New RP

Salam...

it has been a few months I dont put up anything in this blog!!

Now, after lazying around, working on and off...I need to concentrate on my thesis again!!

And the most challenging part, I want to change my topic!! I need to do from a scratch again..and start writing my new proposal!!

Let's start the engine!! Vroommmmmmmm

My reference:

http://repository.lib.ncsu.edu/ir/bitstream/1840.16/3941/1/etd.pdf

Instruments

 1.9.4      Instrumentations

A quantitative approach is adopted and a survey is chosen as the method of enquiry. First part is the respondents’ personal demographics which consist of 4 questions. Second part included 15 items which come from “the total quality management school” (West-Burnham,1992)as cited in (Yau, 2011) intended to study the perception of respondents toward school TQM and shown in appendix. The items of TQM are divided into four areas as clearly shown in table below:

Table 1.9.4.1: Areas of QM

Areas of QM	Items no. (part 2  questionnaire)
Values and duties (VD)	1, 2 and 5
Meeting pupils’ needs and staffs	8, 9, 10 and 14
System and team (ST)	3, 4 and 11
Resources and change (RC)	6, 7, 13 and 15

The last past of the questionnaire is the part C which consists of 17 questions. The questions investigated the level of commitment of the respondents in school. All questions from part C is adopted from Allen & Meyer (1997). All items in part B and part C of the questionnaire are assigned seven-point Likert-type scales. These items are anchored at (7) strongly disagree; (6) disagree; (5) a little bit disagree; (4) neither disagree nor agree; (3) a little bit agree; (2) agree; (1) strongly agree. 

Research Methodology

1.9       RESEARCH METHODOLOGY

1.9.1      Restatement of objectives

(1) to examine teachers’ perception towards the features of TQM in Integrated Islamic School, Shah Alam (ISSA), SK Seksyen 19 and SK Seksyen 20;

(2) to examine the level of teachers’ organizational commitment in ISSA,SK Seksyen 19 and SK Seksyen 20; and

(3) to find out the relationship between teachers’ perception of TQM and their organizational commitment in ISSA, SK Seksyen 19 and SK Seksyen 20.

This research  applies a descriptive correlational research design. It consist of a quantitative research. The quantitative  research consist of a survey questionnaire which investigate the  teachers’ perception towards the features of TQM in Integrated Islamic School, Shah Alam (ISSA), SK Seksyen 19 and SK Seksyen 20 and to examine the level of teachers’ organizational commitment in ISSA, SK Seksyen 19 and SK Seksyen 20.

 1.9.2      Population

The target population for this study is primary school teachers in Shah Alam district in Selangor state. There are 56 primary schools in Shah Alam district with approximately 4776 teachers.

 1.9.3      Sample

For the survey, the random sampling method was used to select different schools from the list of primary schools in Shah Alam district. In this study, Integrated Islamic School, Shah Alam (ISSA), SK Seksyen 19 and SK Seksyen 20 will be selected. Total 356 teachers (n=356) in the schools selected are respondents in this research.  

My Proposal

Relationship between Teachers’ Perception of Total Quality Management and Their Level of Organizational Commitment

1.0       BACKGROUND OF STUDY

1.1       TQM in Education 

In order to improve educational quality, highly developed countries have constantly implemented educational changes. The quality philosophy and principles have become central to international educational reform efforts in nations such as Canada, Australia, Japan, the United States and the

United Kingdom (Weller, 1996) as cited in  (Idris, 2009). The attraction of TQM philosophy is mainly because of its successful record in the world of business in producing quality products and services. In fact, TQM provides a structured and comprehensive delivery system which may lead improvements in education (Weller and Hartley, 1994) as cited in (Idris, 2009).

In Malaysia, in order to build a world-class education system the Ministry of Education (MOE) had started introducing the TQM in 1995. In 1995 the MOE had launched the ISO 9000. A "customer charter" had been launched by MOE on April 1, 1996. The Ministry formed a policy and quality section to monitor the education policy at all levels based on the TQM principles. Within 6 months of the launching of the customer charter, the National Higher Education Council was established in September, 1996 to monitor standards in the government HEIs and a "grading system" was laid down to assess the effectiveness of each academic department and its faculty. In the basic education, primary and secondary schools, the implementation of TQM had been introduced and implemented as well. After two decades of the implementation of TQM in schools, several scientific studies had been done to examine the success of TQM of the extent to which quality management (QM) has been effectively implemented in schools. The features of QM improvement implemented in secondary and primary schools include values and duties, system and teams, resources and changes and meeting pupil needs and empowering staff.