5 6.6-8.5 8.6-10.0

10. 25-27 3.0-5.5 5.6-8.0 8.1-10.5 10.6-13.5 13.6-15.0

11. 28-32 5.0-9.5 9.6-13.5 13.6-17.5 17.6-21.5 21.6-25.0

12. 33-36 4.0-7.5 7.6-10.5 10.6-13.5 13.6-16.5 16.6-20.0

The overall performance on all dimensions will be the positioning of the respective total

score on a five point scale which indicates the distribution of theses scores according to the

five descriptors stated earlier. For easy reference, the range of scores on each KA at each of

the five quality positions has been given in Table 3.4. One can rate all Key Areas, arrive at a

total score and find the overall institutional rating by comparing the obtained score with

Table 3.4.

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Table 3.4

Range of Scores on Overall Performance

Key Areas

(KAs)

Performance Quality Levels

1 2 3 4 5

I 11-19.5 19.6-28.5 28.6-37.5 37.6-46.5 46.6>

II 6-11.5 11.6-16.5 16.6-21.5 21.6-26.5 26.6>

III 19-34.5 34.6-49.5 49.6-65.5 65.6-80.5 80.6>

Total 36-65.5 65.6-94.5 94.6-124.5 124.6-153.5 153.6>

3.7 Data Collection

First of all the Head of Department of the teacher education institutions were contacted and

then with their due permission the questionnaire of Mukhopadhayay’s Institutional profile

Questionnaire (MIPQ) were administered on the teacher educators and quality Indicator tool

by NAAC –COL on the Head of the Department. The data were collected using these

assessment tools and then analyzed with regard to total quality management practices.

3.8 Treatment of the data

In order to analyze the data with respect to teacher educators’ gender, qualification and length

of service/ experience weighted overall score was first calculated using the weights assigned

in the questionnaire. Then the average / mean score were calculated. After then following

formula was used for converting mean scores into percent scores.

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R.S-Min

Percent score= ------------------------------ x 100

Max-Min

Where RS = Raw score

Max= Maximum possible score on the dimension

Min= Minimum possible score on the dimension

RESULTS AND DISCUSSIONS

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The purpose of the present chapter is to present the results of the study which have been

obtained as a result of data collection and data organization. The obtained results have been

presented from table 4.1 to 4.11.

To find out the extent of total quality management practices in teacher

education institutions.

Table 4.1

Average scores in sub areas of Mukhopadhyay’s Institutional Profile Questionnaire of

Teacher Education Institutions (70 Teacher Educators)

AREAS Score:> 8.40 Scores: + 8.40

Principal as leader 8.77

Teacher quality 8.91

Linkage and Interface 5.09

Students Quality 10.11

Co-curricular Activities 11.45

Teaching Quality 11.08

Office Management 3.60

Relationships 8.11

Material Resources 10.97

Examination 8.06

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Job Satisfaction 6.25

RESULTS:

The overall institutional score of Teacher education institution indicates that the areas falling

under the cut off point of 8.40 are the weak areas and those falling above the cut off point

are the strong areas. The weak areas of Teacher education institution are linkage and

interface, office management, relationships, examination and job satisfaction.

The areas that stand well above the cut off point of 8.40 were identified as strong areas which

are principal as leader, teacher quality, student quality, co-curricular activities, teaching

quality and material resources. The co-curricular activities is the strongest area of the teacher

education institutions with average score of 11.45 where as office management is the weakest

area of the teacher education institutions with an average score of 3.60.

DISCUSSIONS:

As is evident from the analysis of the teacher institutional profile, various areas exhibit total

quality management practices available in Teacher education institutions.

Strong areas:

1) Principal as leader-

The Head of the Department has all the inherent leadership qualities of a good

academic leader.

The Head of the Department is adopting professional management approach hence

exhibiting professionalism at work.

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He has clarity about the multifarious roles and functions he has to perform and hence

has all the opportunities to perform and practice them in accordance with their relative

importance.

The supervisory process contributes significantly to climate formation. A good

supervisor must possess good leadership qualities and the same is shown by the head

of the department of the teacher education institutions.

2) Co-curricular-activities-

The teacher education institutions have infrastructure and facilities for planning co-

curricular activities for students.

The teacher educators perform various roles and functions apart from teaching. Co-

curricular activities contribute to the holistic development of the students.

Students find the activities useful and appropriate to their developmental needs. These

activities take into account the students educational, socio-personal and vocational

needs comprehensively.

A quality teaching programme provides experiences for student to learn how to

perform them.

The annual calendar of the programme includes social and cultural activities. Student

groups and clubs are constituted for pursuing special interests and hobbies and

students have time available to participate in these activities.

3) Teaching quality-

The teacher education institution adopts policies and strategies for adequate

technology deployment and to use it for learning enhancement.

Teacher educators and students of teacher education institutions make optimal use of

technology for creating a knowledge base, information retrieval and dovetail these

into instructional process and learning transaction.

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Teacher educators make consistent efforts to recognize and evolve effective learning

materials and the needed organizational arrangement thereof.

4) Teacher quality-

The teachers are qualified and trained; therefore they utilize their KSA- knowledge,

skill and aptitude into academics.

Teachers of teacher education institutions take initiative to learn the latest pedagogical

techniques to innovate and continuously seek improvement in their work.

They make efforts to evolve transaction modalities with due considerations to the

learner characteristics and diverse and emerging field requirement.

They make deliberate efforts to provide a comprehensive understanding of the

theoretical and practical inputs hence better understanding of the education process.

5) Student quality-

The students of teacher education institutions are good, diligent and take studies

seriously. They are like this because the trained and qualified teachers provide help

and guidance in all their academic pursuits.

The teacher education institutions have sufficient technological aids which enhance

the teaching pedagogy of the teacher educators making it more students centred and

show concern for students’ progression.

The quality of teacher educators is an important factor that decides the quality of

students. Academic alertness is essential and needs continuously passing the

knowledge.

Sharing of one’s experiences, accepting other’s views as well as evolving functionally

relevant processes for collaborative learning enhances the quality of students.

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The present study is in accordance with the findings of Hamidullah (2004) where the

teachers in private sector were confident and competent than the public sector; the quality of

students was better in private sector than in public sector, private sector universities were far

better than public sector whereas playgrounds, common rooms, cafeteria, hostels,

dispensaries and transport facilities were better to a greater extent in public sector universities

and lastly as far as quality of management was concerned both sectors were weak.

6) Material resources-

Concerted efforts are being taken up by management to add more and more to the

resources in the form of updated books and good library infrastructure. The reason

that may be attributed to this is the combination of well qualified teacher educators

and Head of the Department who have exceptionally good academic and professional

background and overall the management support.

These qualities have influenced every academic corner of teacher education

institutions, thereby providing the best learning resources for the teacher educators as

well as for the students.

Continuous efforts are put forth by the management and the staff of the teacher

education institutions towards identifying and displaying latest technology and

procuring learning material available in print, audio and digital forms and to actively

use them for creating a knowledge base, information retrieval and dovetail these into

instructional process/ learning transactions.

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The present study is in accordance with the study of Natarajan (1990) who found that the

quality of infrastructure of the internal and external environment, not forgetting the

infrastructure connected with the use and development of information technology without

which networking, distance education facilities and the possibility of virtual university could

not be envisaged. Investment in development of the physical facilities of institution go a long

way in improving the quality of education while the Asian Model developed by UNESCO

recommended one third of the educational budget for capital outlay .

Weak areas

1) Linkage and interface

Teacher education institutions have either no or very low connection with the outside

world which includes outside experts and also the old students.

This may be attributed to the fact that the institutions are totally unaware that

networking with the outside bodies, students and experts make a lot of difference.

Word of mouth is a potential tool of success nowadays. Head of the Department

together with the teacher educators are so engrossed in their daily activities that they

hardly think of getting them involved in other things that will give them an exposure

to outside world.

Students or alumni meet is a not a regular activity of the institutions. The reason may

due to dissatisfaction with the pay package and heavy work load. Hence they do not

want to take extra pain in being responsive to local realities and having functional

linkages with teacher education institutions around it.

The study is in accordance with the findings of Whitty (1992) emphasizing that quality

teacher education requires a genuine partnership between various stakeholders, a clearer

112

definition of competencies required by teachers as reflective practitioners, monitoring of

academic activities through a quality assurance system, administration of professional

accreditation through a council for accreditation of teacher education with strong extra

professional representation to ensure public accountability, sensitivity to local needs within

the national framework and also with the findings of Murad & Rajesh (2009) that quality of

education takes into account external environment in which institutions operate: internal

environment where teaching learning takes place and home environment of learners. The

systems approach to education comprises of inputs, processes and outputs, all encompassed

in an arbitrary boundary, and the environment.

2) Office Management –

Weak office management indicates that offices are in a lousy condition.

This is the weakest area which indicates that the office is unable to manage the work

systematically.

Management in colleges of education faces many threats due to political interference

regarding transfers and admission process. The teacher education institutions neither

have nor adhere to the defined admission criteria.

The present study is in accordance with the findings of Ahmad (1999) which states that

education lays the foundation of the quality and character of manpower that the community

needs for its survival. If there is any desire to pull out their nations from marshes of decline,

decay and degradation, education must be completely revamped and an important step in this

direction is to introduce clean and honest entry examinations to all professional educational

institutions at provincial and national levels.

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The quality of the students who constitute the raw material of higher education requires

special attention to their problems of access in the light of criteria related to merit (abilities

and motivation); proactive policies for the benefit of disadvantaged; exchanges with

secondary education and with the bodies involved in the transition from secondary to higher

education, to ensure that education is an unbroken chain (UNESCO, 1998).

3) Relationships-

Teacher educators and the Head of the Department do not enjoy good relationship and

are less social.

Low socialization can be attributed to several factors which range from different

attitudes to self interest leading to lobbying of teachers in the Teacher education

institutions.

The administrative as well as the instructional staff neglects the participatory

management approach. They work in separation and do not share the responsibility as

a whole.

4) Examination-

Examination was considered as routine activity and not as a tool of improving

teaching learning process.

There was total lack of well developed continuous assessment scheme.

Though the Head of the Department has leadership qualities and teacher educators are

qualified and trained, yet they are lacking the ability of developing protocol for the

programme that states the objectives and the guidelines for the assessment and

evaluation.

One fact that may be attributed is the weak linkage and interface. Since they lack

connection with the outside expertise, as a result the learning experience that is

required for setting the evaluation objective also get neglected.

114

Teachers are pressurized for the evaluation according to the management. They have

to obey management since they have no option. If they will not obey the instructions

of the management they can be threaten to leave the job.

The present study is in accordance with the findings of Shirazi (2004) who found that the

examination system needs to be more quality assured by the creation of efficient machinery

for supervision, placement of external examination with internal and continuous evaluation

by teachers themselves, continuous internal evaluation and maintenance of integrity of such

evaluation, introduction of central marking system, and introduction of question/item bank.

5) Job satisfaction-

Teacher educators have low job satisfaction. The reason that can be attributed to this

fact is that the recruited staff does not have pay and reward system that is at par with

that of the other institutional norms.

The motivation and commitment of the staff is affected if what is stated as wages and

incentives are not that is provided.

Qualified and competent staff is likely to migrate to other institutions and cause a staff

competency and experience erosion in the programme.

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Table 4.2

Analysis of Teachers Institutional Profile of Aided Teacher Education Institutions

(15 Teachers Educators)

AREAS Score:> 10.62 Scores: + 10.62

Principal as leader 14.20

Teacher quality 12.60

Linkage and Interface 5.60

Students Quality 9.80

Co-curricular Activities 13.60

Teaching Quality 12.60

Office Management 6.80

Relationships 9.20

Material Resources 11.60

Examination 11.20

Job Satisfaction 9.60

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Table 4.3

Analysis of Teachers Institutional Profile of Self- financing Teacher Education

Institutions (55 Teachers Educators)

AREAS Score:> 8.34 Scores: + 8.34

Principal as leader 8.76

Teacher quality 8.75

Linkage and Interface 5.02

Students Quality 9.98

Co-curricular Activities 11.15

Teaching Quality 11.22

Office Management 3.20

Relationships 8.04

Material Resources 11.13

Examination 8.29

Job Satisfaction 6.18

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RESULTS:

It is evident from the table that in aided colleges of education the areas such as Principal as

leader, teacher quality, co-curricular activities, teaching quality, material resources and

examination were identified as stronger areas since the institutional average scores stands

well above the cut off point of 10.62. The areas such as linkage and interface, students’

quality, office management, relationships and job satisfaction falling below the institutional

average were identified as weaker areas. Principal as leader is the strongest area with an

average score of 14.20 and linkage and interface is the weakest area with an average score of

5.60.

