ISO 9001 standard and their impact on school management and planning and support systems–Comparative study on perception between heads–teachers

Abstract

Purpose

The objective of this study was to evaluate and compare how school heads and teachers perceived the impact of implementing ISO 9001 Standards on the dimensions management and planning and support and recognition.

Design/methodology/approach

The study included 2,192 subjects (86.2% teachers and 13.8% heads) belonging to 85 schools in four Spanish autonomous communities (Castilla y León, Community of Madrid, Andalusia and Community of Valencia). We used an instrument made up of 25 items evaluating both dimensions (Cronbach's α = 0.961). We conducted descriptive and differential analyses (applying ANOVA and calculating the effect size) overall and for the assessments by heads and teachers.

Findings

Results show a higher impact in small private schools with state subsidies, with 9–11 years of ISO implementation and receiving internal aid or none at all. The impact was medium–high on the management and planning system and medium–low on support and recognition, with heads evaluating at a significantly higher level the impact of ISO 9001 standards on improvement of preparation of classroom timetables, meetings, analysis of staff expectations and recognition of staff achievements.

Originality/value

Implementation of quality management systems in education has increased significantly in the last decades, and it is thus necessary to find evidence on how the resulting improvements are generated in schools. This study provides conclusions to the scientific and professional community about how school heads and teachers perceived the impact of implementing ISO 9001 standards on the dimensions management and planning and support and recognition.

Citation

Rodríguez-Mantilla, J.M., León Carrascosa, V. and Martínez-Zarzuelo, A. (2021), "ISO 9001 standard and their impact on school management and planning and support systems–Comparative study on perception between heads–teachers", The TQM Journal, Vol. 33 No. 6, pp. 1610-1630. https://doi.org/10.1108/TQM-04-2020-0071