Recently, the application of quality management systems (QMS) in educational institutions has become widespread, in an effort to improve diverse processes and results in schools. However, there are very few studies that enable us to confirm whether these QMS bring true changes that are sustainable over time and lead to improvements in these institutions.
This study thus aims to assess the impact of the implementation of ISO:9001 standards on school climate and on the satisfaction of the members of the educational community at 80 Spanish preschools, primary and secondary schools in different autonomous communities.
The analyses performed show conclusive results regarding the impact of ISO:9001 standards on teachers' involvement in improving the school's climate, conflict resolution by the management team and in families' involvement and satisfaction with the school. However, no apparent evidence was found of the impact on relations among teachers, conflict resolution among staff members and the perception of satisfaction by the teachers themselves.
We must bear in mind that the results and conclusions obtained are based on the instrument developed for this study, where it has been the members of the schools themselves who have assessed the changes they have perceived or that have taken place. However, due to the limitation of the instrument, it could be complemented in future research with external evaluations that could complement the results obtained in the present study.
Furthermore, greater impact of the ISO standards was identified in schools from certain regions (Valencia and Andalusia), in state-assisted private schools, in smaller schools and in institutions which have been implementing the QMS for longer periods of time. The management team also perceived a greater improvement in climate than did teachers.
Fernández-Cruz, F.J., Rodríguez-Mantilla, J.M. and Fernández Díaz, M.J. (2020), "Impact of the application of ISO 9001 standards on the climate and satisfaction of the members of a school", International Journal of Educational Management, Vol. 34 No. 7, pp. 1185-1202. https://doi.org/10.1108/IJEM-10-2018-0332Download as .RIS
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