DISCUSSIONS:

Student quality-

As compared to self finance institutions student quality is one of the weak areas in aided

institutions while it was not in self finance teacher education institutions.

In aided colleges of education teachers take least initiative in making the students

organize the activities skilfully.

Students do not take studies seriously because no academic benchmark is being set by

the institution which motivates them to take studies seriously.

They have a very reluctant approach towards attending classes regularly.

They have not much opportunities of exposure in the form of class participation;

presentations etc, hence are weak in academic pursuits.

The instructional processes were not geared to develop reflective thinking and

practice both individually and in groups.

Students were not provided with material and experiences to reflect upon. The

teacher educators employ an ‘informing stance’ rather than an ‘eliciting stance’.

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Once appointed in colleges in government scale of pay, there is stagnation in the

teachers’ growth and development.

They do not understand that nurturing and mentoring of students is not an accidental

process but is a result of systematic and planned attachment of students to the staff.

But this clarity of purpose of attachment is lacking hence the student quality is

lacking.

Students in aided colleges of education consider the course and the study as time gap

arrangement because they have high aspirations for a bright future and a more

advanced career prospects for civil services and other competitive examination.

There is also lack of accountability among teacher educators in aided colleges of

education.

Teacher educators of aided colleges are involved in multifarious works which have no

relation with the academics.

The present study is in accordance with the findings of Stephensop and Yorke (1998) which

states that student capability is developed as much by learning experiences as by specific

content of courses. If students are to develop justified confidence in their ability to take

purposive and sensible action, and to develop the unseemly characteristics of confidence in

their ability to learn, belief in their power to perform and proven power of judgment in

unfamiliar situations, they need real, experiment of being responsible and accountable for

their own learning, with the rigorous, interactive, supportive and, for them, unfamiliar

environment of higher education. If, as a consequence of being responsible for their own

learning they bring about significant changes in their personal, academic, vocational or

professional circumstances they will also have justified confidence in their ability to take

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effective and appropriate action, to explain what they are about, to live and work effectively

with other people, and to continue to learn from their own experiences.

Examination-

Examination was identified as one of the strong area of aided institutions.

The teacher educators of aided teacher education institutions enjoys good pay package

and other amenities in terms of holidays etc and are satisfied, hence, they employ

assessment and evaluation outcomes to enhance the competence of students and

provide development inducing feedback.

They give students qualitative feedback based on evaluation.

The teacher educators plan experiences and activities for enhancing the present level

of performance of the students.

The teacher educators adopt the evaluation protocol as defined and set by NAAC,

hence make it more objective.

Table 4.4: Stronger and weaker areas of various teacher education institutions

S.no INSTITUTION STRONG AREA WEAK AREA

1. SELF

FINANCING

Principal as leader

Teacher quality

Student quality

Co-curricular activities

Teaching quality

Linkage and interface

Office management

Relationships

Examination

Job satisfaction

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Material resources

2. AIDED Principal as leader

Teacher quality

Co-curricular activities

Teaching quality

Material resources

Examination

Linkage and interface

Office management

Relationships

Student quality

Job satisfaction

To study the Total Quality Management practices in Teacher Education

Institutions of teacher educators in relation to their Gender, academic

qualification and teaching experience.

Table 4.5

Teacher Educators Composition

The table provides a summary of the teacher educator’s composition in the present sample.

For want of better explanation for the objective no.2 the teacher educators are classified

gender wise, academic qualification wise and also on the basis of teaching experience.

S.no Employee Category No. Total

1 Male teacher educators 20

702 Female teacher educators 50

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3 PhD/ MPhil teacher educators 26

704 Non PhD teacher educators 44

5 Teacher educators with 0-5 yrs of service 32

70

6 Teacher educators with 6-10 yrs of service 22

7 Teacher educators with 11-15 yrs of service 10

8 Teacher educators with 16 yrs & above of service 6

Table 4.6

Analysis of Total Quality Management practices in Teacher Education Institutions in

terms of Teacher Educators Gender.

AREAS Male=20 Female=50

Principal as leader 45 262

Teacher quality 79 233

Linkage and Interface 43 135

Students Quality 84 270

Co-curricular Activities 96 267

Teaching Quality 89 299

Office Management -6 129

Relationships 82 202

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Material Resources 88 296

Examination 50 232

Job Satisfaction 54 165

Weighted overall score 704 2490

Mean score 70.4 99.6

Mean score percent 45.6 56.2

RESULTS:

It is evident from the table that male constitutes 28.57% of the total sample where as females

constitute 71.42 % of the total sample. With respect to their application of total quality

management practices male teacher educators show mean score percent of 45.6 and female

teacher educators show mean score percent of 56.2.

DISCUSSION:

Female teacher educators adopt more of total quality management practices as

compared to their male counterparts.

Female teacher educators are more sincere and committed towards the academic

aspects and to attune themselves in the genre of the highly globalize environment,

hence always give importance to the quality.

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With Total Quality Management they get a chance to exploit their potentials to fullest

possible way to being conscious enough in working with quality and producing

quality outputs.

Men attributed their use of power and direct styles to total quality management,

whereas women attributed their use of relational styles to total quality management.

The present study is in accordance with the findings of Pour & Yeshodhara (2004) who

found that female teachers had higher mean score than male teacher indicating better

perception by female teachers than male teachers regarding Total Quality Management in

education.

Table 4.7

Analysis of Total Quality Management practices in Teacher Education Institutions in

terms of Teacher Educators academic Qualification.

AREAS PhD/MPhil=26 Non PhD=44

Principal as leader 106 181

Teacher quality 112 201

Linkage and Interface 78 102

Students Quality 132 238

Co-curricular Activities 139 255

Teaching Quality 133 257

Office Management 41 68

Relationships 120 165

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Material Resources 145 236

Examination 103 181

Job Satisfaction 76 144

Weighted overall score 1185 2028

Mean score 91.1 92.2

Mean score percent 53.14 53.52

RESULTS:

In the present sample 37.14% of teacher educators are PhD/MPhil and 62.85 % of teacher

educators are non- PhD which include MSc, MEd or NET. This indicates that in most of the

teacher education institutions non PhDs are more in no. than teacher educators with PhDs or

MPhil degree. Since the minimum entry level requirement is post graduation, the teacher

education institutions recruit the teacher educators possessing the requisite qualification.

When the weighted score of the teacher educators on each of the statement regarding total

quality management practices was converted into mean percent, it came out to be 53.14 mean

score percent in case of PhD/ MPhil teacher educators as compared to the non-PhDs teacher

educators whose mean score percent is 53.52.

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DISCUSSIONS:

Teacher educators differ in employing TQM practices, but the difference is not very

significant which means possessing higher academic and professional qualification

does not affect total quality management practices.

The reason that may be attributed for this minor difference is that the teacher

educators with low level of qualification are still in a process of learning.

They want to employ more and more of the TQM practices so that they can be give

their best output in all the dimensions of TQM and can be exposed to the new fields/

areas which in turn help them to upgrade their qualification and experiences.

As employees grow older, they tend to be slightly more satisfied with their jobs such

as few expectations and better adjustment to their work situation because of

experience with it.

Younger workers on the other hand tend to be less satisfied because of higher

expectations, less adjustments etc. The aspirations and expectations of individuals are

influenced by the level of education.

Lower the level of education, higher is the aspiration and expectation and vice versa.

The individuals who have low educational qualification are likely to have higher

expectations and aspirations compared to those who have high qualification and are

more satisfied and contended.

The present study is in accordance with the findings of Narula (2000) which states that the

assumption that greater the level of qualification of teachers, the greater would be the student

quality is not supported, teachers were working according to the mission, objectives and key

inputs provided to them through universities.

126

According to Marginson (2003) there is a need to recognize that the quality of the programs

depends to a large extent on the quality of the work of academics who deliver them.

Academics can interpret and apply intellectual standard in different ways and some

academics teach more effectively than others.

Table 4.8

Analysis of Total Quality Management practices in Teacher Education Institutions in

terms of Teacher Educators teaching experience.

AREAS 0-5 years 6-10 years 11-25 years 16 years & above

Principal as leader 149 104 60 -8

Teacher quality 151 91 55 2

Linkage and Interface 104 70 23 -18

Students Quality 149 128 54 23

Co-curricular Activities 200 131 51 23

Teaching Quality 179 129 60 28

Office Management 75 39 8 -5

Relationships 151 89 42 -5

Material Resources 188 130 63 12

Examination 139 104 37 2

Job Satisfaction 126 65 44 7

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Weighted overall score 1611 1080 497 61

Mean score 100.68 98.18 99.4 20.33

Mean score percent 56.61 55.70 56.14 27.39

RESULTS:

Table 4.8 indicates the length of association/service/ years of teaching experience of teacher

educators of teacher education institutions. Evidently majority of the teacher educators had

put in service ranging between 0-5 years which account for about 45.7 % of the total sample

followed by teacher educators who had put in service for 6-10 years accounting to 31.42 %

which in turn is followed by teacher educators with 11-15 years with 14.28 % and lastly by

the teacher educators with work experience of 16 years and above accounting to 8.6%.

The mean percent score of teacher educators in terms of length of service and TQM practices

is high in case of teacher educators with 0-5 years of service which is 56.61 % and low in

case of teacher educators with 16 years & above which is 27.39 %. Teacher educators with

work experience of 11-15 years show mean score percent of 56.14 % which is very near to

the mean score percent of the teacher educators with 0-5 years of service. Teacher educators

with 6-10 years of work experience show a mean score percent of 55.70.

DISCUSSIONS:

Teacher educators with less no. of years of experience keenly apply total quality

management practices as compared with the teacher educators with maximum no. of

years of experience.

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The reason that may be attributed is that teacher educators with less no. of experience

are youngsters who are very energetic and being inspired by good career and growth

prospects concentrates and adopt TQM practices much.

Teacher educators with more no. of teaching experience who have already put a lot of

labour and hard work for so many years are least interested to show the readiness

regarding TQM practices.

Teacher educators with 0-5 years of experience are more initiative and show readiness

to act on opportunities.

Table 4.9

Quality indicators by NAAC-COL (Administered on Head of the Department)

S.n

o

Key areas Quality aspects Quality indicators

1. Curriculum planning

and design

Institutional vision 1

Process of curriculum design 2,3,4

Curriculum content 5,6,7,8,9

Curriculum revision 10,11

2. Infrastructure and

learning resources

Physical infrastructure 12,13

Instructional infrastructure 14

Human resource 15, 16, 17

3. Organization and Internal coordination and 18, 19, 20, 21, 22

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management management

Academic calendar 23,24

Faculty recruitment 25,26,27

Financial governance 28,29,30,31,32

Academic quality and management 33,34,35,36

Table 4.10

Performance rating on the quality aspects by HODs

s.no HOD

Quality Aspects

1 2 3 4 5 6 7 8 9 10 11

1 Institutional vision 4 4 4 3 3 2 4 4 4 2 3

2 Process of curriculum design 11 10 10 6 7 7 10 11 10 7 6

3 Curriculum content 21 14 19 16 10 12 14 16 10 21 19

4 Curriculum revision 7 6 6 5 6 6 5 6 7 6 6

5 Physical infrastructure 8 5 8 7 3 5 8 3 7 8 5

6 Instructional infrastructure 5 1 4 2 2 4 2 5 4 2 1

7 Human resource 11 5 12 4 7 8 12 4 5 11 7

8 Internal coordination and

management

21 13 20 15 12 20 13 15 11 21 12

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9 Academic calendar 7 6 2 8 2 7 6 6 8 2 2

10 Faculty recruitment 4 8 4 7 12 7 12 8 4 7 8

11 Financial governance 18 16 14 11 20 12 16 18 20 11 14

12 Academic quality and

management

15 14 4 6 16 14 14 16 15 6 4

The first key area is curriculum planning and design which has four quality aspects. It

includes institutional vision with 1 quality indicator, Process of curriculum design with 3 QIs,

Curriculum content with 5 quality indicators and last Curriculum revision with 2 quality

indicators. This key area has 11 quality indicators.

This key area concentrates on the curriculum framework adopted as a common direction

provider to all the constituent institutions. Usually it is the macro unit that specifies details of

syllabus including the assessment procedures. In this sense, what the institution implements is

its ‘operational curriculum’ and it is designed in an internally relevant manner by each

institution. This is very institution specific process. The quality concern of the institution is

thus reflected in the manner in which this operational curriculum is designed and planned.

131

RESULTS:

On the first quality aspect institutional vision, out of 11 HODs, 6 of them have rated the

institutional vision as good where as 3 HOD rated their institution as satisfactory and only 2

HOD found that the institution can do better.

DISCUSSIONS:

Good rating of first quality aspect , institutional vision indicates that teacher

education institutions has clear statement of vision and mission that provides

direction to the effective functioning of the institution and helps in maintaining

appropriate linkages among different components .

The handbook, prospectus and the policy document (ordinances) of the institution

have been properly made and acknowledged.

The institutions which find it satisfactory or can do better have to work more in

this aspect which is possible only by cooperation between management and staff.

The second quality aspect is process of curriculum design.

RESULTS:

Out of 11 HOD, 2 of them rated good, 4 have rated satisfactory and the rest 5 of them have

rated as can do better.

DISCUSSIONS:

Good rating indicates that only in 2 Teacher Education Institutions appropriate

curriculum has been developed through a need –assessment process and in

consultation with expert groups based on the feedback from the stakeholders resulting

132

in the development of relevant programmes with flexibility to suit the professional

and personal needs of the students.

Other Teacher Education Institutions who have rated the institution satisfactory

or can do better on this aspect indicates that the curricular components are not

visualized that ensures proper functioning of the stated objectives through active

deliberations involving stakeholders.

There is mismatch between the visualized curriculum and inputs and the envisaged

duration of the programme.

The third quality aspect is curriculum content.

RESULTS:

Out of 11 HOD, 3 of them have rated their institution as can do better where as 4 found that

the institution is doing satisfactory and the rest 4 rated their institution as good.

DISCUSSIONS:

Teacher Education Institutions with good rating indicates that in these institutions

the curriculum content has adequate scope and flexibility to adapt to the demands of

the emerging concerns and translate the curriculum framework and the syllabus by

rendering them into practical forms.

Above all in these institutions efforts are made to synchronize theoretical and

practical inputs in such a way that various components of both aspects are integrated

into a gestalt leading to a comprehensive understanding.

Teacher Education Institutions which has found that the institutions can do

better or satisfactory are still following a rigid curriculum in which the gap between

the curriculum of teacher education institutions and the school reality is more

133

pronounced , hence lacking flexibility in teacher education curriculum to incorporate

the emerging concerns.

The teacher education curriculum is not responding to both current and the futuristic

scenario of school education.

The fourth quality aspect is curriculum revision.

RESULTS:

2 HOD rated their institution as can do better where as 7 found their institution as satisfactory

on this quality aspect and only 2 of them rated their institution as good.

DISCUSSIONS:

The institutions that has been rated good indicates that in these institutions

curriculum revision is a continuous process and the experiences and insights in

implementing it over years are recorded and the inputs strengthen and those absent

but necessary for improving efficacy of the programme are identified and revisited at

the time of revision.

The institution take corrective measures to remove irrelevant aspects strengthen weak

components and add essential inputs through reviews to improve the effectiveness of

the programme.

The institution with satisfactory or can do better rating lacks the experiences and

insights to collect the entire concerned database and to identify the areas of weakness

and redundancy in the curriculum. The institutions do not undertake curriculum

revision on a regular basis in the form of a continual deliberation on its substance,

adequacy and updatedness.

134

The 2nd key area is Infrastructure and learning resources.

There are 3 quality aspects in this area. The physical infrastructure has 2 quality indicators,

the instructional infrastructure has 1 quality indicator and human resource has 3 quality

indicators with a total of 6 quality indicators.

Resource sufficiency is crucial to the effective functioning of an institution. It goes to

building up a congenial atmosphere, supports and sustains the working ethos within an

institution. In Teacher Education Institutions inputs for theory and practical components of

the programme require different types of physical infrastructure. Facilities like the library are

the actual learning locations and so it is essential that they have adequate volumes in terms of

books, journals, other learning materials and facilities for technology aided learning which

enable students to acquire information, knowledge and skills required for their study.

`

Thus it is not only necessary that the computer facilities and other learning resources are

available in the institution for its academic and administrative purposes but are also

accessible to staff and students who are adept at using them.

The first quality aspect is physical infrastructure.

RESULTS:

2 HOD have rated their institution as needs improvement, 3 as satisfactory where as 6 HOD

rated good their institution on this quality aspect.

DISCUSSIONS

The institutions which have been rated good on this quality aspect indicates that

the physical infrastructure is designed to implement all components of the programme

135

effectively and is keeping with the strength of the staff and students with sufficient

resources for regular upkeep of the physical infrastructure.

Specially trained staff maintains the physical infrastructure and the facilities and

schedule needed for maintenance are available. There exist a mechanism to monitor

maintenance and the procedures for undertaking repairs are also simple and clear.

The institutions with can do better or satisfactory performance on this quality

aspect shows that sustained maintenance and upkeep to ensure quality is lacking. The

institutions do not have specially trained manpower with unclear job chart and also

the monitoring and supervisory arrangements to avoid exigencies are not available.

The 2 nd quality aspect is instructional infrastructure.

RESULTS:

2 HOD have rated their institution as needs improvement, 4 as can do better, 3 as good and 2

HOD as outstanding on this quality aspect.

DISCUSSIONS:

The institutions with outstanding and good performance indicates that the

teaching-learning material, ICT facilities, laboratories and learning resource centre

necessary for implementing the programme are available with the institute and are

optimally utilized.

The institution with can do better or satisfactory performance fails to recognize

that every input of teacher education require unique facilities. Without their

availability certain hands on experiences necessary for competency and skill

development are difficult to acquire.

136

They either fail to maintain and strengthen the infrastructure by having available

human resource and funds necessary and if it is available they do not ensure that they

are accessible and utilized by the staff and students regularly.

The 3 rd quality aspect is human resource.

RESULTS:

On this quality aspect 4 HOD have rated as needs improvement, 3 HOD as can do better

where as other 4 HOD have rated good.

DISCUSSION:

The institution with good performance indicates that suitably trained and

professionally competent staff provides different course inputs wherever necessary.

The institution has a policy for training of the staff and to encourage specialization.

Teachers put forth efforts to keep themselves updated through regular sharing and

discussions and participating in seminars and conferences and contributing articles to

professional journals.

Teacher education institutions with can do better or needs improvement not only

lacks professionally competent staff to provide different course inputs but also there is

complete negligence to upgrade professional competence.

Academic alertness is lacking with regard to continuous pursuing of knowledge and

the staff is least interested in taking initiative for continuous up gradation of

professional skill and competencies.

The 3 rd key area is organization and management.

This key area consists of 5 quality aspects. The internal coordination and management has 5

quality indicators, the academic calendar has 2 quality indicators, faculty recruitment has 3

137

quality indicators, 5 quality indicators are under financial governance and academic quality

and management has 4 quality indicators with a total of 19 quality indicators.

An effective internal quality management demonstrates dealing with the processes through

team work, involving people from all units and levels, improvement and training in

management systems, identification and elimination of barriers to teaching-learning and

constant review and analysis of data for development.

The 1 st quality aspect is internal coordination and management.

RESULTS:

5 HOD have rated their institution as can do better, 2 as satisfactory and 4 as good.

DISCUSSION:

The institution with good performance develops an activity chart at the beginning

of the year and assigns them to different staff. There exists no role confusion in the

assigned functions, as they are assigned according to the competency and the staff

agreeing to undertake them.

The students and the staff perceive those at different positions of administration as

competent. Persons in position exhibit professionalism in their work.

The Teacher education institutions with can do better or satisfactory exhibit role

confusions as with several activities taking place at the same time have no clarity

regarding who will do what and how it will be done.

There is no matching of the activity areas with competency and interest of the staff

and hence the activities are not planned and implemented earnestly.

138

The 2 nd quality aspect is academic calendar

RESULTS:

4 HODs have rated as needs improvement where as 3 have rated as satisfactory performance

and 4 have rated good performance on this aspect.

DISCUSSION:

The teacher education institutions with good performance indicates that there

exist an agreement between the annual academic calendar and the annual report as far

as the activities planned and organized are concerned.

The activities in the academic calendar match with the vision and objectives of the

programme and are perceived to contribute to the educational achievement of

students.

The satisfactory performance on this quality aspect by Teacher Education

Institutions shows that the activities in the programme are not planned well in

advance.

Unplanned incidental and sporadic activities and inputs do not have a synergy with

those planned in a programme.

The academic calendar which is a manifestation of the vision and objectives of the

programme does not reflect the students’ achievement and growth as its core concern.

The 3 rd quality aspect is faculty recruitment.

RESULTS:

Teacher education institutions was rated as needs improvement by 3 HOD, 6 HOD rated their

institutions as can do better and 2 of them rated as good performance.

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DISCUSSION:

The teacher education institutions that has been rated good indicates that these

institutions adheres to norms in line with the requirements of the programme for

recruitment purpose and hence shows a concern for attracting qualified and competent

persons.

The selection procedure is clear and transparent. Decisions are made by group experts

that ascertain fairness and transparency in recruitment.

The motivation and the commitment of the staff are maintained and are at par with

that of other institutions and adhere to the existing norms.

The Teacher Education Institutions with can do better and needs improvement

rating indicates non-existence of consistency across notifications made.

Every candidate is not given a fair chance to present one’s credentials.

The pay and wages offered are also not the same as those stated in the recruitment

notification, as a result qualified and competent staff is likely to migrate to other

institutions and thereby cause a staff competency and experience erosion in the

programme.

The fourth quality aspect is financial governance.

RESULTS:

On this quality aspect, 3 HOD have rated Teacher Education Institutions as can do better, 4 as

satisfactory and 4 as good.

DISCUSSION:

The Teacher Education Institutions that has been rated good indicates that

institutions has adequate financial resources so that no planned activity is with held or

cancelled due to want of funds.

140

Staff feels secure and shows no hesitations or uncertainty about institutional activities.

The institution does not raise funds from any agency or source that has no legitimate

interest in quality teacher education.

The funds for the programme are not transferred to meet the expenditures other than

those connected with the programme or follow an unsystematic and unplanned

financial transaction.

Teacher Education Institutions follow transparency in transactions which creates a

credible image and contributes to the democratic management.

The Teacher Education Institutions that has been rated can do better or

satisfactory shows that the institution does not have adequate financial resources to

run the programme.

There is no transparency in financial management of the institution in terms of

income and expenditure. The management view the programme as a means to amass

wealth.

The fifth quality aspect is academic quality and management

RESULTS:

This quality aspect has been rated as needs improvement by 4 HOD and good by 7 HODs.

DISCUSSION:

The Teacher Education Institutions that has been rated as good on this quality

aspects indicates that the institution has fully fledged inbuilt academic audit process

for generating feedback on the academic standard of the programme.

This acts as a basis for identifying and implementing initiatives for improvement of

academic quality.

141

The institution believes in participating management approach. There is no separation

between the instructional and management staff and they share the responsibility and

they have functional freedom to undertake them.

The institutions have well evolved Management Information System that is up to date

and is used by the institution for classifying, collecting and recording information

about various aspects of a programme.

The institutions have well developed assessment procedure for the faculty members.

The Teacher Education Institutions which has been rated as needs improvement

indicates that the institution neither have the mechanism for academic auditing nor

believes in participatory management approach.

The programme does have a division between those implementing and those

managing the programme.

Managerial decisions are not so accurate and are not easily available as the

information base is not very strong and up-to-date.

To find out the relationships between total quality management and quality

performance among teacher educator.

On the basis of Mukhopadhyay’s institutional profile questionnaire the relationship between

total quality management practices and quality performance is as under:

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Figure: 4.1

Total Quality Management Quality Indicators

The quality of teacher education can be attained by input, process and output variables of the

institution. If we want to analyze the institution as a system in totality we can have

performance indicators with reference to input, process and output.

Inputs from its environment cross the boundary into the system: these are acted on within the

transformation/ production process and finally released from the system back into the

environment as outputs.

Input indicators are concerned with the physical resources such as building, equipment,

library, laboratory and human resources like teacher, students, administrators and parents etc.

and finance resources like budgeting, resource mobilizations in respect to availability

economy and efficiency.

Process indicators include the instrumental strategies and the way in which resources and

factors are combined and used in order to produce the institutional output. Process is a series

of actions or operations concluding to an end. A process transforms measurable inputs into

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INPUT INDICATORS PROCESS INDICATORS PRODUCT INDICATORS

Leadership

Teacher quality

Student Quality

Material Resources

Linkage and interface

Teaching quality

Co curricular activities

Examination

Office management

Relationships

Job satisfaction

measurable outputs under a value adding operation. Educational process is a series of actions

or operations leading to an educational end learning, training, and or scholarly activity.

Transformation process for an educational institution consists of activities performed to

disseminate knowledge, to conduct research and to provide community service.

Output indicators described the output produce by the institution. These indicators

determine whether objectives of a particular course of instruction are being achieved or not.

These indicators are certainly useful to see whether the inputs have been transformed to

outputs of expected standards through appropriate process. Outputs are tangible outcomes,

through value addition (examination results, employment, earnings and satisfaction), and

Intangible outcomes (educated people, research findings and service to community).

In Mukhopadhyay’s institutional profile questionnaire input indicators include

leadership, teacher quality, student quality and material resources.

RESULTS:

In self financing and aided teacher education institutions all the input indicators are above the

average score point and hence are strong areas except student quality indicator which is weak

in case of aided teacher education institutions.

DISCUSSION:.

The teacher education institutions are good at acquiring and attracting talented

professionals. The Head of the Department possess all the leadership qualities.

The teacher educators are also highly qualified and talented.

The students are sincere, hardworking and responsive.

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The teacher education institutions have all the material resources at their disposal

provided by the management which is fully utilized by the teacher education

institutions for the excellence in academics.

The process indicators are linkage and interface, teaching quality, co-curricular

activities, examination and office management.

RESULTS:

Except teaching quality and co curricular activities, the process indicators such as linkage and

interface, examination and office management are all weak areas in self finance institutions

where as in case of aided teacher education institutions only linkage and interface and office

management are the weak areas where as co-curricular activities, teaching quality and

examination are the strong areas.

DISCUSSION:

The process of transformation of the input to product is possible through process

conversions. The weaknesses in linkage and interface, examination and office

management areas indicates that though the management is good at acquiring the

inputs from the external environment yet is not able to convert them fully into valued

products in the form of relationships and job satisfaction which are the product

indicators.

The teacher education institutions has not either developed the contacts with the

outside world or has very minimal connection with outside academic experts.

Due to this lacuna the teacher educators do not get a good exposure as well as

opportunities to show their potential talent. Hence the confidence and morale to give

their best lowers down as a result of which they feel unsatisfied from the job.

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The product indicators are job satisfaction and relationships.

RESULTS:

The self finance institutions and aided teacher education institutions have both these areas as

weak areas.

DISCUSSION:

The weak office management and examination system indicates that due to inefficient

evaluation and assessment procedure and unsystematic work procedures of the

offices, the teaching and the administrative staff do not gain satisfaction and also do

not enjoy good relationships with each other.

Thus it can be interpreted that inputs are available but it is not harnessed fully through

process conversion due to which both the types of teacher education institutions,

aided as well as self financing are low in product indicators.

Good pay was rated as the most important aspect of job satisfaction. Job satisfaction

was low because an overwhelming number of teacher educators perceived that very

little opportunity was there for growth and development in case of self-finance

institutions but in aided colleges of education low job satisfaction can be due to

understaffing. Due to it, some of the teachers may be overloaded and some may be

underloaded.This overloading and underloading lead to trifles among teacher

educators. As a result of which they want to do only the assigned tasks and that to

with unwillingness. This unwillingness leads to frustration, low performance and

hence low job satisfaction.Apart from this, the monotonous working patterns may also

be one of the factors.

Good interpersonal relationships with friendly workmates were also considered

significant. All the teacher education institutions are weak in both the areas.

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It is generally believed that in an environment of rigid rules, tedious procedures and

tight regulations teacher educator initiative and enthusiasm would have been nipped

in the bud and they may not exhibit the needed enterprise while confronting problems

head on.

These rules may also not permit employees to come out of the boundaries and

innovate using their latent potential fully.

Innovative abilities of employees were not nurtured by the management carefully so

as to enable them to realize their potential fully in the service of organization.

Teacher educators were not permitted to experiment with new ideas and methods

every time and not given a due recognition and reward at the departmental level.

Relationship is weak because interpersonal relations are not reflected through

informal associations. Associations to protect own sectional interests ,resulting into

cliques, thereby creating a specific control-oriented climate as contrasted with

another situation where people nurture informal relationships with their superiors/

supervisors reflecting a dependent- relationship.

The present study is in accordance with the study of Sangeeta et al. (2004) who considers

education system as a transformation process comprising of inputs of students, teachers,

administrative staff, physical facilities and process. The processes include teaching, learning,

and administration. Outputs include examination results, employment, earnings and

satisfaction.

Hence it was found that total quality management practices are not properly practiced

and are lacking in most of the areas as a result quality performance is low in most of the

teacher education institutions.

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Table 4.11

Overall performance on the key areas

s.no HOD

Key Areas

1 2 3 4 5 6 7 8 9 10 11

1 Curriculum planning and

design

43 34 39 30 25 28 3

9

30 25 43 34

2 Infrastructure and

learning resources

24 11 24 13 12 17 1

1

24 13 12 24

3 Organization and

management

65 57 76 39 38 50 6

9

76 57 38 39

On the basis of quality indicator by NAAC-COL, it was found –

1) On the first key area of curriculum planning and design,

Out of 11 HODs, 4 of them contended that the teacher education institutions have

a very clear stated vision and mission to guide the instructional functioning which

is well within the framework of National policy and addresses the stakeholder

requirement.

4 HOD opined that the vision and mission statement is satisfactory and 3

expresses that in their institution there is total negligence on the formulation of the

statement of vision and mission.

Direction to the effective functioning of the institution is completely lacking and

hence inappropriate capability in maintaining appropriate linkages among

different components.

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2) On the second key area of Infrastructure and learning resource,

Out of 11 HODs, 4 HOD opined that the infrastructure and learning resources are

good in the colleges of education.

Other 4 HOD contended that the institutions can do better, 2 HOD opined that

teacher education institutions have to improve a lot and only 1 HOD found that

the infrastructure and learning resource is satisfactory.

Most Of them opined that Teacher education institutions requires a more

advanced and updated physical infrastructure designed to implement all

components of the programme effectively keeping in consideration the strength of

the staff and the students.

3) On the third key area of organization and management,

Out of 11 HOD, 3 of them have rated their institution as good where as 4 of them

rated as satisfactory and the rest 4 as can do better.

Most of the HODs of teacher education institutions opined that their institutions

lack an effective internal quality management that demonstrates dealing with the

processes, through team work, involving people from all units and its levels,

improvements and training in management systems, identification and elimination

of barriers to teaching- learning and constant review and analysis of data for

development.

Participatory management procedures and creative governance of human and

material resources which are important areas that reflects the quality of an

institution and academic and administrative planning is totally a neglected area.

Hence it was found that on all the key areas the quality performance of teacher

education institutions with respect to total quality management practices is either

satisfactory or needs improvement.

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CONCLUSION, IMPLICATIONS,

SUGGESTIONS AND SUMMARY

CONCLUSION- Analysis and interpretation of the data lead to the following conclusions.

On the basis of Mukhopadhyay’s Institutional Profile Questionnaire.

In case of self –financing teacher education institutions:

1. The strongest key area is the co-curricular activities which takes place throughout the year

according to the institutional plan.

2. The principal has all the inherent leadership qualities of a good academic leader with a

professional approach.

3. The teachers are qualified and trained utilizing their KSA- knowledge, skill and aptitude.

4. The students of teacher education institutions are good and diligent and take studies seriously.

5. Material resources are also one of the strong areas of teacher education institutions in the

form of a good library infrastructure.

6. The teaching quality is good and the teacher utilizes audio-visual aids while teaching to make

the lesson clear and understandable.

7. Linkage and interface was identified as the weak area of teacher education institutions

indicating no connection with the outside world.

8. The weakest area of teacher education institutions is office management which indicates that

the offices are in a lousy and unsystematic condition.

9. Relationship between the principal and the teacher educators is not good and they are less

social.

10. Examination system is considered as a routine activity and not as a tool of improving

teaching learning process.

11. Job satisfaction is low due to poor pay and reward system and incentives.

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In case of Aided teacher education institutions:

12. The principal as leader is the strongest key area which indicates that the principal possess

prompt leadership qualities.

13. Teacher quality is good with trained and qualified teachers.

14. The aided teacher education institutions pay full attention to the co-curricular activities

through properly planned institutional plan.

15. The teacher uses latest audio-visual aids to make the teaching –learning interaction more

effective.

16. Material resource is a strong key area having good and effective physical infrastructure which

makes possible to arrange activities and experiences planned in the curriculum and its

sustained maintenance and upkeep.

17. In contrast to self-financing teacher education institutions, examination is a strong area of

aided teacher education institutions which indicates that teacher educators employ assessment

and evaluation outcomes for enhancing competence of students and to provide development

inducing feedback.

18. In contrast to self-financing teacher education institutions, student quality is a weak area of

aided teacher education institutions which indicates that teachers take least initiative in

making the student organizes the activities skilfully.

19. Office management is weak in aided teacher education institutions.

20. Relationship among the administrative and the teaching staff and also with the HOD is not

cordial.

21. Linkage and interface is weak in aided teacher education institutions which indicate that they

exist as isolated institutions cutting off from local realities and also do not have functional

linkages with other educational institutions around it.

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22. Job satisfaction is low as the teachers and the Head of the Department along with the

administrative staff do not have good pay and reward system.

23. Female teachers adopt more of total quality management practices as compared to their male

counterparts.

24. Teacher educators with different qualification show differences in employing total quality

management practices but the difference is not very significant.

25. Teacher educators with low level of qualification apply more total quality management

practices as compared to teacher educators with high qualification.

26. Teacher educators with few years of experience (0-5) adopt total quality management

practices more as compared to teacher educators with more than 5 years of experience.

27. Teacher educators with maximum no. of years of experience adopt very less total quality

management practices.

On the basis of Quality indicator tool by NAAC-COL.

1. On curriculum planning and design, with respect to the quality aspect institutional vision,

majority of the Head of the Department opines that the institution has clear statement of

vision and mission.

2. There was complete negligence of need assessment process in the curriculum design.

3. Curriculum content of teacher education institutions lack adequate scope and flexibility.

4. Curriculum revision of teacher education institutions is not a continuous process of

experience and insights of the experts.

5. The physical infrastructure in most of the teacher education institutions is not designed to

implement all components of the programme effectively.

6. Instructional infrastructures available in teacher education institutions are not optimally

utilized.

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7. Human resource in terms of qualified and competent teacher educators that decides the

quality of teacher education programme is lacking.

8. The internal coordination and management on the organization and management key area is

not attuned with regard to the assigned functions, roles and responsibilities.

9. The academic calendar of the teacher education institutions do not match with the vision and

objectives of the programme.

10. The teacher education institutions do not adhere to the norms of the selection and shows non-

existence of consistency across notifications made.

11. Most of the teacher education institutions do not have adequate financial resources to run the

programme and view the programme as a means to amass wealth.

12. Most of the teacher education institutions have fully fledged inbuilt academic audit process

for generating feedback on the academic standard of the programme.

13. All the input indicators are strong except student quality is weak in case of aided teacher

education institutions.

14. The process indicator examination is weak in case of self financing teacher education

institutions but not in aided teacher education institutions.

15. The product indicators, job satisfaction as well as relationship are weak in both the types of

teacher education institutions.

16. Overall, the key area of curriculum planning and design lacks an operational curriculum.

17. The key area of infrastructure and learning resource lacks a mechanism in place to ensure

availability of adequate and appropriate infrastructure for its constant augmentation to keep

pace with the academic growth of the institution.

18. The key area of organization and management lacks good resource management practices,

which can support and encourage performance improvement, planning and implementation

strategies.

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IMPLICATIONS- The conclusions derived from the study have the following implications.

1. Giving orders and instructions does not make a person leader. Research studies have

indicated that employees react negatively to orders and commands issued by leaders. Task

oriented styles, emphasizing work and its components, make employees unhappy and bring

frustration and resentment among them. The feeling and concerns of employees should be

given due weightage while getting things done through others. Therefore effective

supervisors should adopt a people oriented style where the results are achieved through

satisfying subordinate needs. They must operate in an atmosphere of informality and move

closely with subordinates and help them to do a better job. Task oriented styles need to be

replaced with people oriented styles.

2. Teacher educators function as a team of efficient professional. Quality of an academic

programme lies in the extent to which teachers exhibit certain qualities beside technical

competence. These include commitment, involvement, identification with the institutional

goals, being steadfast, friendly without being unnecessarily lenient, willing cooperation to

colleagues, clear in priorities and strive for individual excellence and group success.

3. Diversity of learners in respect of their background, abilities and other personal attributes will

influence the extent of their learning. The institutional modalities need to be rendered

relevant for the learner group. Nurturing and mentoring of student teachers is not an

accidental process but the result of systematic and planned attachment of students with the

staff.

4. One of the roles of a teacher is to plan and organize co-curricular activities for students.

Planning and participation in such activities provides the students with opportunities for

knowing how to organize them apart from achieving self-development. Co-curricular

activities recognize the fact that the students have various interests that need to be addressed

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in totality engaging them in various activities. The participation in these will result in positive

attitudinal development.

5. Teacher educators are aware of the fact that learning is a process of construction of

knowledge and not one of receiving from a person who knows. A learner finds it difficult to

retain a content that does not integrate meaningfully with his/her knowledge base. Interactive

and participatory approach provides scope for removing the conceptual difficulties and the

misconceptions of students creating a feeling of responsibility in learning as a result of which

the teaching quality is enhanced.

6. Informal associations also reflect the manner in which people look at each other with trust,

confidence and warmth reflecting a friendly and mutually –supportive climate and where

people lack trust and confidence in each other, the climate may not be congenial for better

performance. We all know that informal work groups provide warmth and support for

individuals. Man needs others to feel fulfilled. When individuals are solitaires lacking

warmth and support they suffer. Aloneness leads to a degree of insecurity. Most employees

working under a common roof join together to share sentiments, work- related information

and develop implicit or explicit tactics for dealing with the work environment.

7. Adoption of policies and strategies for adequate technology deployment and to use it for

learning enhancement by teacher educators and students helps in creating a knowledge base,

information retrieval and dovetailing of these into instructional process and learning

transaction. Teacher educators make consistent efforts to recognize and evolve effective

learning materials and the needed organizational arrangement thereof.

8. Objective of assessment are an integral part of the evaluation protocol which can only be

implemented when there is a proper mechanism employed for gathering, consolidating and

disseminating the evaluation data. Evaluation is a process of indicating learning and well as

areas where learning has not happened or is to be improved upon. Hence through it not only

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should the students know what is being assessed but they should also be aware of the way in

which they are going to be assessed .Examination system employ a qualitative dimension for

enhancing the competence of the students.

9. The theory and practice inputs of the programme require different types of physical

infrastructure and furnishing. It is not merely the space available but the way in which

activities envisaged in the programme can be implemented that decides the quality of the

programme.

10. With respect to job satisfaction, in a cash nexus economy, the importance of monetary

compensation cannot be overemphasized. What happens to wages and salaries is of crucial

concern to employees. To the employee salaries represent incomes, to the employer they

represent costs and moreover pay constitutes one of the important factors. In addition to

compensating employees fairly and adequately for their contributions in the performance of

their jobs, the teacher education institutions should pay a wide variety of supplementary items

often called benefits.

11. The educational background of the teacher educators to a large extent speaks about the

quality of workforce available within teacher education institutions.The pace of

industrialization is also critically dependent upon educated and trained manpower. Since the

quality of output is greatly determined by the quality of workforce, it is absolutely essential

for a teacher education institution to pay adequate attention to the general academic and

professional qualifications possessed by an individual before hiring for services.

12. The teaching community should not be complacent with the belief that experience alone

would suffice to carry on their work effectively. Myron Tribus has often said, “Experience

alone teaches nothing. If you do not have a theory to provide a framework to understand your

experience, you do not accumulate thirty years of experience; you merely repeat one year

thirty times” (Myron Tribus 1994 quotes in W.Edwards Deming).

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13. Complacency with oneself is not a sign of professionalism. One who is satisfied with what

one knows is not likely to grow. In a world where newer and better techniques and

methodologies are regularly discovered, both the teacher and the learner must access such

information. A highly qualified teacher does not mean high quality teaching. Whereas, this

seldom means he/she can teach the subject matter effectively. For a teacher to be a good one,

he/she will have to build capabilities in many other fields, in addition to the subject matter.

14. Participatory management procedures and creative governance of human and material

resources are important areas which reflect the quality of an institution and ensure that the

academic and administrative planning in the institution move hand in hand. The goals and

objectives need to be communicated and deployed at all levels to ensure every individual

employee’s contribution towards institutional development. The institution needs good

resource management practices, which support and encourage performance improvement,

planning and implementation strategies. The financial resources of the institution need to be

judiciously allocated and effectively utilised.

15. Functional mechanism in place is considered as important area of concern. Effective

monitoring of activities at different stages and mid-term corrections is essential. The

information obtained on monitoring and its outcomes when communicated to the concerned,

resultant corrective measures can be undertaken for improving the effectiveness of activities.

16. Rules regarding working conditions need to be formulated carefully so that they do not come

in the way of employee initiative and enterprise. At the same time their capabilities and

competencies needs to be recognized and rewarded accordingly through financial and non-

financial incentives. Until and unless their achievements are not acknowledged through

multidimensional model of motivation, job satisfaction would be nil.

17. The goals and objectives need to be communicated and deployed at all levels to ensure every

individual employees contribution towards institutional development. The institution needs

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good resource management practices which support and encourage performance

improvement, planning and implementation strategies.

To suggest a road map to the teacher education institutions for the

adaptation of a quality matrix by NAAC-COL.

SUGGESSTIONS TO THE COLLEGE ADMINISTRATION AND MANAGEMENT

Teacher education comes under higher education. Higher education plays a vital role in

human capital formation. Economic development of a country is also correlated with the

development of higher education, says the World Bank (1998). In any educational

programme, the teacher is the most important element. Adequate number of quality teachers

can implement the educational process through which the desired development of the

students is achieved. The quality of the teacher, to a large extent, depends on the quality of

teacher education received by him/her (NCTE, 1998).

Internal assessment for quality assurance in teacher education institutions can be

accomplished by plotting the quality indicators in the identified level of performance using

the outcome of the above stated procedure in the form of a QUALITY MATRIX developed

by NAAC (National Assessment and Accreditation Council), India, in collaboration

with COL (Commonwealth of Learning (COL), Canada.

Every institution perceives that some of the functional aspects to be more significant in

contributing to the quality level of the institution. All aspects of a Teacher education

institution functioning can be categorized in terms of their ‘impact potential’ as perceived by

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the institution on a ten level scale of ‘High’ to ‘Low’ impact. The rating assigned to various

quality indicators may be also assessed in respect of the total impact the Quality Indicators

have made. The Impact level can be viewed as per the weightage given in curriculum adopted

by the institution. A good quality measurement and recording system will result in increased

effectiveness of the institutional monitoring and change management.

Doing this result in a matrix revealing the levels of quality impact on the ‘Y’ axis and levels

of performance on the ‘X’ axis. This follows necessary and sufficiency rule helps to identify

the impact level of each of the quality indicators/processes on the functioning of the institute

vis-a-vis the level of quality performance and in planning and monitoring institutional

activities.

The shaded cells of the matrix indicate the Quality Aspects (QAs) that needs urgent

attention/improvement. The 36 Quality Indicators (QIs) can be plotted based on their impact

and the performance levels.

The quality indicators on the basis of their rating and their impact level can be plotted on the

quality matrix. The quality indicators with rating of needs improvement or can do better or

satisfactory performances along with impact level of 3 or more are the areas that need

immediate attention. The quality indicators that falls in the high impact level of 10 with good

rating are also the areas of immediate concern and attention. The information on each QI

would help the institution standardize data on relevant areas of improvement, thereby

providing a base for future plans through prioritization and necessary adjustments in the

processes. Having identified the quality level of the programme, it becomes easy for the

teacher education institutions to decide the further directions one would like to take for

quality enhancement. This can be done by listing out the ‘weaker’ areas of practice on the

basis of the above procedure by the teacher education institutions.

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An example of such a matrix is given as under:

Quality Matrix

High Impact

10

9

8

7

6

5

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4

3

2

1

1 2 3 4 5 Low Impact

Performance Rating

Low Quality High Quality

1) On first key area of curriculum planning and design, the first quality aspect,

process of curriculum design was an important area that needs immediate

attention as there was complete negligence of need assessment process in the

curriculum design. Hence,

SUGGESTIONS:

Curriculum should be evolved through participatory approach in consultation with

expert groups based on the feedback from the stakeholders and hence enhances the

commitment of all for achieving the programme goals.

Internal reflection should be employed to assess whether the duration of the program

corresponds to the learning experiences envisaged and leads to achievement of the

curriculum objectives.

Teacher education institutions should concentrate on developing a relevant curriculum

that builds upon the knowledge and experience of teachers and learners.

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The teacher training curriculum must be planned and and organized to develop the

spirit of enquiry, initiative, scientific temper, manual dexterity, conceptual clarity and

linguistic skills through rigourous practice teaching and or internship than drill of

contents.

There should be emphasis on developing communication skills and receptivity to

modern educational technological aids in the teacher education curriculum.

The development of a reasonable, realistic and relevant curriculum should be

entrusted to a team of experienced stalwarts of teacher education.

Curriculum for teacher education should be planned through thorough revamping in

the light of the latest information, communication and technological development.

The opinions of the experts in curriculum designing, management, teachers and

academicians should be sought and then the modalities should be worked out.

Every teacher education institutions for curriculum planning should interact with the

resource persons, curriculum developers and teaching learning material writers.

Courses and programme should be redesigned to meet the demands of individuals,

society and nation.

Feedback on curriculum framework from alumni, staff, students, practicing schools

and employers of educational institutions needs to be collated for arriving at valid

observations and suggestions for change.

Role of NCTE in curriculum framework

Quality of education in any institution primarily depends on quality of curriculum it

follows and quality and dedication of its teaching personnel. 

Teacher education curriculum is closely linked with developments that take place at

the school as well as societal levels in terms of curriculum and pedagogy, policy

changes and other trends.

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NCTE does not provide any centrally planned and uniformly developed curriculum

for different TE programmes as it believes, and rightly so, that curriculum should be

context based and flexible and should be developed in decentralized manner by

stakeholders themselves, who have a better understanding of their needs and contexts,

within the framework provided for this purpose by the Council.  

NCTE, therefore, brings out Curriculum Framework for the benefit and guidance of

TEIs and their examining bodies which are responsible to plan curriculum for

institutions affiliated to them and leaves it to them to draw their own curricula for

different teacher education programmes.

While preparing the framework for TE curriculum, the Council looks at the latest

curriculum framework brought out for school education, expectations and demands of

this framework from teachers, other issues and developments impinging on school

education and young children like, right to education or  sustainable development, etc.

and new trends in pedagogical science, evaluation, etc. 

2) Curriculum content of teacher education institutions lack adequate scope and

flexibility.

SUGGESTIONS:

Every teacher education programme should have certain amount of flexibility in the

teacher education curriculum to incorporate the emerging concerns.

In other words the teacher education curriculum should respond to both the current

and the futuristic scenario of college education in which the main focus should be on

teacher attributes and on developing a complete teacher ie a teacher who can have

multiple skills and qualities for the holistic development of student.

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Modernisation of curriculum with considerable emphasis on development of practical

skills and competencies required for a competent teacher.

The web based technology should not only find place as a subject in the curriculum

but also it should be made an integral part of the teaching methodology.

The teacher education programme should be strengthened in theory and practice to

meet the changing needs of the students and the society.

Teacher education programme should schedule the conceptual inputting

(theory) in such a way that ensures no loss of instructional time.For this to achieve the

work allocation in tune with time should be collectively work out by consulting and

accommodating the preferences of teacher educators.

Teacher educators should have the freedom to innovate, to devise appropriate

methods of communication and activities relevant to the needs and capabilities of the

students.

Curriculum content needs to be develop in the light of the expectations from

elementary school teachers (as also from teachers at other levels) which, in turn, have

several important implications for their preparation. Some of the expectations include:

Sensitivity to the diversity and to the thinking of children, and not considering them

merely as receivers of knowledge; belief in the ability of all children to learn; and the

ability to construct active and participatory learning experiences situated in real

contexts.

School curriculum is becoming more and more complex. Manu new areas of

knowledge are getting into the curriculum. In this situation, one-time teacher training

of a particular duration may not serve the purpose. There should be continuous in-

service programme organized both through face-to-face and distance mode in order to

make the teachers to cope with the latest development.

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3) Curriculum revision of teacher education institutions is not a continuous process

of experience and insights of the experts.

SUGGESTION:

Every teacher education institution should consider curriculum revision as a

continuous process.

The teacher education institutions should undertake curriculum revision on a

regular basis in the form of continual deliberations on its substance, adequacy and

updatedness.

Networking arrangements should be created between different institutions of

teacher education to provide guidance regarding revision of curriculum and

methodology.

Agencies of quality assurance say that curriculum should be revised or

restructured at least once in 3 years but it should be revised every year. For this a

committee should be made at the university level that can check and regulate

curriculum revision every year.

Curriculum review cell should also be planned in every teacher education

institution whose main aim will be to take corrective action and measures to

remove irrelevant aspects, strengthen existing weak components and add essential

inputs through review process.

4) The physical infrastructure in most of the teacher education institutions is not

designed to implement all components of the programme effectively.

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SUGGESTIONS:

The theory and practice inputs of the programme require different types of

physical infrastructure and furnishing.

It is not merely the space available but the way in which activities envisaged in

the programme can be implemented that decides the quality of the programme.

No college should be set up without taking into account its library needs in terms

of staff, books, journals space etc.

Easy accessibility to books, adequate provision in terms of staff, multiple copies

of text books, better display of new reading material, separate rooms for

pereiodicals are some of the measures that would raise the standard of library

services.

The libraries should subscribe to the latest journals, periodicals, newspapers,

magazines etc. according to the academic needs of the students.

Classrooms need to be transformed into a modernized high tech classroom with

facilities for using technology in teaching in order to make teaching learning

process more effective.

The students should be allowed to use laboratory to make them acquainted with

the new knowledge and latest development in the field of education.

Teacher education institutions should have mechanisms to monitor for

maintenance and procedures for undertaking repairs of the physical infrastructure.

The elements of infrastructure that support the teaching learning process, such as

libraries, laboratories and connectivity need to be monitored and upgraded on a

regular basis.

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5) Instructional infrastructures available in teacher education institutions are not

optimally utilized.

SUGGESTIONS:

Every input of teacher education requires unique facilities. The teaching learning

material in the library; the ICT, ET and Methods Laboratory; and Learning

Resource Centre is some such facilities necessary for implementing a teacher

education programme.

Without their availability, certain hands-on experiences necessary for competency

and skill development are difficult.

To be effective teacher education institutions should make provisions to combine

ICT with more traditional technologies such as books and other reading materials

and be more extensively applied to the training of teacher trainees.

Teacher education institutions should equip future teachers with the latest

methods, techniques and strategies for imparting instructional learning through the

use of media, ICT etc.

The colleges of education should arrange for maximum utilization of online

services to update the knowledge of students.

Computers and multimedia system should be provided by every teacher education

institution to make it possible to design individual learning paths along which

each pupil can move at his own pace, they along with it make it easier for teachers

to organize acquisition in mixed ability classes.

The ICT should become the integral part of the teacher education programmes. To

achieve this goal required orientation and training should be provided to acquire

competencies among teacher educators.

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Every teacher education institution should provide for internet access to link the

local library to national and global information.

They should provide for projectors, speakers, and microphones etc. for making the

presentations more effective and impressive.

The management effort should be directed towards the transformation of teaching

methods. Audio- visual aids and electronic equipment should be introduced.

Development of science and technology curricula and material, research and

teacher orientation should receive attention. This will require preparation of

teachers at the beginning of the service as well as continuing education thereafter.

Lectures should be carefully planned and supplemented by tutorials, library work

and written exercises.

Team teaching should be used to explain the complicated topics.

6) Human resource in terms of qualified and competent teacher educators that

decides the quality of teacher education programme is lacking.

SUGGESTIONS:

The staff and administration should take initiatives for continuous up gradation in

the professional skills and competence of staff.

In-house discussions on practice provide opportunity to share one’s experiences,

accept other’s views as well as evolve functionally relevant processes for

coordinated working.

Seminars, workshops and conferences should be organized in every college of

education for the professional development of the teachers.

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Faculty training should be contingent on periodical reviews of research output and

student evaluation.

The pedagogical and content orientation induces necessary confidence in context

areas in the prospective teachers. Prolonged intership and working with schools

will enable them to become committed and competent.

The teacher educators need to be encouraged to explore their understanding and

beliefs about the teaching pedagogy and learning.

Role of NCTE

Due to rapid growth of TEIs during 2004-08, the institutions preparing teacher educators

could not keep pace with the increased demand of faculty as their capacity did not expand

commensurately because, neither the government paid any attention on these institutions nor

the private sector found this area economically viable for investment. In the International

Seminar on Elementary Teacher Education, it was rightly observed that though preparation of

teachers depends largely on the quality and preparation of teacher educators, this is one of the

least talked about issues in the discourse on teacher preparation (MHRD, 2010 b).  Perhaps,

buckling under the pressure of the strong private TEI lobby, NCTE found out a novel solution

to the problem of shortage of teacher educators, and in 2007 it downgraded the faculty

qualification for TEIs from M.Ed. to B.Ed. which led to a large scale recruitment of faculty

possessing the lowered qualification, some TEIs even removed their faculty with M.Ed.

degrees and replaced them with B.Ed. pass outs as this saved them some more bucks in their

salary.  However, scaling down the faculty qualification invited an all round criticism from

educationists and the government, as this was going to cause further damage to the quality of

teacher preparation.

 To bring improvements and raise the standard of teacher education, in states/courses which

suffered from shortage of capacity, concerned authorities were encouraged to set up

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additional training facilities and alternative steps were also taken to meet the requirement of

teachers. For example, in UP,  where huge gaps in demand and supply of elementary teachers

existed and there was no likely-hood of a quick boost in the supply of trained teachers and of

bridging the gap in this area in a short period, and where supply of other teachers, say

secondary level, was in excess of the demand in the state because in the past, too many TEIs

for this level were opened, the problem was addressed by allowing setting up of new

elementary TEIs and also by  designing  an intensive  training course of six months for giving

a detailed orientation in elementary school teaching to differently trained teachers and,

through an amendment in teacher qualifications,  such differently trained persons with six

months training were also made eligible for appointment in elementary schools. Similarly, in

West Bengal a special bridge course of one year duration was designed and approved for a

given number of primary teachers who were earlier trained only for one year by the PTTIs.

7) The internal coordination and management on the organization and

management key area is not attuned with regard to the assigned functions, roles

and responsibilities.

SUGGESTIONS:

When several activities have to take place, it is necessary to have a clarity

regarding who will do what and how it will be done.

If activity areas match with the competency and interest of staff then the

activities would be planned and implemented earnestly.

Hence teacher education institutions should decide the activities, the staff to

organize them and financial provisions.

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The teacher education institution should develop an organization chart with

proper allocation of activities and tasks at the beginning of the year and

assigns them to different staff so that no role confusion should exist in the

assigned functions, as they will be assigned according to the competency and

the staff agreeing to undertake them.

The employees should be given the work they are appointed for. They should

not be given extra responsibilities in addition to their already allotted work.

This reduces their efficiency and ultimately the organization suffers.

The management of colleges of education should ensure required number of

the staff specialized in their activities with clear cut roles and responsibilities

to perform.

The assigned functions, roles and responsibilities should be maintained

through proper accountability by the staff and institution.

Head of the Department together with the administrative, teaching and non-

teaching staff should cooperate fully for strengthening the functioning of

academic department in specific and the overall institution in totality.

8) The academic calendar of the teacher education institutions do not match with

the vision and objectives of the programme.

SUGGESTIONS:

The institution should prepare an academic calendar reflecting all the activities of the

programme, every year on the basis of deliberations.

There should be an agreement between the annual academic calendar and the annual

report as far as the activities planned and organized are concerned.

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Co-curriculuar activities such as debates, essay competitions, skits etc should be a

compulsory part of the academic calendar besides curricular aspects.

NSS and NCC camps and social tours should also be made a compulsory part of the

academic calendar.

There should be activities such as cultural, social and sports etc. organized as per the

academic calendar where all the students and the teachers can participate with no

differences leading to enhanced interaction and improved relationship.

9) The teacher education institutions do not adhere to the norms of the selection

and shows non-existence of consistency across notifications made.

SUGGESTIONS:

Quality of a programme depends on the quality of the staff that implements it.

Adhering to the norms for recruitment shows a concern for quality. Such a

concern is reflected in the notification issued for recruitment.

UGC norms should be followed in the selection of the teachers even on the

contract basis.

For appointments, there should be no criterion, other than that of merit, as it

includes academic distinction, teaching ability and leadership in student activities.

An appropriate system of appointments and incentives is required to maximize the

productivity of faculty.

The process of selection of would be teachers need a through planning and at least

5 essentials must be examined-

a) The commitment to students and student learning

b) The managerial and monitoring capacities(aptitudes)

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c) The reflective abilities

d) The academic and relevant study habits to ensure the membership of learning

e) The knowledge about the content of their subject areas.

10) Most of the teacher education institutions do not have adequate financial

resources to run the programme and view the programme as a means to amass

wealth.

SUGGESTIONS:

The management should not view a programme as a means to amass wealth.

A teacher education programme should not be viewed as a means for collecting

funds from a source or agency that is not legitimately concerned with teacher

education.

Self – finance courses should not become a means of making money. Fees

structure of such courses should be kept so nominal so that needy and deserving

students can also take admission.

The income for a programme should come from a legitimate source and be

known.

Regulation of funds for a programme should be based on clearly laid down

procedures of financial management.

At any time in implementation, the institution should be in a position to know its

fund position.

Since the institution has an annual academic calendar, all items of expenditure

should be known and budgeted. The overheads in expenditure need to be within

acceptable limits.

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11) Most of the teacher education institutions have fully fledged inbuilt academic

audit process for generating feedback on the academic standard of the

programme.

SUGGESTIONS:

Academic auditing is an essential process for generating feedback on the

academic standard of the programme.

It can act as the basis for identifying and implementing initiatives for

improvement of academic quality.

A self-appraisal by the staff is an expression of concern and commitment for

improvement in performance.

Appraisal should indicate the extent of clarity in the staff regarding the functions

to be performed by them.

The institution should have a system of self-appraisal by the staff members and is

undertaken at the end of each academic year.

The appraisal should be recoreded on a prescribed format developed and

maintained by the institution.

A separate assessment should be made by the superiors and tallied with the self-

appraisal.

A monitoring cell should be built in every teacher education institution to look

for proper monitoring and controlling mechanisms in terms of the compliance

with the norms and standards fixed by NCTE.

A system of teacher evaluation including peer reviews-open, participative and

data-based should be created in every teacher education institution for providing

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reasonable opportunities to the teacher educators for providing valuable

suggestion for enhancing the quality level of teacher education.

SUGESSTIONS FOR ENHANCING LINKAGE AND INTERFACE IN TEACHER

EDUCATION INSTITUTIONS:

Teacher education institutions should make parents aware about their partnership role.

For thie every teacher education institution should create opportumities for all parents

to become informed about the designed parent involvement programme and how it

will be carried out.

Every teacher education institution should provide regular information to parents

about their child’s participation and progress.

Teacher education institutions should work on the professional development of the

teacher educators and the staff to enhance their effectiveness by creating proper

linkages and interaction with the outside agencies.

The teacher education institutions should have functional linkages with other

educational institutions around it and also with schools that will help it in not only

recognizing some of the activities but will also help it to take lead and provide an

academic forum for discussing educational issues and problems.

The teacher education institutions should have respect for and engagement with local

communities and cultures.

SUGESSTIONS FOR A SYSTEMATIC OFFICE MANAGEMENT IN TEACHER

EDUCATION INSTITUTIONS:

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The management of colleges of education should provide the required no. of teaching

and non-teaching staff specialized in their work for the proper functioning of the

system.

Management of the admission procedure should be very strict.

Some guidance and counselling session should be given to the students taking

admissions so that they can choose the right course for themselves according to their

aptitude and interest.

The library and the adminstrative staff should be qualified, humble and supportive for

the teachers and the students.

Adequate staff should be appointed in the offices of all teacher education institutions

so that employees do not have extra work load.

For the intake quality of high standard and for ensuring transparency and fairness it is

necessary for teacher education institution to adhere to the defined admission criteria

and to make the details of the admission or process known to all concerned.

SUGESSTIONS FOR ENHANCING STUDENT QUALITY IN TEACHER

EDUCATION INSTITUTIONS:

In case of aided teacher education institution teacher educators should be made

accountable for pupil achievement.

Adequate mentoring and monitoring support to the trainees should be provided during

practical training to enhance the professional rigour of the students.

Understaffing in aided colleges of education due to ban on direct recruitment and in

promotions should be replaced with more transparent and in accordance with the laid

down procedures of UGC provisions or NCTE norms.

Arrange for and coordinate on extensive and intensive programme of field

experiences and practice for enhanced student quality.

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Instead of making the students as passive listeners, they should be developed as active

partners of teaching learning process and for this questioning should be employed

extensively by the students by recalling their experiences.

Observation, demonstration, microteaching, discussion and feedback, simulation and

role playing and bit/ shared performance etc should be employed by every teacher

education institution.

A marked reduction in the formal instruction should be made and a corresponding

increase in tutorial work, discussion groups, seminar and in-depth independent study

which stimulate curiosity, problem solving ability and originality.

Eminent personalities from various fields should be invited to interact with the

students so that students feel motivated.

Parent –teacher associations can help in enhancing the skills and aptitude of the

students by mutual sharing and underatnding of the problems of the students.

SUGESSTIONS FOR IMPROVEMENT IN THE EXAMINATION SYSTEM IN

TEACHER EDUCATION INSTITUTIONS:

Teacher education institutions should have a clear definition and accurate assessment

of learning outcomes including knowledge, skills, attitudes and values.

There is a dire necessity to make a critical assessment of the existing theory and

practice of teacher education and evolve a new framework for preparation of teachers

appropriate to the level and subject of specialization.Therefore some type of

mechanism of check and balance should be developed and employed with full

transparency.

It is essential to develop a strategy of internal evaluation and assessment of the way

the teaching learning process takes place in teacher education institutions.

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Papers for examination should be set by external teachers and not by the internal

teachers. The papers set should not assess rote memorization of students but should

evaluate the objectivity, understanding and analytical skills of the students.

The reorientation of the teachers to adopt new and improved techniques of evaluation.

A programme of seminars, discussions, workshops should be organized to serve the

purpose of reform.

Introduction of a more frequent periodical assessment forming a system of internal

evaluation should supplement the external evaluation.

The nature of annual examination often stifles the teaching learning process because

they reward selective and uncritical learning. There is an acute need to reform this

examination system.

SUGESSTIONS FOR BUILDING AND MAINTAINING RELATIONSHIPS IN

TEACHER EDUCATION INSTITUTIONS:

Every teacher education institution should have a participatory governance and

management.

Teacher education institutions should make concerted efforts to develop a responsive,

participatory and accountable system of educational governance and management.

The teacher educators will feel quite contended when they find that their work and

achievements are being acknowledged by the management by way of financial and

administrative support for national and international research collaborations.As a

result of this they will have good relationship with their peers, colleagues and the

management.

For the above condition to be fulfilled , the teacher education institutions should

provide for broad funding for the organization through various agencies and also by

the management itself to participate in workshops, seminars and symposium in India

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and overseas without any discrimination on any grounds among the deserving teacher

educators.

The management and the Head of the institution should have frequent interaction with

the teachers to understand their needs; listen to their problems and should take

measures to solve them.

Teachers associations play a significant role in upholding professional integrity,

enhancing the dignity of the teachers and in curbing professional misconduct.

SUGESSTIONS FOR RAISING THE LEVEL OF JOB SATISFACTION IN

TEACHER EDUCATION INSTITUTIONS:

Every teacher education institution should provide for well trained teachers and active

learning techniques to enhance the level of job satisfaction.

Every teacher education institution should create safe, healthy, inclusive and equitably

resourceful educational environments conducive to excellence in learning, with

clearly defined performance levels of achievement for all.

Every teacher education institution should enhance the status, morale and

professionalism of teacher educators by helping them to utilize their self- motivated

learning as a necessary strategy for professional development.

Competency based teacher education(CBTE) which emphasizes on a minimum

standard and add criterion levels for value orientation should be given due emphasis

as quality CBTE presses for consequences competencies as the most important

measures of teacher effectiveness.

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The underpayment to the staff in private colleges has lost the self esteem and job

satisfaction in teacher education where the said staff must be paid as per the UGC

guidelines on full time and permanent basis.

The status of the teacher educators should be strengthened and the government and

the management should honour the dignity of these teachers.

Proper payment of salaries and the job security to them will yield fruitful results.

Privatization, if necessary, should not occur at the cost of teachers well being. A

uniform policy of wages or a fixed wage structure as per the required qualification

should be enforced in all private teacher education institutions.

There must be conscious effort to attract and retain talented teacher educators through

better working combined with incentives for performance.

Every teacher educators should be given an opportunity for in house discussions or

practice, to share ones’ experiences and to have exposure to work in the professional

forum which will build confidence and help them to gain satisfaction.

The pay and service conditions of teachers have to commensurate with their social

and professional responsibilities.

Efforts should be made to reach the desirable objective of uniform emoluments,

service conditions and grievance removal mechanisms for teachers.

Norms of accountability should be laid down with incentives for good performance

and disincentives for non-performance.

Teachers should be given extra emoluments and perks for outstanding academic

achievements.

ADDITONAL SUGGESTIONS:

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All teacher education institutions should ensure that quality management is

implemented at all levels. These institutions should be subjected to periodical

assessment and accreditation from the national assessment bodies like NAAC and

ISO.

Internal and external periodical assessment cells should be formed to monitor and

promote quality in teacher education programmes as per the guidelines of national

agencies like National Council for Teacher Education (NCTE), NAAC etc.

Establishment of teacher education institutions should be according to the demand

and supply policy. Quality of teacher education should be ensured when there is

quantitative expansion.

Every teacher education institution should have adequate preparation for practice of

total quality management practices through various in-house hands on experience

including simulated practice. The nature and extent of preparation made for total

quality management intervention reflects the extent to which it is viewed as important

and essential. Since total quality management practice is an inseparable component of

teacher education programme, the planning and preparation for its implementation

should be comprehensive.

The teacher education institutions will survive only if they remain dynamic enough to

keep pace with the new demands in the teaching profession and consequently on their

preparation.

Every teacher education institutions should build capabilities of teacher educators in

many other fields, in addition to the subject matter. Teacher education institutions

have to work upon basic four dimensions of an effective (quality) teacher. These are:

(1) Academic Competence (2) Teaching skills for the relevant subject (Pedagogy), (3)

Good understanding of student psychology, and (4) Commitment and motivational

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skills. Usually teachers are only measured from their academic credentials, which is

by no means sufficient. Excellence should be built in all these four dimensions.

Every teacher education institution should have a mentoring cell for the professional

development of the teacher educators as it will lead to enhanced professional

competency, reflective practice, and professional renewal and last but not the least

provides them with some richest collegial interactions.

A well structured, organized and proactive guidance and counselling cell should be

created in every teacher education institution accessible to all students and

compassionate to their needs either related to educational attainment problems or to

personal growth.

For this every teacher education institution should have qualified staff that can plan

and implement guidance activities and provide individualized counselling to the

needy students resulting in the holistic development.

The activities of the unit should take into account the students educational, socio-

personal and vocational needs comprehensively.

A placement cell should be created in every teacher education institutions for guiding

the students about the job openings and other areas where they can use their

qualification and talents. It should ensure that the students should be placed within

the least possible time of completion of study and there exists a record of placements

facilitated by the institution.

A student progression cell should also be build in every teacher education

institutions that should show concern for students’ progression to higher studies and

to a teaching career as well as their retention in it.

A student monitoring cell should also be built in every teacher education institutions

to provide information about the extent to which the stated objectives of the

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programme are achieved. It will help the staff to implement corrections by designing

additional inputs for those students who have not been benefitted from the general

inputs provided in the course.

The monitoring system will help the staff for the identification of the objectives not

achieved satisfactorily, the findings then can be discussed in a forum created for the

purpose and then the decisions can be taken about remedial inputs needed.

Teacher education programme has to bring teacher educators together to

systematically apprise and obtain insights. Such research emphasis not only enhances

teacher educators’ quality continuously but also provides ample scope to the student

teachers to get engaged in action research as a regular part of their practice.

Each college of education should have a specially appointed personnel advisory

committee, which would work in collobaoration with the appointing authoriries of

university to find faculty members in fields in which it is already distinguished or in

which it seeks distinction.

An effective teacher education programme need to develop competencies of teacher

educators not only for impactful handling of instructional process but also develop

strategies that relevantly sensitize students to the diversities in the societal contexts.

Schools should come forward to conduct campus interviews and show interest in

appointing the quality products (students) at a high pay, then the programme will be

of high quality.

Teacher education institution should adopt some framework as a benchmark;

“Benchmarking” refers to a careful and close study of process or product of another

organization who is supposed to be much better and successful in one’s area. By

analyzing and studying the most successful institute one can learn a lot and revise

one’s own strategies to improve. In this respect “weak” and “laggard” institutes

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should hire professional academicians or consultants to guide and give them useful

tips for quality improvement.

The UGC should place at the disposal of each university a contingency fund which

may be used to provide more attractive salaries to persons of exceptional

performance.

The only solution for quality upgradation of teacher education institution is to

radically reorganise them with a long term integrated course, compelling all sub-

standard teacher education colleges to automatically close within a fixed span of 5

years or alternatively to develop into quality institution for training to escape closure.

The NCTE, state government and the universities should jointly monitor all the

colleges of education with surprise visits and inspection. It should have a coordinated

committee in evaluating and monitoring the academic standards.

UGC should set up immediately an examination reform unit for colleges of education

which should work in collobaration with universities.

Outcome of the teacher education programme is an indicator of quality that means that the

programme has made a comprehensive impact. But mere attainment of the stated objectives

for a time being is not sufficient but it should be sustained through consistent efforts of the

staff and the administration.

To achieve an effective quality teacher education programme, a quality assurance cell

should be inbuilt in every organization to provide adequate guidelines for formulating quality

assurance policies as well as for adopting systems and procedures within teacher education

institutions for enhancing the quality of the processes involved in teacher development. The

quality assurance cell can undertake formative evaluation of the institution that will involve

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periodical quality assessment followed by taking appropriate action based on the assessment

results.

For this every institution should have a small group of teachers who should meet regularly to

take stock of work related problems and to take decisions on remedial measures. This group

may be called Quality Control Committee (QCC) or TQM Steering Committee. The

committee should be entrusted with Professional freedom and authority to make their own

decisions and empowerment for valuable and feasible suggestions. Sometimes all the staff

members can also meet and one or more presenters can provide feedback and suggest future

steps. This QCC should work on the basic premises of famous Deming Cycle or Deming

Wheel of PDCA. The nomenclature PDCA stands for Plan, Do, Check and Act. Plan for

changes to bring about improvement, Do changes on a small scale first to trial them, Check

to see if changes are working and to investigate selected processes and Act to get the greatest

benefit from changes.

This Deming Cycle can be suitably adapted in teacher education institution by the Quality

Control Committee for maintaining and sustaining the quality standards of not only the

teaching learning pursuits but also the overall institutional functioning. Hence there is dire

necessity for a continous performance appraisal of all the subsystems in an organization by

the quality coordinating committee.

Plan for changes to bring Do changes on a trial basis

about improvements

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PLAN DO

ACT CHECK

Act to get the benefits Check to see if changes are

working and to investigate

selected processes

Fig: 5.1 Deming’s PDCA Cycle

(Source: HCL, www.hci.com.au/hcisite2/toolkit/images/pdca.02.gif)

In teaching context the Deming’s PDCA Cycle can be adapted with a slight modification.

Plan Teach

Final Test Periodic Tests and Checks

Revised Teaching

Fig: 5.2: Modified Deming’s PDCA Cycle in Teaching Context

Thus the TQM steering committee can apply this total quality management philosophy for

the common cause of achieving excellence periodically in every system and sub-systems of

the teacher education institutions. Hence Total Quality Management should be made an

integral part of teacher education programme.

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PLAN DO

ACT CHECK

P T

F P

R

SUGESSTIONS FOR FURTHER RESEARCHES

1. The future researches are suggested to take a large sample for arriving at more authentic

results.

2. More advanced statistical tools and techniques like multivariate ANOVA can be used for

obtaining results.

3. The present study has been carried out in Lucknow city; it should be expanded to other cities

also with more area of sample.

4. The present study has been carried out only on teacher education institutions affiliated to

University of Lucknow. Further studies can be conducted on teacher education institutions

affiliated to some other universities.

5. Further studies can also be conducted on teacher education institutions differing on the type

of institutions with a larger sample.

6. Some other follow up studies may be carried out in the field with a view to see the validity of

the results drawn from the preset sample.

SUMMARY

INTRODUCTION

Education is a process through which a nation develops its self-consciousness by developing

the self-consciousness of individuals who compose it. It is not mere public instruction, it is

social institution, which provides mental, physical, ideological and above all training to

individuals of the nation so as to enable them to have full consciousness of their mission, of

their purpose in the life and then to achieve that purpose. (AIOU, 2002).

Quality is one of the most important issues in education. It is recognized that there are

problems with today’s education system. Students leaving or graduating from high schools

and colleges are unprepared to meet the demands of society. These students are product of an

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education system that does not focus on quality and is a cause of increase in social welfare

cost. Quality management is a vehicle to which professionals can use to cope with the “forces

of change” (Arcaro, 1997).

Quality in higher education is a multidimensional concept, which includes all related

functions and activities that form the part of academic life in an institution. Therefore, any

framework for assessment of quality should take into account the quality of teachers,

infrastructure provided to students, student support services, curricula assessment and

resources (Isani and Virk, 2005).

What is Total Quality Management

Total Quality Management is a people driven process. It involves changes in people’s

attitudes primarily. In addition, it deals with process orientation and continuous improvement

of the process. It strives for empowerment and autonomy of the people involved in using

processes of production. It asks people to continuously look for new ways to adapt to the

changing environment. It is a continuous improvement plan, with an effort to bring out the

best for the stakeholders as well as for the institution.

QUALITY EXCELLENCE IN EDUCATION.

Generally speaking quality is a way of life. It is a commitment of an individual towards his

duty and life. It means every individual has to do his duty for which he is capable and

desirable in expectation of the society. According to Edward Williams Deming, the word

quality is defined as, “Quality is meeting, exceeding, delighting customer’s needs and

expectations with the reorganization of customers’ needs and desires that change over time.”

Although the term quality is very frequently used in every society but very few come forward

to conceptualize and apply it in their daily life situation.

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Being contextual in our approach it can be highlighted here that the term quality is used to

convey an assurance of satisfactory service or product in areas of both management studies

and developmental studies. When the term quality is based on quality standard and client

satisfaction criterion in management studies, it is generally applied to signify the quality of

life in developmental studies. However both in management and developmental studies the

term quality is used to convey a positive move or up gradation of satisfaction or position from

good to better.

After having conceptual clarity of the term quality being contextual in our approach, we can

say in a single sentence that the term quality means “the totality of features or characteristics

product or service bear on its ability to satisfy stated needs”. In this regard quality or

excellence in education stands for the education of a high grade of excellence. In a simpler

form it can be said that quality implies the transformation of individual and society to higher

physical, intellectual, emotional, aesthetic, moral and spiritual attainment.

TOTAL QUALITY MANAGEMENT IN EDUCATION

If TQM has been relevant for the industry in the second half of the twentieth century, it is

relevant in the field of education in the twenty first century. People interested in education

have to take on the leadership of applying TQM concepts and tools for a continuous

improvement plan for educational institutions. Such people are those who are endowed with a

commitment to education and a passion for work associated with such commitment, they can

guarantee total quality in education.

The Gurukula System of education was probably the best example of quality management in

education. In the Gurukula (Gurukula means Preceptors family) system, students lived with

the Guru in his family until the time they completed their study. The Gurukula tradition of

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total quality was successfully transferred to the early Indian Universities like Nalanda and

Takshasila.

The expertise of visionaries also in institutional planning should be a part of planning the

academic curriculum. The Concept of Total Quality Management should not be left to the

corporate world. It should extend its reach to educational institutions too. Now some

computer education institutions have obtained ISO 9001 to assure their clientele (the learners

enrolling in their institutions) of quality education. This phenomenon should be extended to

schools, colleges and universities. The governing body awarding accreditation should review

the status of institutions periodically to ensure quality-learning.

Quality Education in schools and colleges will lead to qualified human resources moving to

higher education and in their producing highly qualified manpower for demanding careers

(Barnett, 1994). Once appointed in colleges in government scale of pay, there is stagnation

in the teachers‟ growth and development. The teaching community should not be complacent

with the belief that experience alone would suffice to carry on their work effectively. Myron

Tribus has often said, “Experience alone teaches nothing. If you do not have a theory to

provide a framework to understand your experience, you do not accumulate thirty years of

experience; you merely repeat one year thirty times” (Myron Tribus 1994 quotes in

W.Edwards Deming).

TQM embraces continuous improvement and therefore by definition is a journey. It is a

Journey or a continuous striving to meet ever rising customer requirements while at the same

time achieving continuous improvement in every aspect of the organization operations. TQM

is a means to an end being the organization’s mission, vision or goal.

Statement of the problem

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The problem of the study can be specifically stated as under

“A Study of Total Quality Management Practices in Teacher Education Institutions”.

Objectives:

1. To find out the extent of total quality management practices available in teacher

education institutions.

2. To study the total quality management practices in teacher education institutions of

teacher educators in relation to their gender, academic qualification and teaching

experience.

3. To find out the relationship between total quality management practices and quality

performance among teacher educators.

4. To suggest a road map to the teacher education institutions for the adaptation of a

quality matrix.

Hypotheses :

H0 There will be no positive relationship between total quality management and quality

performance among teacher educators.

Ha There will be a positive relationship between total quality management and quality

performance among teacher educators.

Research Design:

Qualitative method of research will be adopted in specific components of teacher education

management.

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Population & Sample:

The population of the study consisted of teacher education institutions in the city of Luck

now. The sample for this study consists of 11 teacher education institutions comprising of 70

teacher educators and 11 Head of the department.

Sampling:

The sampling techniques employed are:

Random

Cluster

The teacher education institutions are selected on the basis of simple random sampling and

the teacher educators are selected on the basis of cluster sampling. The teacher education

institutions were selected randomly from a list of 36 teacher education institutions obtained

from Lucknow university official website. The teachers were selected by cluster sampling.

Variables:

Total quality management practices(dependent)

Teacher educators(independent)

Teacher education institutions(independent)

Research Instruments:

To achieve objective no.1, Quality indicator tool developed by NAAC – COL team and

Mukhopadhayas’s Institutional Profile questionnaire were administered.

To achieve objective no.2, personal data schedule were administered.

To achieve objective no. 3 Quality indicator tool developed by NAAC – COL team and

Mukhopadhayas’s Institutional Profile questionnaire were administered.

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Data Collection And Analysis:

Data were collected using assessment tools and then analyzed with regard to total quality

management practices.

RESULTS- On the basis of Mukhopadhyay’s Institutional Profile Questionnaire.

In case of self –financing teacher education institutions:

1. The strongest key area is the co-curricular activities which takes place throughout the year

according to the institutional plan.

2. The principal has all the inherent leadership qualities of a good academic leader with a

professional approach.

3. The teachers are qualified and trained utilizing their KSA- knowledge, skill and aptitude.

4. The students of teacher education institutions are good and diligent and take studies seriously.

5. Material resources are also one of the strong areas of teacher education institutions in the

form of a good library infrastructure.

6. The teaching quality is good and the teacher utilizes audio-visual aids while teaching to make

the lesson clear and understandable.

7. Linkage and interface was identified as the weak area of teacher education institutions

indicating no connection with the outside world.

8. The weakest area of teacher education institutions is office management which indicates that

the offices are in a lousy and unsystematic condition.

9. Relationship between the principal and the teacher educators is not good and they are less

social.

10. Examination system is considered as a routine activity and not as a tool of improving

teaching learning process.

11. Job satisfaction is low due to poor pay and reward system.

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In case of aided teacher education institutions:

12. The principal as leader is the strongest key area which indicates that the principal possess

prompt leadership qualities.

13. Teacher quality is good with trained and qualified teachers.

14. The government teacher education institutions pay full attention to the co-curricular activities

through properly planned institutional plan.

15. The teachers’ uses latest audio-visual aids to make the teaching –learning interaction more

effective.

16. Material resource is a strong key area having good and effective physical infrastructure.

17. In contrast to self-financing teacher education institutions, examination is a strong area of

aided teacher education institutions which indicates that teacher educators employ assessment

and evaluation outcomes for enhancing competence of students and to provide development

inducing feedback.

18. In contrast to self-financing teacher education institutions, student quality is a weak area of

aided teacher education institutions which indicates that teachers take least initiative in

making the student organizes the activities skilfully.

19. Office management is weak in aided teacher education institutions.

20. Relationship among the administrative and the teaching staff together with the HOD is not

cordial.

21. Linkage and interface is weak in aided teacher education institutions which indicate that they

exist as isolated institutions.

22. Job satisfaction is low as the teachers and the HOD along with the administrative staff do not

have good pay and reward system.

23. Female teachers adopt more of total quality management practices as compared to their male

counterpart.

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24. Teacher educators with different qualification show differences in employing total quality

management practices but the difference is not very significant.

25. Teacher educators with low level of qualification apply more total quality management

practices as compared to teacher educators with high qualification.

26. Teacher educators with few years of experience (0-5) adopt total quality management

practices more as compared to teacher educators with more than 5 years of experience.

27. Teacher educators with maximum no. of years of experience adopt very less total quality

management practices.

On the basis of Quality indicator tool by NAAC-COL.

28. On curriculum planning and design, with respect to the quality aspect institutional vision,

majority of the HOD opines that the institution has clear statement of vision and mission.

29. There was complete negligence of need assessment process in the curriculum design.

30. Curriculum content of teacher education institutions lack adequate scope and flexibility.

31. Curriculum revision of teacher education institutions is not a continuous process of

experience and insights of the experts.

32. The physical infrastructure in most of the teacher education institutions is not designed to

implement all components of the programme effectively.

33. Instructional infrastructures available in teacher education institutions are not optimally

utilized.

34. Human resource in terms of qualified and competent teacher educators that decides the

quality of teacher education programme is lacking.

35. The internal coordination and management on the organization and management key area is

not attuned with regard to the assigned functions, roles and responsibilities.

36. The academic calendar of the teacher education institutions do not match with the vision and

objectives of the programme.

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37. The teacher education institutions do not adhere to the norms of the selection and shows non-

existence of consistency across notifications made.

38. Most of the teacher education institutions do not have adequate financial resources to run the

programme and view the programme as a means to amass wealth.

39. Most of the teacher education institutions have fully fledged inbuilt academic audit process

for generating feedback on the academic standard of the programme.

40. All the input indicators are strong except student quality is weak in case of government

teacher education institutions.

41. The process indicator examination is weak in case of self financing teacher education

institutions but not in government teacher education institutions.

42. The process indicators, job satisfaction as well as relationship are weak in both the types of

teacher education institutions.

43. Overall, the key area of curriculum planning and design lacks an operational curriculum.

44. The key area of infrastructure and learning resource lacks a mechanism in place to ensure

availability of adequate and appropriate infrastructure for its constant augmentation to keep

pace with the academic growth of the institution.

45. The key area of organization and management lacks good resource management practices,

which can support and encourage performance improvement, planning and implementation

strategies.

Delimitations: Due to constraints of what is called in literature “three unities of time, space

and events” coupled with some other elements, including but not limited to, monetary angle

and dearth of resources, the study was delimited to the geographical city of Lucknow and also

to the Faculty of B.Ed. colleges, that to affiliated to Lucknow University.

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